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North Carolina Libraries
TABLE OF CONTENTS
THEME ARTICLES: SCHOOL LIBRARIES
4 The School Media Coordinator: More than a Librarian,
Katherine R. Cagle
ab School Media Programs: Where Are We? Where Are We
Going? Carol G. Lewis
14 The School Media Advisory Committee: Key to Quality,
Frances Bryant Bradburn
18 Time Management in the Elementary School Media Center,
Carol Raney
22 The Teaching Role of the Secondary Media Coordinator:
Making It Work! Augie E. Beasley and Carolyn G. Palmer
27 PrincipalsT View of the School Media Coordinator, Beth M.
Rountree
30 The Role of Computers in the School Media Center, Ken-
neth M. Rollins
33 Homework Help: Problem Solving through Communica-
tion, Duncan Smith, Lynda Fowler, and Alan Teasley
38 The Use and Awareness of Government Publications by
High School Librarians, Donna Seymour
41 State Publications for School Libraries: A Selective Biblio-
graphy, Eileen McGrath
FEATURES
2 From the President
5 Job Description of Media Coordinator
6 Media Coordinator Performance Appraisal Instrument
8 Sample Evidences for Media Coordinator Performance
Appraisal Instrument
45 North Carolina Books
53 NCLA Minutes
55 NCLA Bienniel Reports
Cover: Katherine R. Cagle, oThe School Media Coordinator: More Advertisers: Book Fare, 36; H.W. Wilson, 17.
than a Librarian,�. North Carolina Libraries 46 (Spring
1988): 4,
Volume 46, Number 1
Spring 1988
Libraries... Spread the
News
NORTH CAROLINA LIBRARY ASSOCIATION
From the President
NCLATs biennial work has begun. The sections
and round tables are geared up for action and
twenty-one NCLA-wide committees are getting
themselves organized. Of these, one was mori-
bund and is being revived (Goals & Objectives)
and six are new. Since creating six brand-new
committees might seem excessive to some of you,
let me explain how they came about.
Management and Administration, or some-
thing similar, was suggested by several people on
their NCLA interest forms distributed with the
conference publicity, and I could not resist the
acronym possibilities (NCLA-MaD). Also, man-
agement is one of my own special interests and
something I think most of us librarians could do
better. Judith Sutton, Associate Director of the
Public Library of Charlotte and Mecklenburg
County, and one of our professionTs most profes-
sional administrators, has agreed to chair this
committee.
NCLA has had publicity committees in the
past, but lately librarians have begun to realize
that they need to go beyond publicizing what they
have to finding out what new markets there might
be for additional services librarians offer. Mar-
keting is something Assistant State Librarian
Howard McGinn can get positively passionate
about, so I am pleased that he has agreed to chair
a committee on Marketing and PR.
Publications is a committee that was recom-
mended by the Futures Committee last year, and I
concur in their belief that publications is a fertile
field that NCLA has only begun to explore. The
Publications Committee will review NCLA-wide
publications (as opposed to those created by sec-
tions or roundtables) to determine whether those
we have are meeting our needs. They will also
investigate the possibility of publishing as a
source of income for the association. Mary
McAfee, Head of Humanities Reference at Forsyth
County Public Library and a veteran of editorial
boards ranging from Down East to NCL, will chair
Publications.
Those of us responsible for filling librarian
positions know that we donTt get as many as we
2"Spring 1988
used to. WeTre not sure why this is happening,
since low salaries and a questionable image didnTt
prevent the glut of the seventies; but maybe
NCLATs new Recruitment Committee will be able
to find out. The chair is Sylvia Sprinkle-Hamlin,
Associate Director of the Forsyth County Public
Library and one who has written on this topic for
NCL.
The Committee on Service to Special Popu-
lations will be charged with making all of us more
aware of the problems that non-traditional
library patrons may have in using our libraries,
and with helping us learn how to make their
access to our libraries easier. Nelda Caddell,
Media and Technology Consultant at the South
Regional Education Center in Carthage, has
agreed to spearhead this effort.
I am excited about the possibilities for all of
these committees, but none more than the Com-
mittee on Paraprofessional Participation. Anne
Thigpen, Assistant Director of the Sampson-Clin-
ton Public Library, is the chair of this committee,
which is charged with advising NCLA on what it
can do to benefit the large contingent of para-
professionals who form the backbone of libraries
in this state. This committee has met once and is
already surveying paraprofessionals in the state
to determine whether there is an interest in
organizing a roundtable on paraprofessional con-
cerns within NCLA. This committee may become
the shortest-lived in NCLA history.
In addition to the new committees, I have
established one task force"on ethical issues.
Duke's Dr. Jerry Campbell has agreed to lead this
group to investigate what ethical issues librarians
face in this state, and whether there is a need for
a structure within NCLA for dealing with these
issues.
On the next page is a list of all the commit-
tees and their chairs. If there is something that
you would like one of them to consider, pass the
information along to the chair, That is one more
way for you to participate in the work of this
organization.
Patsy J. Hansel, President al
Archives
MAURY YORK
Edgecombe County Memorial
Library
909 Main Street
Tarboro, NC 27886
919/823-1141
Conference
BARBARA BAKER
Durham Technical Community
College
1637 Lawson Street
Durham, NC 27703
919/598-9218
Constitution, Codes and Hand-
book
DORIS ANNE BRADLEY
J. Murrey Atkins Library
UNC at Charlotte
Charlotte, NC 28223
704/547-2365
Education for Librarianship
KEN CRYSEL
Anson Technical Community
College
Box 68
Ansonville, NC 28007
919/272-7635
Finance
REBECCA TAYLOR
New Hanover County Public
Library
201 Chestnut Street
Wilmington, NC 28401
919/763-3303
Goals and Objectives
NANCY MASSEY
Hyconeechee Regional Library
P.O. Drawer E
Yanceyville, NC 27379
919/694-6241
Governmental Relations
NANCY BATES
Davidson County Public Library
602 South Main Street
Lexington, NC 27292
704/246-2520
NCLA COMMITTEE CHAIRS,
1987-89
Honorary and Life Member-
ships
WALTRENE CANADA
F. D. Bluford Library
North Carolina A&T State Uni-
versity
1601 E. Market Street
Greensboro, NC 27411
919/334-7782
Intellectual Freedom
GENE D. LANIER
Department of Library and
Information Studies
ECU
Greenville, NC 27834
919/757-6211
Library Resources
SUSAN JANNEY
LRC, Charlotte AHEC
c/o 7608-10 Antlers Lane
Charlotte, NC 28210
704/331-3129
Literacy
CAROLYN OAKLEY
LRC
Vance-Granville Community Col-
lege
P.O. Box 917
Henderson, NC 27536
919/492-2061
Management and Administra-
tion
JUDITH SUTTON
Public Library of Charlotte &
Mecklenburg County
310 North Tryon St.
Charlotte, NC 28202
704/336-2660
Marketing and Public Relations
HOWARD McGINN
Division of State Library
109 E. Jones Street
Raleigh, NC 27611
919/733-2570
Media and Technology
SUSAN S. TURNER
Ragsdale High School
2636 Walker Ave.
Greensboro. NC 27403
Membership
RAY FRANKLE
J. Murrey Atkins Library
UNC at Charlotte
Charlotte, NC 28223
704/547-2221
Nominating
LELAND PARK
Davidson College Library
Davidson, NC 28036
704/892-2000
Paraprofessional Participation
ANN THIGPEN
Sampson-Clinton Public Library
217 Graham Street
Clinton, NC 28328
919/592-4153
Publications
MARY McAFEE
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
919/727-2264
Recruitment
SYLVIA SPRINKLE-HAMLIN
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
919/727-2556
Scholarships
SHEILA CORE
Surry Community College
P.O. Box 304
Dobson, NC 27017
919/386-8121
Service to Special Populations
NELDA CADDELL
South Regional Education Cen-
ter
P.O. Box 786
Carthage, NC 28327
919/947-5871
National Library Week
April 17-23
Spring 1988 "3
The School Media Coordinator:
More Than a Librarian
Katherine R. Cagle, Guest Editor
Any library, in order to be effective and gain
the support of its patrons and community, must
know the needs of that community and provide
service that meets those needs. The school library
media centerTs community is the school itself, its
students and faculty, and the curriculum which
the school has adopted. Ruth Ann Davies said it
well when she wrote:
The [school] library program and the educational pro-
gram are interdependent, one and inseparable .... It is
the educational program"its philosophy, goals, purpose
and objectives"which gives purpose and direction,
scope and dimension, form and substance, significance
and value to the school library media center.!
To make the library media program and the
educational program of the school merge and
become oone and inseparableT is our highest prior-
ity. This is where our mission differs from that of
most other types of libraries. This is also where
our identity crisis begins. We often find ourselves
in the position of being neither librarian nor
teacher, but a combination of the two with the
role of teacher predominant.
In todayTs age of specialization the school
librarian is more than ever expected to be a
generalist. We are expected to fulfill the roles of
library administrator, acquisitions librarian, cata-
loger, reference librarian, audiovisual specialist,
computer specialist, and public relations director,
in addition to our most important role"that of
educator.
In our role as educator, we must be more
than vaguely familiar with the entire curriculum
of the school and plan with our faculty the best
ways to give service within that framework. The
planning process can range from informal plan-
ning with an individual teacher to curriculum
development with an entire department. The
combined expertise of the teacher in the subject
areas and the media coordinator in the areas of
materials selection, audiovisual technology, and
computers can elevate the educational program
of the school to new heights of effectiveness.
Katherine R. Cagle is media coordinator at Reynolds High
School, Winston-Salem.
4"Spring 1988
While emphasis on the instructional role in
the curricular and technological areas is a top
priority, we must not neglect our role as promoter
of leisure reading"from fiction to special interest
non-fiction books and periodicals. Much of our
studentsT reading is assigned, but there should be
an effort to interest them in reading books and
periodicals of their own choce. If the aim of edu-
cation is a literate society, students need to
develop the habit of choosing to read. A reading
guidance program with such components as story-
telling, booktalks, and book displays gives impetus
to students developing interest in reading.
Is the job of school librarian an impossible
task? Sometimes it does appear to be so; but our
jobs are never boring! And there are many
rewards. We have the privilege of knowing our
patrons on a personal basis, of seeing them
develop projects from beginning to end, of watch-
ing their eyes light up over new discoveries, and of
often being personally involved in their discover-
ies. There is a spirit of camaraderie among librar-
ians, teachers, and students"of learning from the
students as they are learning from us. Everyone
benefits from the merging of the library media
program and the educational program.
This issue of North Carolina Libraries
focuses on the expanded mission of school librar-
ies, where we are at the present time and what we
are trying to accomplish. Carol Lewis discusses
the present status of school librarianship, con-
cerns for the future, and recent efforts to address
those concerns. Beth Rountree explores the per-
ceptions school administrators have of the library
media center and makes some specific sugges-
tions for improving our image through public
relations. Frances Bradburn describes some pos-
sible variations for involving faculty members in
the library selection process through the school
media advisory committee. Augie Beasley and
Carolyn Palmer tell how they make the teaching
role of the school librarian the focus of their
library media program, while Carol Raney illus-
trates the use of effective time managment to
accomplish the impossible. Ken Rollins describes
the role of computers for both instruction and
management in the school library. Duncan Smith,
Lynda Fowler, and Alan Teasley describe a pro-
cess for coordinating school and public library
cooperation in working with student homework
assignments. Donna Seymour shares her research
dealing with use of public documents in the
school library, and Eileen McGrath provides an
annotated bibliography of state documents ap-
propriate for school libraries.
While this issue of North Carolina Libraries
will not provide answers to all the problems of
school librarians, it does address some of our
most pressing concerns. I hope this issue will pro-
vide you with ideas that will help you toward your
goal of making the library media program and the
educational program oone and inseparable.�
Reference
ie Ruth Ann Davies. The School Library Media Center: A
Force for Educational Excellence. 2nd ed. (New York: R.R.
Bowker, 1974), 3.
Job Description of Media
Coordinator
Reports To: Principal
Supervises: Coordinates and directs the activi-
ties of library/media aide(s), student assistants,
and/or volunteers.
Purpose: To provide the leadership and resources
for implementation of a school library/media
program that serves as an integral part of the
instructional process.
~Duties and Responsibilities:
1. Major Function: Manages Instruction
Adhering to the Teacher Performance Appraisal
Instrument criteria, the media coordinator in-
structs students and faculty in using and/or pro-
ducing media to integrate into the curriculum
and facilitate the teaching/learning process.
2. Major Function: Manages Public Relations
The media coordinator initiates interaction with
Students, staff, administration, and the general
public for purposes of integrating, promoting, and
expanding the media program.
3. Major Function: Plans for the Media Program
The media coordinator designs and implements
short- and long-range plans which allow a bal-
ance among integrated skills instruction, litera-
ture appreciation, planning with teachers, and
collection management and development.
4, Major Function: Manages Resources
The media coordinator establishes and carries
out procedures for effective and efficient selec-
tion, acquisition, cataloging, processing, access-
ing, and maintaining materials and equipment.
5. Major Function: Manages the Facility
The media coordinator organizes the facility and
resources in such a way that they reflect the phi-
losophy and goals of the school and its media
program.
6. Major Function: Carries Out Professional
Responsibilities
The media coordinator provides opportunities for
personal and professional growth for him/herself
as well as for the schoolTs staff and students. S/he
also carries out assigned non-instructional duties;
adheres to established laws, policies, rules and
regulations; and submits accurate reports promptly.
Spring 1988"5
Media Coordinator Performance Appraisal Instrument
Media Coordinator Name "_""
School ania eee Ee
1. Major Function: Managing Instruction *
1.1 Management of Instruction Time
1.2 Management of Student Behavior
1.3 Instructional Presentation
1.4 Monitoring of Student Performance
1.5 Instructional Feedback
1.6 Facilitating Instruction
1.7 Correlating Instruction
Comments
nnn ee eee SEES nS EEEREEESEEnE RE
nn cae EEEnEE EE EESSSSInSSnES nasa
* Incorporates Major Functions 1-6 from TEACHER PERFORMANCE APPRAISAL
INSTRUMENT in evaluation of direct teaching activities.
2. Major Function: Managing Public Relations
2.1 Promotes positive staff relationships.
2.2 Promotes positive student relationships.
2.3 Maintains a good relationship between school and
community.
Comments
3. Major Function: Planning for the Media Program
3.1 Develops annual and long-range plans for the media
program based on periodic assessment.
3.2 Plans with teachers to integrate media skills into the
curriculum.
3.3 Designs motivational activities to promote reading.
3.4 Plans a schedule that allows for both instruction and
collection development within administrative guidelines.
Comments: Sa bessiepie 50g tie). BN 9e! BRS
RUNG Sh ot RS 8 a oe eS ee
4, Major Function: Managing Resources
4.1 Provides leadership for the Media Advisory Committee.
4.2 Analyzes the collection to determine needs.
4.3 Uses standard selection tools and practices to evaluate
and select all instructional materials.
4.4 Coordinates the acquisitions process.
4.5 Insures accessibility to resources
4.6 Offers a variety of instructional resources to meet
curriculum objectives and learning styles.
6"Spring 1988
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Above Standard
Superior
4.7 Administers the media program budget.
4.8 Promotes the use of current technologies.
4.9 Maintains media resources.
Comments
Below Standard
Unsatisfactory
At Standard
5. Major Function: Managing the Facility [ Pa] [| [ Poe} [|
5.1 Has organized media center so that areas are identifi-
able.
5.2 Support areas are organized.
5.3 Provides an environment that reflects the multiple
goals of the media program.
5.4 Considers health and safety regulations when arranging
facility.
5.5 Facility organized for efficient circulation.
Comments
6. Major Function: Professional Responsibilities ie i Lash [| i EI
6.1 Upgrades professional knowledge and skills.
6.2 Provides growth opportunities for staff and students.
6.3 Carries out non-instructional duties as assigned and/or
as need is perceived.
6.4 Adheres to established laws, policies, rules, and regula-
tions.
6.5 Submits accurate reports promptly.
Comments
EvaluatorTs Summary Comments
Media CoordinatorTs Reactions to Evaluation
EvaluatorTs signature and date Media CoordinatorTs signature and date
Signature indicates that the written evaluation
has been seen and discussed.
Spring 1988 "7
Sample Evidences for
Media Coordinator Performance
Appraisal Instrument
This document is intended as a guide for
persons using the North Carolina Performance
Appraisal Instrument for Media Coordinators. It
presents the major functions entailed in the job of
media coordinator. The major functions are
responsibilities that apply to all media coordina-
tors.
Below each major function, indicators of the
practices submitted by that function are identi-
fied by two digit numbers.
An unnumbered list of sample evidence
accompanies each practice. This lot is intended to
assist observers by identifying some potential evi-
dences for each practice. The activities on this list
comprise a mix of possible tasks which may or
may not be the responsibility of a given media
coordinator. They should not be construed to be
mandated.
1. Major Function: Managing Instruction
*1.1 Management of Instructional Time
® has materials, supplies and equipment
ready at the start of the lesson or
instructional activity.
© gets the class started quickly.
© gets students on task quickly at the
beginning of each lesson or instruc-
tional activity.
@ maintains a high level of student time-
on-task.
*1.2 Management of Student Behavior
@has established a set of rules and
procedures that govern the handling of
routine administrative matters, student
verbal participation, and movement.
@ frequently monitors the behavior of all
students during whole-class, small
group, and seat work activities and dur-
ing transitions between instructional
activities.
© stops inappropriate behavior promptly
and consistently, yet maintains the dig-
nity of the student.
*1.3 Instructional Presentation
@ begins lesson or instructional activity
with a review of previous material.
® introduces the lesson or instructional
activity and specifies learning objec-
tives when appropriate.
© speaks fluently and precisely.
oIndicators are Practices from Teacher Performance Appraisal
Instrument
8"Spring 1988
@ presents the lesson or instructional
activity using concepts and language
understandable to the students.
® provides relevant examples and dem-
onstrations to illustrate concepts and
skills.
@ assigns tasks that students handle with
a high rate of success.
@ asks appropriate levels of questions
that students handle with a high rate of
success.
© conducts lesson or instructional activ-
ity at a brisk pace, slowing presenta-
tions when necessary for student under-
standing but avoiding unnecessary slow-
downs.
® makes transitions between lessons and
instructional activities within lessons
efficiently and smoothly.
@ makes sure that the assignment is
clear.
@ summarizes the main point(s) of the
lesson at the end of the lesson or
instructional activity.
*1.4 Instructional Monitoring of Student Per-
formance
® maintains clear, firm and reasonable
work standards and due dates.
@ circulates during class to check all stu-
dentsT performance.
© routinely uses oral, written, and other
work products to check student pro-
gress.
@ poses questions clearly and one at a
time.
*1.5 Instructional Feedback
® provides feedback on the correctness
or incorrectness of work to encourage
student growth.
® provides sustaining feedback after an
incorrect response or no response by
probing, repeating the question, giving
a clue, or allowing more time.
*1.6 Facilitating Instruction
@has an instructional plan which is
compatible with the school and system-
wide curricular goals.
® uses diagnostic information obtained
from tests and other assessment pro-
cedures to develop and revise objec-
tives and/or tasks.
® maintains accurate records to docu-
ment student performance.
@ has instructional plan that matches/
aligns objectives, learning strategies,
assessment and student needs at the
appropriate level of difficulty.
@ uses available human and material
resources to support the instructional
program.
1.7 Correlating Instruction
© correlates presentation with an area of
the classroom curriculum.
@ relates Library Media and Computer
Skills to other content areas and stu-
dent experiences.
© provides activities that enable students
to use information to complete class-
room assignments.
2. Major Function: Managing Public Relations
2.1 Promotes positive staff relationships
® cooperates with the total operation of
the school.
@ is an effective member of teacher teams.
® encourages optimum use of media cen-
ter staff and resources.
2.2 Promotes positive student relationships
® encourages optimum use of media cen-
ter staff and resources.
® provides incentives for students to use
resources for personal information
needs.
2.3 Maintains a good relationship between
school and community
® issues newsletters.
@ recruits and trains volunteers and
resources from the school and com-
munity.
® submits news articles to school, com-
munity, and professional organizations.
® plans programs in the media center
and invites community participation.
© cooperates with other organizations
(e.g., parent organizations, public and
other libraries).
® conducts book fairs.
3. Major Function Planning for the Media Pro-
gram
3.1 Develops annual and long-range plans for
the media program based on periodic
assessment
® participates on curriculum planning
committee.
© frequently requests input from a var-
iety of sources, such as surveys and
suggestion box.
@ uses local, regional, state, and national
guidelines (list out titles).
® uses input from Media Advisory Com-
mittee.
3.2 Plans with teachers to integrate media
skills into the curriculum
3.3
3.4
4.1
® attends grade level and departmental
meetings.
® consults textbook and curriculum
guides.
@ plans, informaliy and formally, with
teachers.
® develops integrated units.
Designs motivational activities to pro-
mote reading
© book fairs
® literature festivals
® media fairs, contests
® book talking
® provides tangible incentives, ie., book-
marks, buttons, certificates
© storytelling
Plans a schedule that allows for both in-
truction and collection development with-
in administrative guidelines
@ has a daily/weekly/monthly schedule
that shows planning and instructional
activities, as well as management tasks.
© encourages flexibility for teacher/stu-
dent use.
® schedule is displayed and easily access-
ible.
4, Major Function: Managing Resources
Provides leadership for the Media Advi-
sory Committee
® schedules meetings when appropriate
(agendas and minutes available).
® routes appropriate information to com-
mittee members.
@ interprets selection policy for members
of the committee.
® uses the committee to help interpret
the selection policy to the faculty.
® participates in the re-evaluation of
challenged materials.
4.2 Analyzes the collection to determine
4.3
needs
@ uses Media Advisory Committee and
faculty to identify curriculum needs.
® uses teacher handbooks to identify cur-
riculum content.
®@ has suggestion box to determine per-
sonal interests of students and teachers.
Uses standard selection tools and practi-
ce such as, (list out), to evaluate and
select all instructional materials
@ follows the selection policy approved by
~ the local school board.
® maintains a consideration file with
selection sources indicated.
® consults a variety of professional review-
Spring 1988"9
ing sources such as the ADVISORY
LISTS from Media Evaluation Services,
professional journals and publications.
@ uses first-hand evaluation when possi-
ble, ie., attends book exhibits, orders
materials for preview, visits other li-
braries, consults other resources.
4.4 Coordinates the acquisitions process
®@ makes selections.
® prepares orders.
® receives and inspects orders.
® processes materials and places on
shelves.
@ files catalog and shelflist cards.
© cooperates with centralized processing
staff, if available.
4.5 Insures accessibility to resources
© uses standard Dewey classification.
@ maintains card catalog or online cata-
log.
@ maintains regular school hours.
© remains open all day.
® provides flexible scheduling to accom-
modate various groups simultandously.
4.6 Offers a variety of instructional resources
to meet curriculum objectives and learn-
ing styles
@ equipment is available in sufficient
quantities and types to meet needs.
© maintains a Community Resource File.
@ print and non-print formats are avail-
able to meet instructional needs.
@ maintains Information File.
4.7 Administers the media program budget
®@ develops annual and long-range budget
goals.
@uses sample budget planning sheet
from MEDIA PROGRAM RECOMMEN-
DATIONS.
® works with the Media Advisory Com-
mittee to set budget priorities.
® works with the Media Advisory Com-
mittee to set priorities for Federal pro-
jects, as appropriate.
® records indicate that budget allocation
was spent.
4.8 Promotes use of current technologies
© uses newer technologies.
® creates awareness of STV series and
materials for the effective use of pro-
grams.
® orders STV catalogs, planning books,
and teacherTs guides.
® publicizes and distributes STV mate-
rials.
@ creates an awareness and facilitates
10"Spring 1988
the use of new technologies.
® stays current on newer technologies
through reading professional journals,
staff development, etc.
® encourages the use of microcomputers
for management.
@ encourages the use of microcomputers
for instruction.
4.9 Maintains media resources
© coordinates equipment repair.
@ updates information file.
@ develops the collection through weed-
ing.
@ withdraws catalog and shelflist cards
for resources that are weeded.
@ makes simple repairs to resources, i.e.,
spine labels, torn pages, lamp replace-
ment.
® back issues (3-5 years) of periodicals
are organized for access.
5. Major Function: Managing the Facility
5.1 Has organized media center so that areas
are identifiable.
@ Look for these general areas:
circulation.
card catalog.
leisure reading.
reference.
listening/viewing/computing.
storytelling.
professional collection.
display/exhibit.
5.2 Support areas are organized.
® administrative and planning area is
evident.
@ production/workroom is organized to
meet work needs.
@ periodical back issues are organized in
storage containers.
© equipment is stored in a place that is
adequate and easily accessible.
© conference/small group activity area is
available.
5.3 Provides an environment that reflects the
multiple goals of the media program
@ display of student work.
© promotional displays.
® bulletin boards.
@ plants, pictures, posters.
@ cleanliness.
5.4 Considers health and safety regulations
when arranging facility
© free access to exits.
@ extension cords appropriately used.
e AV carts with safety straps.
® attempts to correct safety problems.
5.5 Facility organized for efficient circulation
® check out station near exit and away
from stack area.
® outside drop for return of materials.
® access to equipment without disrupting
other areas.
@ resources are clearly labeled.
© physical access (handicapped).
6. Major Function: Professional Responsibilities
6.1 Upgrades professional knowledge and
skills
@ attends professional meetings, keeps
abreast of current literature.
@ attends workshops, seminars and/or
enrolls in advanced couirses at institu-
tions of higher learning.
@ visits other schools.
@ develops a written professional growth
plan.
6.2 Provides growth opportunities for staff
and students
® trains and supervises student assis-
tants.
® trains and supervises media aides.
© develops orientation sessions.
© conducts staff development activities.
® assembles new materials displays.
© produces newsletters.
®@ disseminates information at faculty
meetings.
6.3 Carries out non-instructional duties as
assigned and/or as need is perceived
© club sponsorship.
© committee involvement.
@ school duties (e.g., sports, social events,
PTSA).
® contributes to development of annual
objectives of school.
6.4 Adheres to established laws, policies, rules,
and regulations
® school and district policies.
® copyright.
@ selection policies.
@ inventories.
®@ state contract.
© school purchase requirements.
6.5 Submits accurate reports promptly
®@ inventories of furniture, equipment,
and collection.
® annual reports (eg., financial, SDPI
reports).
® budget.
@ fines.
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
. 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.
. 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.
. Manuscripts should be submitted in triplicate on plain white
paper measuring 8" x 11�.
. Manuscripts must be double-spaced (text, references, and
footnotes). Manuscripts should be typed on sixty-space lines,
twenty-five lines to a page. The beginnings of paragraphs
should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should be indented on both mar-
gins.
. The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
. 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.
. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th edition.
The basic forms for books and journals are as follows:
Keyes Metcalf, Planning Academic and Research Li-
brary Buildings. (New York: McGraw, 1965), 416.
Susan K. Martin, oThe Care and Feeding of the MARC
Format,� American Libraries 10 (September 1979): 498.
. Photographs will be accepted for consideration but cannot be
returned.
. North Carolina Libraries is not copyrighted. Copyright rests
with the author. Upon receipt, a manuscript will be acknowl-
edged by the editor. Following review of a manuscript by at
least two jurors, a decjsion will be communicated to the wri-
ter. A definite publication date cannot be given since any
incoming manuscript will be added to a manuscript from
which articles are selected for each issue.
Issue deadlines are February 10, May 10, August 10, and
November 10.
Spring 1988"11
School Media Programs:
... Where Are We?
... Where Are We Going?
Carol G. Lewis
A recent study showing a strong correlation
between school system expenditures on library
media services and pupil performance on schol-
arship examinations has stirred a great deal of
attention and prompted library professionals to
bombard the independent Ohio organization!
that conducted the study with requests for the
supporting data. We in the profession have been
convinced for years that good school libraries can
and do make a difference in student achievement,
but convincing school leaders to support school
media programs from scarce resources has been
an uphill battle. We all have seen the possibility of
using data from this recent study to heighten
interest in support of school library media pro-
grams; however, getting adequate funding re-
mains a challenge for school media coordinators.
So where do we stand nationally, locally? Do
we have the instructional resources in our school
libraries to support the curriculum? Put these or
any similar questions to several individuals, and
you are likely to get widely different answers.
Each personTs perceptions affect her or his point
of view and interactions with others. Perception
could be the biggest roadblock to our success in
gaining adequate support for strong school media
programs.
Major Concerns: A National Perspective
A review of the major areas of concern for
school library media professionals in the next ten
years, which have been defined by the National
Association of State Educational Media Profes-
sionals (NASTEMP)? will put our efforts in.North
Carolina into a broader, national perspective. The
identified areas of critical concern were: 1) the
changing role of the public school library media
specialist; 2) the assessment of the impact of
technology on curriculum and instruction; 3) the
Carol G. Lewis is Director of the Division of School Media
Programs for the Area of Educational Media and Technology
Services, North Carolina Department of Public Instruction,
Raleigh.
12"Spring 1988
critical shortages of qualified personnel in the
library media field; 4) evaluation of library media
personnel; 5) the need for demonstration schools
in each state; and 6) library media learner out-
comes.
These concerns are the result of a Think Tank
held in Minneapolis, Minnesota in September
1986 which was attended by state-level media
professionals from across the United States. The
major areas of concern were identified and sub-
mitted to the membership for input. Members
ranked their priorities and the results were pub-
lished in November 1987.
North Carolina has already taken action to
address the major concerns and has initiated
programs to provide leadership for newer tech-
nologies within the school community.
Recent Efforts: A State Perspective
Leadership for school media programs in
North Carolina has come from two primary sour-
ces"the Department of Public Instruction and
the North Carolina Association of School Librar-
ians. NCASL initiatives may be more evident to its
active members, while efforts of SDPI may be
more apparent statewide. Several organizational
changes at the Department of Public Instruction
reflect attempts to keep abreast of newer tech-
nologies, as well as to address areas of critical
concern. A Division of Computer Services has
been added, School Television has been expanded
to become the Division of Telecommunications,
and a telecommunications specialist position has
been created to provide leadership in satellite
installations and programming. The Division of
School Media Programs expanded its services to
school systems by assigning a media and technol-
ogy coordinator to each of the stateTs eight re-
gional education centers.
Within the last five years, Department initia-
tives have resulted in:
1. A Library Media and Computer Skills pro-
gram defined as an integral part of the overall
curriculum presented in the Teacher Handbook.®
2. Revised state guidelines for school media
programs. Media Program Recommendations.4
3. A unique job description and performance
appraisal instrument for media coordinators that
embraces the expanded role of the media profes-
Sional, assuring a fairer and more realistic evalua-
tion.
4. Studies to determine the extent of need for
school media coordinators by 1992 and involve-
ment in initiatives to recruit potential candidates
into the profession.
5. Legislative initiatives resulting in $28.4 mil-
lion for computer equipment, software, and staff
development, and $3 million for satellite technol-
ogy.
6. An additional certification for Media Super-
visor (078) and Instructional Technology Special-
ist"Computers (077).
Individual Effort Necessary for Success
It is clear that North Carolina has made prog-
ress toward developing strong school media pro-
grams and addressing the concerns identified by
NASTEMP. We are leaders nationally. However,
Wwe continue to be frustrated by the apparent
apathy of many North Carolina teachers and
School leaders. There is a general lack of under-
Standing and enthusiasm for the valuable contri-
bution an effective school media program can
make in strengthening the schoolTs instructional
program.
This apathy can be attributed partly to the
absence of a formal introduction in higher educa-
tionTs teacher/admiministrator training programs
to the role of the media program in the instruc-
tional process. But a large portion of the respon-
Sibility rests with media professionals alone. That
technological advancements have continually re-
defined the role of the school media coordinator
Over the years has not been self-evident to other
educators. Media coordinators have failed to
communicate these changes effectively. One of
the most effective ways to change perceptions is
for the media coordinator to establish collegial
relationships with teachers and administrators,
Opening the door to successful interaction. As
Stated in Media Program Recommendations, oThe
image of the media program and staff can exert
Positive influence and gain support from the
School board, superintendent, principal, school
Patrons, and the community.� 5
Two major areas where perceptions need to
be changed are acceptance of the media coordi-
nator as oteacher,� and recognition of the need for
additional allocations for collection development.
To be able to contribute to the improvement
of the instructional program, media coordinators
must be familiar with the schoolTs curriculum and
contemporary teaching techniques. Strategies
include: attending grade-level and departmental
meetings; becoming familiar with textbooks used
in the school; discussing classroom assignments
with teachers; and planning related, correlated,
or integrated skills lessons for students.
To assure serious consideration of larger
budget requests"necessary because of inflation,
expensive new technology resources and aging
collections"establish a collection development
plan, involve teachers and students in the selec-
tion process, and support budget requests with
data understood by administrators.
... good school libraries can
and do make a difference in
student achievement.
Conclusion
The future looks bright. Many school media
coordinators have established themselves as val-
uable members of the teaching team and, through
active Media Advisory Committees, have height-
ened the awareness of teachers and principals
regarding the need for strong media collections
that reflect the curriculum of the school. These
bright spots serve as models for those reluctant to
broaden their horizons. The new Media Coordina-
tor Performance Appraisal Instrument will serve
as a guide to administrators who are unsure of
reasonable expectations for the school media
coordinator. State Instructional Materials and
Supplies funding was increased by the legislature
this year. If media professionals document budget
needs, there is a greater likelihood that this fund-
ing will be directed to the media programs.
The challenge to all of us remains one of
individual commitment to communicating our
redefined role and to providing the vision so that
other educators recognize the value of the school
media program for what it can be.
References
de School Match, 5027 Pine Creek Drive, Westerville, Ohio
43081.
2. National Association of State Educational Media Profes-
sionals. Goals and Objectives for the T90Ts: A Report of the
NASTEMP Think Tank (1987); i.
3. Area of Instructional Services, SDPI, Teacher Handbook:
North Carolina Competency-Based Curriculum, Library Media
and Computer Skills, Grades K-12. Raleigh: N.C. State Board of
Education, 1985.
4, Educational Media and Technology Services, SDPI, Media
Program Recommendations: Individual School/Administrative
Unit. Raleigh: N.C. State Board of Education, 1986. an
5. Ibid, 1-8. lal
Spring 1988"13
The School Media Advisory Committee:
Key to Quality
Frances Bryant Bradburn
The media advisory committee has long been
an assumed component in the selection of mate-
rials in North CarolinaTs public schools. While one
would be hard-pressed to find any school in the
state which did not have a list of its media advi-
sory committee members on paper, one also
would be hard-pressed to find many schools in
which the MAC is working to its fullest potential.
And yet in schools with superior budgets and
program, the media advisory committee is often-
times the key.
The make-up of the media advisory com-
mittee is standard. Usually appointed by the prin-
cipal who serves on the committee as well, the
MAC generally is composed of a representative
from each grade level in an elementary school or
the department head or his representative in a
junior or senior high. Ideally, the committee
should also have student and parent representa-
tion. The media coordinator chairs the committee,
any other media staff are members, and the sys-
tem-level media supervisor or contact person
serves as a resource person.
Selecting Materials
The basic role of the media advisory com-
mittee is to help the school media coordinator in
the selection of materials for that specific schoolTs
media center. Implicit in this is the assumption
that everyone on the MAC knows what the selec-
tion policy is in his particular school system. Yet
this is not always the case.
Media advisory committees should meet at
scheduled intervals throughout the year, ideally
at least once every four to six weeks. At the first
meeting of the school year, each MAC member
should be given a copy of the system-wide selec-
tion policy. At the same time, each member
should also receive a copy of the Library Bill of
Rights and Access To Resources and Services in
the School Library Media Program: An Interpreta-
tion of the Library Bill of Rights. What should
Frances Bryant Bradburn, editor of North Carolina Libraries,
is Media and Technology Coordinator at the Central Regional
Education Center, Raleigh.
14"Spring 1988
then ensue is a careful reading and discussion of
all three documents. The selection policy should
be examined in the light of both Library Bill of
Rights documents, and the media advisory com-
mitteeTs philosophy thus begins to take shape. Be
aware, however, that this process forces commit-
tee members to come to grips with their own
beliefs about childrenTs rights to information.
Inevitably, there will be differences of opinion, but
it is vitally important that the entire committee at
least wrestle with the issue of how materials
should be selected for this particular school and
why they should be included in the first place.
Complete unanimity may be impossible, but at
least the dialogue has begun. Any assumptions
under which the committee will function will have
a consensus base, and those areas of disagree-
ment will be out in the open for everyone to con-
sider.
... it is vitally important that
the entire committee at least
wrestle with the issue of how
materials should be selected
for this particular school...
The second meeting should follow soon after
the first. It is in this meeting that committee
members are introduced to the selection tools
available. All schools in North Carolina have
copies of the state Materials Advisory Lists, in-
depth annotations of books, AV, and computer
software published by the Division of Media Eval-
uation Services in the State Department of Public
Instruction. Hopefully, additional selection tools
such as The Elementary School Library Collec-
tion, Booklist, School Library Journal, Science
Books and Films and other subject area and edu-
cational journals will be accessible as well. Point-
ing out the difference between the information
offered in these reviews and the hype, propa-
ganda, and oftentimes complete lack of specifics
in a publisher's catalog will focus the committee
on the process of responsible selection. At this
same meeting, the schoolTs curriculum, its educa-
tional goals, and the selection policy should be
emphasized. These are the basis for the inclusion
of any material in the schoolTs media center no
matter how glowing the review. They cannot be
overlooked.
The actual selection of individual titles can be
both formal and informal. Ideally, it is a continual
process, unrestricted as to meeting date or advi-
sory position. Many media coordinators keep
selection tools and individual reviews circulating
among the committee or the entire faculty, with
subject area or grade-level teachers often asked
specifically, oDo you need this?�, oCan you use
this?�, or oWhat do you think?� Every teacher and
student in the school is encouraged to make sug-
gestions for the purchase of materials, bringing
reviews, information, or curriculum justification
to either the media coordinator or to her repre-
sentative on the MAC. As this process continues
throughout the year, the media coordinator keeps
a owish list� of everything suggested, with review-
ing source and/or requesting teacher or depart-
ment noted. Then, when actual ordering takes
place, the librarian can choose individual titles
with the complete assurance that faculty mem-
bers in general and the media advisory committee
in particular have had clear-cut input in the choice
of materials.
Determining Budget Priorities
The inevitable problem with the selection
process is that there are always more materials
requested than there is money to pay for them.
Thus the second basic role of the media advisory
committee"and the most powerful one"is the
setting of budget priorities. Sometimes this in-
volves making decisions about how to spend a
small, pre-determined portion of an overall school
budget; other times it necessitates the allocating
of an entire instructional budget.
One example of this complete budget process
can be found in several schools in Durham
County. In these schools, the media advisory
committee and the buildingTs budget committee
are one and the same. The media coordinator
either co-chairs the committee with the principal
or chairs it herself. The make-up of the committee
is standard, but its influence is far-reaching"it
determines how the entire instructional budget is
spent. Thus, in schools which use this system, the
MAC may decide such important issues as: how
much money will we spend on consumables as
opposed to materials of lasting value available to
every student?; do we replace the microscopes in
the biology lab this year or buy enough overheads
so that each teacher has one?; and do we buy the
new set of science encyclopedias or order the
filmstrips and computer software to support the
new unit on Vietnam? The advantage to this pro-
cess is that the entire school program is analyzed
carefully. Not only is it difficult to oplay favorites�
by consensus, it is equally difficult to get approval
for a poorly justified request. Peer review is a for-
midable obstacle to shoddy work.
But there are also disadvantages. Some
media coordinators in various North Carolina
schools have felt that they would have received
more money to spend on library-specific mate-
rials had they been given a set budget rather than
their program becoming a part of the negotiating
process. It is a rude awakening to find that other
teachers donTt view the media center as the hub of
the school! And the paperwork can be overwhelm-
ing. If the media coordinator is chair of the com-
mittee, she is usually purchasing agent and at
least informal keeper of the books as well. This is a
monumental task, particularly in larger schools.
But when asked specifically whether or not she
would prefer to return to the oset library budget�
of before, every Durham County media coordina-
tor involved on the school-wide budget committee
said ono.� Each would do the extra work to give
her program a financial place in the schoolTs
instructional budget and to allow her to have an
input in the entire schoolTs budgetary process. She
who controls the purse-strings controls the pro-
gram!
Although the school-wide budget committee
aspect of the MAC is being seen more frequently,
the most common budget process available to
media centers today is still the oset amount.�
Generally principals or central office staffs allot a
specific amount of money to be used for the pur-
chase of materials for the media center. From this
money, the media advisory committee is asked to
determine what materials can be purchased to
best fill the needs of the schoolTs children and
teachers.
... ideally the MAC is more
than the sum of its roles.
Ee
In order to do this intelligently, each media
advisory committee should develop a five-year
plan based on the schoolTs educational goals and
priorities. Again, the burden of work will fall on
the schoolTs media coordinator, for she must care-
fully analyze the entire media collection to deter-
mine whether or not it can support the schoolTs
curriculum and the needs of its students and
faculty. After she has done so, she should report
Spring 1988"15
her findings to the MAC. Are there areas of the
curriculum where there are no supporting mate-
rials? If so, these areas should be immediate prior-
ities. Are there instructional areas where the book
collection is adequate, but for which there are no
audiovisual materials or computer software? Are
there specific subjects that are the focal point for
reports and papers which need more and varied
materials? Are there areas of the collection which
are outdated or which have not kept up with new
and breaking information? All these are questions
which must be considered by the media advisory
committee before decisions can be made. It
should be the committeeTs responsibility to deter-
mine the areas of priority and the time table for
addressing them. The media coordinator should
take care, however, in guiding the MAC to under-
stand that some resources must remain to con-
tinue purchase of new and necessary materials
throughout the collection. Priorities cannot so
overwhelm the planning process that we force the
same problems to creep into-other areas of the
collection because we have not been able to main-
tain them. A five-year plan should provide a solu-
tion to correcting weaknesses, not create new
ones in its wake.
Often, a single media
coordinator is a voice crying in
the wilderness; the media
advisory committee can offer
a concert of concern.
Weeding the Collection
One of the ways a media advisory committee
can be most helpful to a media coordinator is by
helping to weed the collection. But weeding the
collection is a two-way street; it also allows the
MAC to become familiar with the collection and
consequently aids it in making more intelligent
overall collection decisions. While many high
school media coordinators will ask the MAC to
weed their specific departnrental areas of the col-
lection, elementary librarians are more apt to
divide the collection into equal parts and ask the
entire MAC to weed a specific portion.
It quickly becomes apparent that the media
advisory committee is being asked to take on
many time-consuming tasks which, while vital to
the optimum functioning of a schoolTs media pro-
gram, may not fairly go uncompensated. One
school system in North Carolina is addressing just
this concern this year.
Granville County Schools has, for the past
16"Spring 1988
two years, operated under a performance-based
supplement for its systemTs teachers. Kinder-
garten through twelfth grade teachers are offered
the opportunity to earn up to four percent of
their annual salary based upon the achievement
of goals and objectives they have drawn up for
themselves with the approval of their principals
and supervisors. Goals and objectives can involve
activities requiring work outside the parameters
of the specific school day. This school year, two
individual schools have adopted membership on
their media advisory committee as a oone percent
supplement� activity.
In order for this to be successful, guidelines
have been drawn up to include bimonthly meeting
dates and committee expectations. The schedule
stipulates one monthly meeting for decision-
making responsibilities such as materials selec-
tion and five-year plan formulation. The other
meeting is specifically for weeding. Because of the
monetary stimulus, a high degree of quality input
has been achieved.
Public Relations
While the selection of materials, allocation of
the media center budget, and weeding of the col-
lection are the traditional roles of the media advi-
sory committee, ideally the MAC is more than the
sum of its roles.
Any media advisory committee worth its
name is a public relations tool for the schoolTs
media program. Since its members work so closely
with the materials housed within its doors, they
also realize the potential for increased instruc-
tional enrichment and enhancement when they
are used. Because, by nature of their positions,
they are usually the instructional leaders within
their schools, media advisory committee members
can model the effective use of the exciting books,
AV, and computer software available in their
library to supplement the textbooks. They can
also make media center needs known to the prin-
cipal and other teachers. Often, a single media
coordinator is a voice crying in the wilderness; the
media advisory committee can offer a concert of
concern. The MAC can, in turn, be a wealth of
information, conveying new curriculum offerings,
program ideas, and educational trends to the
media coordinator. In short, the media advisory
committee can be the eyes, ears, and mouthpiece
for the media center and its program. It is the key
to quality.
EditorTs Note: For more information about the performance-
based supplement, contact Dr. G. Thomas Houlihan, Superin-
tendent; Granville County Schools; Oaford, N.C. 27565. A
\
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Spring 1988 "17
Time Management in the
Elementary School Media Center
Carol Raney
In recent years the role of the elementary
school media coordinator has expanded to
include many new areas of expertise. In addition
to the long-time function of student instruction
and management of the media collection, the
elementary media coordinator is now facing the
new technologies of computers and video in edu-
cation. The elementary school media coordinator
is often working in a situation with no clerical
assistance (or, at the most, half-time assistance),
and often these schools have no assistant princi-
pal. As a result the media coordinator is often
asked to help in a wide variety of school adminis-
trative needs. To fulfill this expanded role, the
elementary media coordinator is faced with find-
ing some means to handle the ever-increasing
work load given the same number of hours in a
day"not an easy task!
The only way to cope with this situation is to
make the most of the time that is available. Much
has been written in the past few years about the
importance of time management in general, but
very little has been directed at school libraries.
Some of the techniques suggested would be quite
difficult for the elementary school media coordi-
nator to implement, but there are many sugges-
tions that would help make the most of the
available time. This article reviews some of the
general suggestions for good time management
and gives specific suggestions for each of the six
major functions of the media coordinator, as de-
scribed in the Job Description of Media Coordina-
tor adopted by the North Carolina State Board of
Education in July, 1987.
The general premise of time management is
to allocate the time available in the most efficient
manner. Listed below are some of the suggestions
that appear in general time management articles
and books:
@ establish a quiet hour for planning and proj-
ect work;
@ develop the ability to concentrate and
focus on a project;
Carol Raney is the media coordinator at Peeler Elementary
School in Greensboro.
18"Spring 1988
@ develop a good work area (clean desk,
place for everything, supplies at hand, proj-
ect files);
@ avoid procrastination"take action;
@ assign priority to tasks (long- and short-
run);
® start day productively (plan a day ahead to
get right to work);
@ delegate effectively (using assistants and
volunteers, both student and adult);
® avoid wasting time;
® establish effective oto do� lists;
© conduct and attend effective meetings;
© develop better communication skills;
® batch activities where appropriate;
@ learn to say ono� when necessary;
® know yourself (are you a morning or night
person?);
@ keep accurate calendars (desk and pocket);
@ avoid perfectionism;
© establish and keep to deadlines for work;
Several of these time management tech-
niques would help maximize the available time to
accomplish the six major functions of the Job
Description of the Media Coordinator. The first
major function is Manages Instruction. Adhering
to the Teacher Performance Appraisal Instru-
ment criteria, the media coordinator instructs
students and faculty in using and/or producing
media to integrate into the curriculum and facil-
itate the teaching/learning process.
The type of daily schedule you develop can
have a big impact on your use of time. A flexible
schedule combining some regularly scheduled
class times along with open scheduling for classes,
small groups, center activities or individual work
gives the media coordinator greater efficiency.
The times when no classes are scheduled can be
used for some of the collection maintenance and
circulation activities. These activities need to be
structured so that all of the materials are avail-
able and ten minute blocks of time can be imme-
diately put to use. For example, having overdue
form letters ready to fill in, or having the cards for
the card catalog presorted (perhaps by a volun-
teer) and at the card catalog to be filed, will com-
plete a job using several ten- or fifteen-minute
blocks. In looking at regular class schedules, I
have found that scheduling thirty-minute classes
consecutively allows the completion of five classes
between 8:30 and 10:30, leaving a one-hour block
of time before lunch when I either work with
small groups or tackle one of the ongoing project
files. By grouping the same grade level consecu-
tively when scheduling classes, there is no time
lost in putting materials away for one lesson, set-
ting up another, and then having to go back to the
first set of materials.
Planning is another very important part of
the instructional role, but finding the necessary
time to do so is difficult. The necessity of finding a
oquiet hour� when you can work uninterrupted,
usually at the beginning of the day, is a wonderful
idea, but the elementary media coordinator will
have to be very creative to find this time (and
certainly not in the morning). Because the media
coordinatorTs main purpose is service to students
and faculty, there is no way to close the door for a
oquiet hour� each morning. It is essential, how-
ever, to establish a quiet time, and each media
Coordinator will need to experiment to find the
most effective time. (I have given up trying to find
time during the school day and do most of this
type of work at home. I have found, though, that
Friday afternoon has worked for me since very
few meetings are scheduled that day, and there
are fewer faculty requests for assistance. Any
time that is found during the school week is con-
Sidered a obonus�!)
Try to simplify everything
possible.
One other aid in managing time to facilitate
instruction is to develop long-lasting teaching
Materials for formal classes, small groups, or cen-
ters. Media coordinators can laminate these
Materials and develop a filing system arranged by
Skill. They can gradually add to this collection
�,�ach year and have lessons and materials ready
to use.
The second major function is Manages Pub-
lic Relations. The media coordinator initiates
interaction with students, staff, administration,
and the general public for purposes of integra-
ting, promoting, and expanding the media pro-
gram.
The computer has been a timesaver in this
area. Using the computer for quick preparation of
Materials such as letters to parents, signs,
summer reading lists, publicity items and then
saving these letters for future modification has
been helpful. Using the computer printer to
create stencils for the mimeograph machine has
also saved hours of work for one who makes many
typing mistakes! Another way to save time in this
function is to create a omedia corner� in an exist-
ing PTA newsletter. It is also important to be vis-
ible"take the time early in the year to develop a
rapport with key PTA officers: president, treas-
urer, media liaison. As the year progresses, you
can quickly build on these relationships. Be visible
with all parents"again, early in the year, attend
or offer to work at PTA meetings, open houses,
carnivals. Cultivate parent volunteers; they can
be real time savers! While volunteers no longer
seem to arrive in neat bundles of two hours work,
I have found it helps to encourage them to work
twenty minutes or half an hour"for example,
when bringing their children to school in the
morning, at lunchtime, before picking up students
in the afternoon; or to pair their work with
another volunteer job they are doing in the class-
room. In this way you can create a wider parent
base of volunteers and end up with more produc-
tive total hours. Finally, it never hurts to provide a
pot of coffee for the volunteers"they deserve it!
The third major function is Plan for the
Media Program. The media coordinator designs
and implements short- and long-range plans
which allow a balance among integrated skills
instruction, literature appreciation, planning
with teachers, and collection management and
development.
As mentioned above, it is critical to find quiet
planning time. Be aware of what kind of a person
you are"when you do your most creative work,
morning or afternoon"and then plan accord-
ingly. As mentioned previously, the morning per-
son is going to have to be very creative. If you are
working with a flexible schedule, you may be able
to carve out a block of time during the day (your
regular class is on a field trip, no class is signed up
for a time-slot, etc.). Be sure to take advantage of
obonus� blocks of time and use them to the fullest.
Save less time-consuming activities (filing cards,
filing catalogs, handling routine circulation mat-
ters) for those ten-minute blocks of time during
the day. In using these larger blocks of time, one
also needs to develop the ability to concentrate. It
is very easy to become distracted and jump up
and tackle some other activity. Force yourself to
concentrate on the task at hand and stick with
it"the more you do it the easier it becomes.
Another tip is to take advantage of oa roll.� If
you are having a very productive streak, keep
Spring 1988"19
going until you drop! Get started working quickly,
develop long- and short-range oto do� lists, and
complete them. Divide a big project into several
smaller steps and focus on completing each step.
Avoid perfectionism; spending an inordinate
amount of time on unimportant details wastes
valuable time. Establish deadlines for things that
need to be completed, write them down on a vis-
ible calendar, and get to work.
Use the media advisory committee effectively
and efficiently to help with planning for the media
center. Run the meetings effectively: distribute
the agenda ahead of time; let members know in
advance what input they will be asked to provide
at the meeting; start and end on time; focus on
agenda items; stay on target; set time and pur-
pose for next meeting, and write minutes imme-
diately.
Communicating and planning with teachers
is another area where it is possible to use your
time more effectively. It is simply not possible to
set aside formal planning time with every teacher
on a regular basis. There are, however, several
ways to maintain the lines of communication and
planning without formal sessions. Plan to eat
lunch in the faculty lounge every day with differ-
ent groups to develop informal relationships with
your faculty. Find out what they are doing in their
classrooms, and suggest ways the media coordi-
nator can be of assistance either with classes or
materials. Often more can be accomplished over a
sandwich than in a formal planning session after
school.
Plan to attend as many meetings as possible
(e.g. grade level, subject, special planning) to
keep abreast of upcoming events. If you are
unable to attend a meeting, be sure that you
receive the minutes of the meeting. Try to be a
member of the school leadership team. Know
which meetings will be productive and which will
not. Make use of a time line scheduling calendar
for teachers to fill out. Develop schoolwide plan-
ning forms (perhaps on a quarterly basis) for
teachers to complete, outlining their upcoming
plans for instruction. Put a pad of paper on the
media desk for teachers to note their needs or
questions if you are teaching a class. Establish a
suggestion box by the card catalog for teachers to
jot down needed materials. Develop a regular sign-
up calendar that teachers can use without having
to osee you to plan,� or develop a form for them to
use to request small group instruction. There are
many ways to communicate informally with
teachers that will save time for both teachers and
media coordinator.
The fourth major function is Manages Re-
20"Spring 1988
sources. The media coordinator establishes and
carries out procedures for effective and efficient
selection, acquisition, cataloging, processing,
accessing, and maintaining materials and equip-
ment.
There are many parts of this function that
need to be examined for time-saving potential.
Acquisition is one of the most important. Keep
up-to-date by examining new journals as they
arrive (or make regular frequent trips to the
library if you do not have a personal subscrip-
tion). Do not procrastinate until an order is
imminent. Keeping current at all times will pro-
duce a stack of orders that can be processed at a
momentTs notice. Try to find one or two parents
who will do your typing either at home or in the
media center. Have all of their materials together
with a sample form of an order. For example, the
media coordinator can mark personal copies of
journals and have volunteers type from them.
Identify and label clearly a location for them to
work and to place the completed orders, journals,
or preliminary order slips. It is important to have
several routine jobs for volunteers besides shelv-
ing books. Set up a shelf in the office clearly
labeled for books that need repair, books that
need cards typed, books that are potential dis-
cards. Train one or two volunteers to handle such
things as typing duplicate cards"again have all
the necessary supplies available right at the
typewriter.
The computer can be a big help in saving time
here as well. Both the word processor and data
base programs are invaluable in preparing bibli-
ographies, teacher and student overdues, school
equipment inventory, and lists of materials pur-
chased through the PTA.
The fifth major function is Manages the
Facility. The media coordinator organizes the
Jacility and resources in such a way that they
reflect the philosophy and goals of the school and
its media program. There are several time man-
agement suggestions that will help in accomplish-
ing this function. One is the necessity of de-
veloping a good work area that includes a clean
desk, a place for everything, and necessary sup-
plies at hand. Start by taking some time to totally
oclean house;� start with a clean desk. Develop a
specific place for everything. Keep all the supplies
(stapler, paper clips, pads, pens, etc.) where you
will use them. Keep your desk free of clutter and
piles of papers and journals. Buy some inexpen-
sive plastic in-boxes and place them off your desk.
Label them for such things as: magazines, cata-
logs, materials order information, material to
laminate/copy, routine work, and high priority
work. Develop the habit of not piling things on
your desk; immediately assign all paperwork to
one of these boxes. Develop a series of project files
to keep all material regarding ongoing work such
as: Media Advisory Committee, Leadership Team,
PTA Purchases, and Materials Orders. Keep these
files together either in your desk in hanging files
or in plastic file holders near (but not on) your
desk. Only place on your desk the material that
you are working on at that moment. It takes some
time to set up this type of work area, but it is
worth coming in one Saturday or staying late one
day to totally oclean house.� This might be the first
task to think about if you really want to make
effective time management techniques work for
you. Tackle both your immediate desk and work
area, and then proceed to look critically at the
circulation area.
The type of daily schedule you
develop can have a big impact
on your use of time.
Try to simplify everything possible. Develop a
circulation system that allows the students to
assume much of the clerical work. Have them
card their own books so that they are ready for
reshelving. Train selected student helpers to do
some of the book check-in and reshelving. It may
help to assign a special shelf for each child to
reshelve; however, competent help in this area is
essential to save time. Try not to have too many
ospecial� places to shelve books"this will cut
down on shelving mistakes and questions. Interfil-
ing all audiovisual materials will save time when
pulling material for a unit of study.
The sixth major function is Carries Out Pro-
fessional Responsibilities. The media coordina-
tor provides opportunities for personal and pro-
fessional growth for him/herself as well as for the
schoolTs staff and students. S/he also carries out
assigned non-instructional duties; adheres to
established laws, policies, rules and regulations;
and submits accurate reports promptly.
In order to submit accurate reports as
required, one must remember not to procrasti-
nate. Keep information as you get it, and keep it
up to date. Do not wait until the end of the year to
compile information for the final report. Consider
setting up a system for continuous inventory to
facilitate gathering this information. Keep a spe-
cial file for all new material and be sure it is filed
as soon as it arrives. Duplicate material should be
noted on the shelflist card immediately; do not
wait until the end of the year. Develop a workable
filing system for keeping records and keep it up to
date.
Read professional material promptly; do not
let it pile up. Keep a professional collection and
place material there as you read it. Attend profes-
sional conferences and meetings. They take time,
but will provide you with a full day of suggestions
and updates that you cannot afford to miss.
The elementary media coordinatorTs schedule
often seems overwhelming and impossible. There
are only so many hours in a day, and there are
other things in life besides your media center.
Therefore it makes sense to look at some of the
ways we do business and try to streamline them.
Not all of the general time management tech-
niques will work in the elementary media center;
not all will work for you. But there are many
things that can be done to save some precious
moments and help us use our time more effi-
ciently. ITm going to start by cleaning off my desk!
Selected Bibliography
Douglass, Merrill E. and Douglass, Donna M., Manage Your Time,
Manage Your Work, Manage Yourself. New York: Amacom,
1980.
Januz, Lauren Robert and Jones, Susan K., Time-Management
for Executives. New York: Charles Scribner's Sons, 1981.
Reynolds, Helen and Tramel, Mary E., Executive Time Manage-
ment. New Jersey: Prentice-Hall, 1979.
Rutherford, Robert D., Just in Time. New York: John Wiley &
Sons, 1981.
Taylor, Harold L., Making Time Work for You. New York: Beau-
fort Books, Inc., 1981.
oTen Commandments for Effective Committees,� The Unabashed
Librarian. No. 61 (1986): 31.
oTime-Saving Strategies Eliminate Management Stress,� Data
Management. (April 1987): 15-16. al
Spring 1988"21
The Teaching Role of the Secondary
Media Coordinator: Making It Work
Augie E. Beasley and Carolyn G. Palmer
An exemplary media program at the secon-
dary level requires that the media coordinator
provide a unified program of services to adminis-
trators, faculty, students, and community. Good
management skills are necessary to administer
the program. Effective planning, organizing, and
implementing of services, resources, funds, time,
and records are essential in keeping the program
running smoothly and efficiently.
The media coordinator must plan and imple-
ment a good public relations program which will
effectively communicate to users the available
services and resources. The image of the media
coordinator and the media program are very
important in gaining support for the center and
its activities.
From video to computers to laser disc play-
ers, the media coordinator must be proficient in
the use of each. Advances in technology demand that
media coordinators be aware of trends, know how
to operate the available hardware, encourage
students and teachers to use new technology, and
assist them in using it effectively.
A good production program must also be
maintained. This will include supplying necessary
equipment and materials, anticipating future
needs, and instructing and encouraging students
and teachers in the production of their own
media.
Involvement in professional development is
another important aspect of the media coordina-
torTs role. Not only must s/he belong to profes-
sional organizations, but s/he also must share
time and ideas with others.
An exemplary program, however, would not
be complete without the instructional com-
ponent. Media coordinators usually agree that
management, public relations, technology, pro-
duction, and professional involvement are defi-
nitely part of the program even though some
media programs may not always be strong in all of
these areas. The teaching role at the secondary
level, however, has been a problem area. Media
Augie E. Beasley and Carolyn G. Palmer are media coordina-
tors at East Mecklenburg High School, Charlotte.
22"Spring 1988
coordinators readily agree that orientation and a
brief reinforcement session on the ReadersT Guide
and the card catalog are part of the instructional
role. We are less willing to commit to planning,
developing, and teaching skills in the various cur-
riculum areas. The advent of the career ladder
programs has placed an emphasis on the teaching
role of the secondary media coordinator. The
result has often been frustration and anger.
The teaching role is not the only focus of a
secondary media program. A unified program
which considers each component of the program
to be of equal importance should be the goal of
media programs; however, the instructional role
must receive equal importance.
The advent of the career
ladder programs has placed
an emphasis on the teaching
role of the secondary media
coordinator.
Where to begin and what to do next are the
biggest problems in planning an instructional
program which involves curriculum integration.
With determination to improve the teaching
component of our program at East Mecklenburg
High School and to make it work, we set out to
develop a skills program that taught skills within
the curriculum areas rather than in isolation. We
already knew that teaching skills in isolation did
not work.
For anyone who feels uncomfortable with the
teaching role and would like to know where to
begin in improving that role, we would like to
share some of our ideas and some of the things
that we have learned. First of all, what does it
mean to teach skills in conjunction with class-
room instruction? Communication (written and
oral), cooperation (teacher and media coordina-
tor), and planning are the keys to the success of
the concept. The process may begin with an indi-
vidual teacher, but the goal is cooperation with all
faculty members.
Hints for Making it Work
Make the First Move. The media coordinator
should make the first move. Begin with one or two
teachers who appear receptive to new ideas. Have
some plans and ideas on paper. It always helps to
have some activities outlined ahead of time. Let
teachers know what you have available and offer
suggestions for integrating media skills with their
instructional units.
Find Out WhatTs Happening in the Class-
room. The media coordinator must understand
what is taking place in the classroom. Plan sheets
can be distributed which teachers may use to
keep you aware of their activities, projects, and
units. Time must be scheduled with teachers for
planning. Talk with them informally. Attend
departmental or curriculum meetings. Let them
know that you want to be involved in the instruc-
tional process. Visiting the classroom is another
way to learn about what is happening. Look at
student projects and displays of their work, but
never let the teacher feel that you are spying.
Determine Student Needs. The media coordi-
nator and the teacher need to make an assess-
ment of student needs to determine what media
skills should be taught. A media skills test which
looks at general knowledge, as well as specialized
resources, is an excellent way to make this
assessment. It can also be used as a pretest/post-
test. We developed our own media skills test
which consists of three distinct sections. One sec-
tion of questions concentrates on general knowl-
edge of reference sources, the second group of
questions covers knowledge of production re-
sources and equipment, and the third set of ques-
tions looks at specialized resources. The third
section of questions can be changed to cover each
of the different curriculum areas. Having the
media skills test on the computer makes changing
the third section of questions very easy. Plenty of
commercial tests are available which could also
be used. The September 1985 issue of School
Library Media Activities Monthly contains an
article on commercial tests which are available
for assessing student performance in media skills.
Plan! Plan! Plan! The North Carolina Com-
petency-Based Curriculum for Library/Media
and Computer Skills, as well as subject area cur-
riculum guides, should be used when deciding
which skills to teach in relation to classroom con-
cepts that are being taught. It is important to
make sure that faculty is aware of the State goals
for Library/Media and Computer Skills.
A variety of commercial aids is available to
help in planning skills lessons. Instruction in
School Library Media Center Use, edited by Tho-
mas Hart, provides hundreds of sample activities
and creative ideas for involving the media center
in the instructional program. Information is
available on skills tests, strategies for teaching,
and materials to aid in teaching skills, both print
and nonprint.
Phillip TurnerTs Helping Teachers Teach: A
School Library Media SpecialistTs Role is an
excellent source for media coordinators who are
interested in becoming actively involved in cur-
riculum planning. We found the sections on Test
Design, Needs Assessment, Activities Develop-
ment, and Evaluation especially helpful. The
Appendix provides a sample unit complete with
performance objectives, a sample lesson plan, and
evaluation strategies. The emphasis in TurnerTs
work is placed on practical ways to help teachers
create, implement, and evaluate instruction and
media integration.
Thomas Walker's and Kay MontgomeryTs
Teaching Library Media Skills is designed for K-8
but is certainly helpful in the secondary planning
process. It emphasizes the importance of inte-
grated library media instruction and offers an
excellent guide for implementing the program.
Sample activities, outlines, and an extensive bibli-
ography of materials are included.
Teaching Library Skills and Curriculum
Involvement are two other publications which
might be helpful. They are spiral-bound work-
books which are available from Linworth Publish-
ing. Teaching Library Skills offers actual ex-
amples of classroom lessons and samples of
materials used. Curriculum Involvement looks at
practical, tested ideas for involving the media
center in the curriculum.
Choose Best Format/Technique. When the
media coordinator has decided which skills are to
be taught, then he must make a decision concerning
which media format or technique would work
best in presenting these skills to classes"slides,
videotape, transparencies, hands-on, lecture, demon-
strations, learning centers, etc. The learning
characteristics and level of the students in the
class and the type of skills being taught will be
important factors in making this decision. The
teacher will certainly be able to help determine
the studentsT learning characteristics and level.
A successful media program...
needs media skills teaching
which is related to classroom
activities and integrated into
the curriculum.
Spring 1988" 23
Provide for Evaluation. A method of evalua-
tion to be used by students, as well as the media
coordinator and the teacher, needs to be devel-
oped. At East Mecklenburg we often use a brief
evaluation form which the students complete fol-
lowing special skills instruction. For those who
may fear the comments from students, we have
found they are much kinder to us than we are to
ourselves. Comparison of results on a pretest/-
post test is certainly a good way for the media
coordinator and the teacher to evaluate skills
teaching. Actual performance of students on fol-
low-up activities is another evaluation tool.
TurnerTs book may also prove helpful in develop-
ing effective evaluations.
Be Persistent. Once is never enough! Remem-
ber that it takes time and effort to make it work.
You may need to try different approaches. Do not
get discouraged if the faculty fails to beat down
your door in response to your offers. It usually
takes several contacts before teachers will agree
to try planning for skills teaching with you. A suc-
cessful media program, however, needs media
skills teaching which is related to classroom activ-
ities and integrated into the curriculum.
Examples of Skills Integration
We have used cooperative planning to inte-
grate media skills in most curriculum areas at
East Mecklenburg. Below are some specific exam-
ples which we have used successfully. The subject
area, unit topic, and student concepts to be devel-
oped are highlighted in each example. If the
media skills were coordinated with a specific
assignment rather than the entire unit, the assign-
ment is given.
1. World History"Current Events (Length"
One Quarter)
Students
© learn to plan and script videotaped news-
cast of current events each week.
© learn to use lettering tools to design their
credits for each videotape.
@ learn to improve public speaking tech-
niques and stage presence.
2. Vocational Classes"Job Interview Skills
Students
© study job interview techniques in the class-
room.
© participate in videotaped job interview
conducted by community volunteer.
® view and critique their interview.
®@ repeat interview.
© improve skills after viewing their first
review.
24"Spring 1988
3. Science/Chemistry"Scientific Discoveries/
Achievements
Assignment"Students will research a scien-
tist in relation to his discovery, theory, etc.
Students
@ learn skills in using specialized reference
sources.
@ learn skills in using ReadersT Guide.
@ learn skills in using biographical sources"
Current Biography, McGraw-Hill Encyclo-
pedia of World Biography, Dictionary of
Scientists, AsimovTs Biographical Encyclope-
dia of Science and Technology, Concise Dic-
tionary of Scientific Biography, etc.
© learn skills in using microfilm/microfiche.
SS
The media coordinator must
understand what is taking
place in the classroom.
SS
4. Science/Biology"Diseases
Assignment"Students will research a dis-
ease"the symptoms, cures, etc.
Students
® learn skills in using medical dictionaries
and encyclopedias.
© use card catalog and Dewey areas, as well
as vertical file and human resource file, to
locate information.
@ learn skills in using ReadersT Guide for
locating information on current topics"
AIDS, anorexia, herpes, sickle cell, Tay Sachs,
etc.
® use SIRS collection.
® learn skills in using microfilm/microfiche.
5. English"Research Paper (Seniors)
Assignment"Students will complete a re-
search paper on the critical analysis of a Brit-
ish authorTs works.
Students
© review outlining, forms for footnotes, bibli-
ographies, etc., in classroom.
© receive introduction to literary criticism in
classroom and media center,
© receive instruction in using works contain-
ing criticism"Contemporary Literary Criti-
cism, British Writers, Critical Survey of Long
Fiction, MoultonTs Library of Literary Criti-
cism, etc.
® review skills on using ReadersT Guide to
obtain reviews of an authorTs works.
® receive introduction to Horizon index (fine
arts magazine).
®receive introduction to New York Times
microfiche series"Great World Writers.
6. Competency Classes"Unit on Reading Charts,
Tables, and Maps
Students
@ use locally produced and commercially
produced transparencies to learn how to
interpret charts, tables, and maps.
@ receive skills instruction in using atlases,
geographical dictionaries, and indexes.
® learn types of charts, maps, and tables
(population, political, etc.).
® complete activities which reinforce skills
learned in hands-on use of the sources.
® use learning center to reinforce skills for
individual needs.
(Learning center, visuals, and activities pre-
pared by media coordinator.)
7. Fashion Merchandising"Designers and
Their Fashions
Assignment"Students will research a de-
signerTs life and complete a project which will
illustrate the fashions of the designer to other
class members.
Students
® receive introduction to biographical sour-
ces which include information about de-
signers"Current Biography, etc.
@ review use of ReadersT Guide.
@ learn skills for making transparencies.
® learn skills for using lettering tools.
@ learn skills for slide/tape productions.
Lesson Design Format
The following is a sample lesson design for-
mat for introducing media skills to secondary
students. It could be used with different subject
matter and adapted for use at any level.
Objective(s):
@ The student will use SIRS"Science volumes
to locate information about a current subject.
@ The student will locate and compare
information from two different current sour-
ces.
® The student will cite these sources cor-
rectly.
Curriculum (subject area) Objective:
This activity will be used in coordination
with ascience unit focusing on current scien-
tific research.
Resources:
Locally produced videotape, activity sheets,
study guide folder, and SIRS Index, Cross
Reference Guide and notebooks of SIRS arti-
cles.
Instructional Role:
The library media coordinator will intro-
duce SIRS and teach the students the proce-
dure for locating SIRS articles. Both the
library media coordinator and the classroom
teacher will cooperatively assist the students
with this assignment and activity. The class-
room teacher will assign and supervise fol-
low-up activities.
... teaching skills in isolation
does not work.
Activity and Procedures for Completion:
The library media coordinator will provide
the students with a review of the ReadersT
Guide, another source for locating current
information with which the students are
already familiar. The media coordinator will
play the videotape and check for understand-
ing with a frame (fill-in the blank) exercise
which will be graded.
Transparencies will then be used to rein-
force the studentsT understanding of the SIRS
Index and Cross Reference Guide booklets
which are not covered in detail in the video.
Students will complete the activity sheets on
each concept presented including an exercise
on citing SIRS articles correctly using the
information in the study guide.
Evaluation:
Students will locate two articles in SIRS"
Science on a current subject assigned by the
teacher. Students will compare the informa-
tion in these two articles in a two-page paper
and write footnotes and bibliographic entries
for the information.
Student success in completing this assign-
ment will be used to evaluate the lesson.
Follow-Up:
The students will use information from a
SIRS"Science article as one source in a
research paper which the teacher will assign
later.
The students will locate information from a
regular SJRS volume for an oral presentation
on a related science topic (drugs, alcohol,
health, etc.)
Locally Produced Materials
Locally produced transparencies, videotapes,
and slides have proven most effective for our
skills teaching. They allow us to control the con-
tent and selection of sources which are covered.
We have developed lesson packages on several
skills, including production, specialized science
resources, ReadersT Guide, and SIRS. Each pack-
age includes a videotape, transparencies, lesson
Spring 1988 "25
plan, activity sheets, and handouts. The lesson
plan is a basic one which we can adapt and
change for different learning situations. The hand-
outs are usually study guides and sample pages of
information from the sources. Our package on
production includes procedures for designing dif-
ferent projects which we present during the les-
son.
A good quality videotape requires much time
in preparation. Slides are equally effective and
allow for easier sequence changes than the video-
tape. Additions and deletions of material are also
easier to make with slides. Our videotapes have
been an effective way to present information to
students who were absent during the lesson or for
review of material.
Student Production of Media
Student production of media needs to be
integrated into the curriculum, along with media
skills for using certain print resources. In coordi-
nating student production, supervision should be
a team effort of the media coordinator and the
classroom teacher. The teacher can check con-
tent accuracy while the media coordinator assists
with the production techniques and project ideas.
The focus of the assignment should be the content
with media production as the way of expressing
the information.
The media coordinator and the teacher need
to plan a step-by-step process for implementing
the projects including who will supervise each
step. A check sheet with specific instructions for
each production process should be available as a
guide for the students; however, encourage stu-
dent creativity.
At first, the media coordinator will probably
need to take the lead in supervising student
media production. Teachers may be learning with
the students. As the teachers feel more comfort-
able with production, they will become more
actively involved. Encourage them to do this.
We have found that displays of student pro-
jects in the media center turn out to be our most
effective ones. They serve to encourage other stu-
dents to use the production equipment, and they
remind teachers to include student media produc-
tion in their units throughout the year.
References
Curriculum Involvement. Columbus, Ohio: Linworth Publishing,
Inc. ($15.00)
Hart, Thomas L., ed. Instruction in School Library Media Center
Use, 2nd ed. Chicago: American Library Association, 1985.
($12.50)
Teaching Library Skills. Columbus, Ohio: Linworth Publishing,
Inc. ($15.00)
Turner, Phillip M. Helping Teachers Teach: A School Library
Media SpecialistTs Role. Littleton, Colorado: Libraries
Unlimited, 1985. ($18.50)
Walker, H. Thomas and Paula Kay Montgomery. Teaching
Library Media Skills: An Instructional Program for Ele-
mentary and Middle School Students. 2nd ed. Littleton,
Colorado: Libraries Unlimited, 1983. ($19.50) al
Cc
26" Spring 1988
PrincipalsT Views of the
School Media Coordinator
Beth M. Rountree
When school media coordinators look in their
mirrors, they see professionals who, in order oto
take on more and more�! must let something else
g0. When school principals stand beside those
media coordinators and gaze into the same mir-
rors, the reflections they see resemble those of
Managers who are ocaretakers of books, checkers
in/out, runners of machines, and overseers of
Mmedia.�2 Obviously, if the media coordinators
make no move to change the angle at which prin-
Cipals are viewing them, and if the principals
initiate no closer looks, then distortions will per-
Sist.
A former media coordinator who recently
was hired as a school administrator found an
interesting reception waiting from the schoolTs
Media coordinator. Upon introduction, the media
Coordinator said that she was delighted with the
new leadership of the school. She said it was oso
nice to have someone who understands the
School library.� While that was flattering to the
rookie administrator, it was disturbing to the
experienced librarian. Is it still true that what
School library media oservice should be and
whether it is being well provided seems to be of
little or no concern� to anyone outside the field?
Sadly, that is just what a survey of the literature
reveals.
It would be easy for media coordinators to
throw up their hands, attribute any difference in
perception to ooutsiders� unconcerned, uncaring
ignorance, and say, oForget it;� but it would be
foolish. First, if the library is not now functioning
as the hub of the educational program as profes-
Sionals believe it should be, and if the media co-
ordinator adopts the oI canTt do anything about it�
attitude, the program has no chance of assuming
a position of strength in affecting childrenTs learn-
ing. After all, as Ken Haycock wrote, oThe school
Principal is the key player in seeing that a pro-
gram is developed, supported, and enhanced.�4
Secondly, the principal is charged with the eval-
uation of school personnel. Whatever media
ee
Beth M. Rountree, a former school media coordinator, is
Assistant Principal at Cotswold Elementary School in Char-
lotte.
coordinators can do to improve principalsT under-
standing of media services may directly affect eval-
uations of their positions. Third, Elnora Portteus
warned in 1978 that, if differences are not
resolved, school library professionals could be in
danger of losing their position in the education
setting altogether.®
How principals see media coordinators al-
most a decade after PortteusT warning can furnish
advice to those who want both security and sup-
port. To find out their perceptions, the writer
conducted an informal survey and interviews
with North Carolina principals during the fall and
winter of 1987-88. (See Figure 1.) Principals, it
was found, give more credit to media coordina-
tors than the child who asks, oDo you have to go to
school to be a library teacher?� However, when
such comments as oMedia Coordinators need
whole courses on people skillsT and they are
ototally inflexible in the school program� are still
heard today, there is little room for comfort. The
Portteus warning is still viable.
In order to change the school administratorsT
perception of media coordinators for the good of
the total school program, a majority of principals
interviewed suggested a more active public rela-
tions program. When asked what advice they
would give the media coordinator, they men-
tioned, repeatedly, reaching beyond the media
center walls. This step also has been promoted by
Margaret Tassia.6 One principal told the inter-
viewer that oenthusiasm� and oenergy� were
extremely important to oshow,� and that the
media program needs to be osold.� Ken Haycock
emphatically agrees with this position, stressing
that, oWe must become advocates for our pro-
grams; there is no question of this.�T Kieth Wright,
writing as a library educator, concurs: oIn terms
of the need to work successfully in service institu-
tions ~marketingT their services in the public sec-
tor, human relations/communications skills are
essential.�® He identifies a national trend of
renewed emphasis on those skills in library edu-
cation programs.
While principals may be pleased to learn of
that trend, they are more concerned with present
Spring 1988 " 27
omarketing� in their own schools. In interviews
and on the surveys this winter, they offered the
following suggestions which practicing media
coordinators may find enlightening, not because
of their originality, but because of their familiar-
ity:
1. Become involved in individual classroom
activities.
2. Prepare a regular newsletter for the
faculty.
3. Make a habit of communicating with
teachers about curricular needs through bul-
letins, sign-up sheets, etc.
One principal seemed to summarize remarks
by the others by recommending that the media
specialist obe more assertively/actively involved in
the curriculum.�
Suggestions from the library field echo the
principalsT ideas. Tassia has compiled a series of
activities for media coordinators who want to
improve communication. Among them are news-
letters, library bulletins, in-service activities, dia-
ries, puzzles from book jacket covers, displays,
and surveys.® Barbara Stripling, similarly, recom-
mends needs assessments for faculty and stu-
dents, monthly reports, new book displays, bul-
letin boards, and teacher forms. Her heading for
those ideas is sure to make the busy media co-
ordinator smile (perhaps sadly): oincreasing vis-
ibility� of managerial work.!° Baeckler and
LarsonTs GO, PEP, and POP provides a number of
very lively ideas for a public relations program
sure to please principals"! and to help achieve the
public relations goal of creating among ovarious
publics an understanding and appreciation ...
that will result in ongoing commitment and sup-
port.�!2
Surveyed/interviewed
principals perceive that the
media coordinator is not
focusing on instructional
development.
If, then, administrators and the library pro-
fession are in agreement that public relations
skills are important to the successful school
library media coordinator, one might well ask,
where is the problem? The public relations prob-
lem is one of degree. But there is another. Sur-
veyed/interviewed principals perceive that the
media coordinator is not focusing on instruc-
28" Spring 1988
tional development. Of note is their repeated use
of words like ocurriculum,� oclassroom,� ointe-
grated learning,� and oteaching,� all the while
recommending some of the same vehicles for
achieving those ends as are found in the writing
on public relations. Their accolades, without
exception, went to media coordinators who in
their views, made curriculum planning a major
part of their responsibilities.
If school library media coordinators (SLMC)
now examine themselves and see that instruc-
tional development"that is, odirect involvement
by the SLMC in the curriculum at all stages, from
needs assessment to evaluation�!®"is already a
major focus of their programs, then the literature
on library public relations should provide more
than enough suggestions to present their pro-
gram and, ultimately, themselves more favorably
to the school administration. If, on the other
hand, media coordinators engage in self-exami-
nation and discover that the total school curricu-
lum is not their emphasis, they have at least two
choices: 1) use a public relations blitz in an effort
to sell the program as is, or 2) accept an instruc-
tional leadership role as did Barbara Stripling
C~All right, all right, T'm convinced.�) and follow
the recommendation of Stripling, Turner and
Naumer, and others to sharpen their instruc-
tional development focus.
Turner and Naumer describe an outcomes-
based model they have created which maps the
way toward higher involvement in instructional
development.!5 They cite four levels of present
involvement by media coordinators, ranging from
onot involved� at the lowest to oaction/education�
at the highest. They note that few media coordi-
nators will find themselves in the lowest range
since they do many instructional development
activities without even realizing it. Their second
level is called opassive participation� (obusiness as
usual�) or as one principal described it, oa ten-
dency to ~lay back.T� The third level of Turner and
NaumerTs hierarchy of participation in instruc-
tional development is labeled oreaction.� It refers
to the program in which it is required that some-
one else initiate a request for response (oITm doing
this... Help me find ...�) Their highest level, oaction/
education,� is the one which interviewed princi-
pals would like their media coordinators to reach.
According to Turner and Naumer it is a worthy
goal, for only when all instructional leaders rec-
ognize the importance of instructional in-
volvement by the media coordinator will the
media center truly become the center of the
instructional program, the hub of the school so
often described.
Naylor and Jenkins, in their 1985 study to
explore principalsT perceptions of media coordi-
nators and the sources of those perceptions,
found an interesting phenomenon. They dis-
covered that half the principals in their sample
odefined climate in terms of physical facilities and
attractiveness,� while the other half defined it oin
terms of interaction between people.�!6 Those
who viewed the media center in human inter-
action terms also viewed the media coordinator
as an instructional resource. Naylor and Jenkins
postulate that this difference may reflect princi-
palsT perception of their own role, that is, as
instructional leader. With the current national
fervor toward effective schools, and its corres-
ponding emphasis on principals as the instruc-
tional leaders of those schools, one finds one more
reason for the media specialist to oassume a will-
ingness to reach for acceptance as an instruc-
tional leader�!T in his/her own right.
With both public relations and instructional
development activities, media coordinators can
do much to improve their image to principals.
Probably, however, some resistance will remain
because media coordinators feel overworked
already and may be reluctant to add one more
responsibility to an already overloaded job de-
Scription. Secondly, they may feel principals
Should initiate some changes in understanding.
To the first, the response comes from Naylor
and Jenkins, who challenge the media coordina-
tor oto stop viewing the media center as another
home for ~womanTs workT (no matter how much
there is to keep clean and organized ... ). That
attitude wins less praise than performing the
tasks of an instructional leader in the school.�}8
Figure 1.
Principal Survey
Use the space below each question to respond
in a word, phrase, or sentence(s).
1. How would you rate your school media coordi-
nator in overall effectiveness?
2. What are some of the things your media coordi-
nator is now doing that you wish him/her to
continue?
3. If you couild give the media coordinator some
advice, what would it be?
4. List some things you believe the media coordi-
nator should be doing that he/she is not now
doing that would improve the total school pro-
gram.
5. If you could change one thing about media
coordinatorsT training or performance, what
would it be?
6. Other comments.
To the second, responses can be read in Haycock,
Stripling, and others; but the best may well come
from the U.S. capitalist system. If a product is to
be sold, the owner of the product initiates the
advertising campaign. In this case, the owner, i.e.,
the media coordinator, has an oadvertising firm�
already established. Research indicates that prin-
cipalsT perceptions of media coordinators are
formed in three major ways, but the most impor-
tant of them is the reporting done by media spe-
cialists themselves.!9
Although the perception principals have of
media coordinators in 1988 is not overwhelmingly
flattering, their vision of the ideal is obtainable. If
curriculum planning is not now a major priority
of the media coordinator, it can become one. If it
is now at the center of activities but the principal
is not aware of it, then public relations proce-
dures, including simply giving the principal accu-
rate information, will help the image. It appears,
unmistakably, to be a win-win situation.
References
1. Alice P. Naylor and Kenneth D. Jenkins, oAn Investigation into
the Perceptions Principals Hold of Media Specialists,� (unpub-
lished report, Center on Excellence in Teacher Education,
Appalachian State University, 1985), 1.
2. Kim Shorter, oPrincipalsT Perceptions of Media SpecialistsT
Roles and Functions,� Excellence in Teacher Education News-
letter 1 (1985): 3.
3. Naylor and Jenkins, 4.
4. Ken Haycock, oStrengthening the Foundations for Teacher-
Librarianship,� School Library Media Quarterly 13 (Spring
1985): 104.
5. Elnora M. Portteus, oSupervisory Interface: Reality and
Action,� Drexel Library Quarterly 14 (July 1978): 65-77.
6. Margaret R. Tassia, oIdea Exchange,� School Library Media
Quarterly 12 (Winter 1984): 167-173.
7. Haycock, 109.
8. Kieth Wright, oEducating Librarians about Service to Special
Groups: The Emergence of Disabled Persons into the Main-
stream,� North Carolina Libraries 45 (Summer 1987): 81.
9. Tassia, 167-168.
10. Barbara Stripling, oWhat Price ID? A Practical Approach to a
Personal Dilemma,� School Library Media Quarterly 12
(Summer 1984): 290-296.
11. Virginia Baeckler and Linda Larson, GO, PEP, and POP!: 250
Tested Ideas for Lively Libraries (New York: Unabashed Librar-
ian, 1976).
12. William O. Harper, oComponents of a Model Public Relations
Program,� New Directions for Community Colleges 20 (Winter
1977): 1.
13. Stripling, 290.
14. Ibid.
15. Philip M. Turner and Janet N. Naumer, oMapping the Way
toward Instructional Design Consultation by the School Library
Media Specialist,� School Library Media Quarterly 12 (Fall
1983): 29-37.
16. Naylor and Jenkins, 33.
17. Ibid. 38.
18. Ibid. Nn)
19. Ibid. 34.
Spring 1988 " 29
Role of Computers in the
School Media Center
Kenneth M. Rollins
Technology is of major concern to the mod-
ern school media coordinator. Each new technol-
ogy generates new challenges and opportunities
for the media professional. While computer tech-
nology is no longer new, its potential benefits to
school media center patrons and staff alike have
yet to be completely realized. Computers can
supply information and enjoyment, and can
greatly enhance the teaching process. They are
becoming an integral part of the educational
scene, and it seems logical that they should be
present in the media center, and that the media
coordinator should be responsible for facilitating
their use.
This article is an attempt to describe the role
of computers in the school media center. It is
based on the writerTs experience with school
media centers in North Carolina in general and
the sixteen local education agencies in the north-
east Region in particular. The media program at
Cape Hatteras School in Buxton, N.C., under the
direction of media coordinator Nancy Cowal, is
used as an example. The writer believes that the
general principles expressed in this article repre-
sent good practices anywhere.
The Computer as an Instructional Resource
At Cape Hatteras School the media program
for using the computer as an instructional tool is
directed toward both teachers and students. The
media coordinator serves on the committee
which developed and oversees the school compu-
ter plan. The media center makes software pack-
ages available for preview by the faculty, and the
coordinator assists in the selection and acquisi-
tion of new materials. Once materials are ac-
quired and cataloged the role of the media
coordinator is to facilitate their use. She leads
grade-level information meetings which keep the
classroom teachers abreast of the new software
and hardware which is available, conducts new
Kenneth M. Rollins is the Coordinator of School Media Pro-
grams at the Northeast Regional Education Center in Wil-
liamston, N.C.
30"Spring 1988
software and hardware demonstrations, and pro-
vides mini-workshops dealing with the applica-
tion of the software to particular situations.
Copies of the Minnesota Educational Computing
Consortium (MECC) software are available for
teachers, and assistance is provided in using the
packages creatively in the classroom. The schedul-
ing of computer hardware for use in individual
rooms and the compilation of appropriate soft-
ware bibliographies are other services offered to
the faculty by media center personnel.
Students are provided services which are
more instructional in nature. Three computers
are set up in the center for student use. The
media coordinator provides individual assistance
to students in grades eight through twelve in
word processing, data base searching and graphic
production. Using the objectives found in the
Teacher Handbook, the media coordinator pro-
vides both small and large group instruction on
such topics as introduction to computer use, key-
boarding, and simple programming. Classroom
teachers are involved in teaching computer con-
cepts in the classroom or in the computer lab.
Activities which take place in the media center
are supplemental to classroom work and insure
that skills presented in the Teacher Handbook are
acquired sequentially by the students at the
proper grade level.
Hardware
An important role of the school media center
is to maintain and schedule the use of equipment
necessary for efficient and effective classroom
instruction. Computer hardware should be
treated by the media center in the same way as
any other classroom resource.
Cape Hatteras School uses labs as its major
computer teaching tool. Instruction about the
computer and courseware related to the curricu-
lum is introduced to students individually and in
groups in the lab. The media coordinator sche-
dules and supplies the equipment for labs, as well
as providing at least one computer which can be
easily transported to classrooms and used by
teachers with minimum setup time.
Software
The media coordinatorTs responsibility for
maintaining the resources necessary to support
the curriculum includes a role in the selection,
cataloging, processing, and scheduling of compu-
ter software. It is helpful for the center to main-
tain a separate software catalog as well as enter-
ing these materials in the main card catalog.
As the media coordinator strives to attain the
objectives for school media programs listed in
School Media Program Recommendations, she
must develop the philosophy that computers and
their accompanying software are to be managed
and used just as any other medium. The media
coordinator should assist the student in search-
ing all forms of media, including computer soft-
ware, in order to find the appropriate material to
accomplish the task at hand, and should be pre-
pared to give instructions in operating the neces-
sary equipment, including computers.
While the task of teaching about computers
may not be primarily a media center function, the
North Carolina Teacher Handbook does list
Objectives which deal with computers in the sec-
tion on Educational Media and Computers. The
media coordinator should strive to ensure that all
students in each grade level have a working
knowledge of the skills listed. The major responsi-
bility of the media coordinator in teaching about
computers should be to fill the gaps that are dis-
covered and to coordinate the efforts of class-
room teachers so that all objectives listed in The
Teacher Handbook are met for each student.
The Computer as a Research Tool
The Cape Hatteras School media program
views the computer as a research tool. All soft-
ware owned by the school is represented in the
card catalog so that students may use the mate-
rials when writing papers or doing research.
Computer data bases, including an information
file, software file, fiction books, and some periodi-
cals, are provided for student and teacher use. In
addition to the data bases the center provides a
computer which is equipped with a modem for
electronic communication. The center is a mem-
ber of Western Carolina UniversityTs MICRONET
network. This network allows information ex-
change with other members as well as communi-
cation with professors at WCU. Other features
include interest area conferencing and answering
questions on math and science projects. Plans are
being discussed to subscribe to a commercial data
base service to allow online searching for research
articles.
In the oreal world� computer research is
rapidly becoming a reality. The physical distance
that once separated researchers and research
materials is fast disappearing with the advent of
large data bases and search systems. Since one of
our responsibilities as educators is to insure that
students are ready to function in the world out-
side of the school, it is necessary that we acquaint
them with the process of online searching
through the use of such agencies as DIALOG, BRS,
or other commercial data bases. At a minimum,
we should create an artificial environment which
would simulate online searching.
The Computer as an Administrative Tool
The media center coordinator at Cape Hatte-
ras utilizes the computer to assist in clerical and
administrative tasks. Though the media center is
not automated, many on-going tasks are accom-
plished by using various programs. Data bases
and templates from such programs as PFS and
APPLEWORKS are also used. Currently the word
processor is being used for newsletters, memos,
correspodence, and for producing materials for
presentations. The media coordinator produces
purchase orders, budgets, media center sche-
dules, and catalog cards using the computer.
Overdue notices and bibliographies are generated
from data bases which were compiled by the cen-
ter personnel. The equipment inventory is kept
using a simple data base which shortens the time
and effort needed to produce reports during the
year. Thought is currently being given to acquiring
a complete library automation package.
School media coordinators have been given
more and more responsibility over the past few
years. Computers must be used to accomplish the
clerical tasks and the repetitive activities that are
inherent in the overall program. Planning for the
use of the computer as an administrative tool
requires that the entire program be analyzed to
determine where the computer can enhance the
program and save time. It is important that one
ask the following questions when determining
whether to automate a center function:
1. Will it save time?
2. Will it allow me to be more effective?
3. Will it allow me to do something of impor-
tance that I cannot already do?
4. Will it be economically feasible?
If at least one of the questions cannot be
answered affirmatively, the process should not be
undertaken. One must recognize that time must
be invested in order to save time in the future.
This fact must be a basic assumption when mak-
Spring 1988"31
ing decisions concerning automation and compu-
terization.
Conclusion
Computers are a fact of life in todayTs schools.
It is extremely important that school media co-
ordinators understand their role in dealing with
them in an effective and positive way. Looking at
the centerTs role in the educational process is a
first step in determining just how computers
should be incorporated into media center activi-
ties.
One should be aware of three major functions
of the computer:
1. The computer as an instructional resource
2. The computer as a research tool
3. The computer as an administrative tool
It is the professional responsibility of all edu-
cators to continue to explore ways to provide bet-
ter services to students. As you analyze your
individual situation keep in mind that complete
automation may not be the answer to all of the
problems in your school. The responsibilities
which are designated to the center staff vary
greatly from school to school. The size of the stu-
dent body, grade levels served, size of the collec-
tion, and the organization of the media centerTs
staff should all influence decisions about automa-
tion.
Remember, if you canTt do something more
efficiently, more effectively, or more economically
by using the computer, then donTt use the compu-
ter for that task. You must also remember that
you must invest time now in order to have more
time in the future. You must study, You must
apply computer technology, and You and Your
students will reap the rewards.
References
Interview with Nancy Cowal, media coordinator, Cape Hatteras
School, Buxton, North Carolina, December 1987.
Media Program Recommendations. Raleigh, North Carolina:
Educational Media and Technology Services, State Depart-
ment of Public Instruction, 1987.
North Carolina Standard Course of Study and Introduction to
the Competency-Based Curriculum. North Carolina: North
Carolina State Department of Public Instruction, 1985.
Teacher Handbook, Library Media & Computer Skills K-12.
Raleigh, North Carolina: North Carolina State Department
of Public Instruction, 1985. al
National Library Week
April 17-23
Any Place, Any Time, Reading Time depicts different settings in which book lovers enjoy their favorite pastime in the ChildrenTs Book
CouncilTs new reading encouragement poster series. Full-color, 11%� x 17� posters by Rosemary Wells of the bathtub (top) and the
bedroom (bottom) are part of a humorous eight-poster set that includes two posters each by Nancy Carlson, Loreen Leedy, Emily Arnold
McCully, and Rosemary Wells. For a full-color brochure that includes price and ordering information, send a stamped (1 oz. postage),
self-addressed, #10 envelope to: CBC, P.O. Box 706, 67 Irving Place, New York, NY 10276.
32"Spring 1988
Homework Help: Problem-Solving
through Communication
Duncan Smith, Lynda Fowler, and Alan Teasley
When it happens, it isnTt pleasant. The voice
on the other end of the line cracks with emotion.
oAre you the social studies supervisor? We
have a little problem down here at the reference
desk of the public library. Mrs. Whippet at Sole-
noid Junior High told her students to bring in a
list of the cabinet members tomorrow, and if they
didnTt know them, they could call the public
library to find out. Do you know how much time
it takes to read that list over the phone for 122
Students?�
oHello, reference desk? My sonTs term paper
ts due tomorrow, and he needs one more maga-
zine reference on the dark comedies of Shakes-
peare. Could you go over to the ReaderTs Guide
and just give me one over the phone? As it is, we'll
never get this thing typed by the morning.�
oBut, Susie, I know the school library has
plenty of books on spiders. Maybe somebody just
checked out all of them. No, I won't change the
topic of the class research project. Just go down to
the public library. I bet they have lots of books on
spiders. And Susie, donTt call me at home.�
oMr. Bloodless, I did go to the public library
last night, and they said they donTt have any
Scholarly journal articles on Thoreau. Do I still
have to have three of those?�
The homework problems outlined above are
really communications problems. Teachers have
traditionally viewed a homework assignment as a
Contract between the teacher and the student. In
actuality, however, several other individuals may
be involved in the completion of a homework
assignment, particularly when the homework
requires the student to engage in library research.
Research assignments can involve not only the
teacher and the student but also the school media
Coordinator, other faculty members, the studentTs
Parents, public librarians, and other members of
en
Duncan Smith is Coordinator of the North Carolina Library
Staff Development Program for the School of Library and
Information Sciences, North Carolina Central University,
Durham. Lynda Fowler is Director of Media Services and Alan
Teasley is Coordinator of English and Social Studies, Grades
7-12 for the Durham County Schools.
the community (for example, local travel agents
are often inundated with requests for pamphlets
as a result of geography assignments).
This proliferation of players is only part of
the problem. Each one of the individuals men-
tioned above deals with homework in very differ-
ent ways and may have different goals in seeing
the assignment through to completion. The
teacher makes a homework assignment to rein-
force skills or to give students practice in locating,
comprehending, and internalizing information.
The student may view homework from one of sev-
eral perspectives"as a learning experience, as a
task to be completed as soon as possible with as
little effort as possible, or as a means of exacting
revenge on adults by ignoring the task altogether.
For school media coordinators, who often love to
do reference work themselves, research assign-
ments can be their most rewarding challenge or, if
they have no advance notice of the assignment or
the teacherTs objectives, their worst nightmare.
Parents want to help students get the best grades
possible, but they may view research homework
as obusy work� assigned by a lazy teacher, one
more indication of the sorry state of public educa-
tion. Community resource people, such as a pub-
lic librarian or a travel agent, want to help
students but look on in dismay as their limited
materials are depleted. What may begin as a sin-
cere effort on the part of the teacher to teach a
research skill soon becomes a complicated tangle.
As long as the individuals involved in the
homework tangle see only their own perspectives,
the problem will recur. It helps to view homework
as a system. The homework system is not only a
contract between a teacher and a student, but a
contract among all of the individuals affected by
the assignment. These can include a variety of
individuals from several different organizations,
some of which may not be affiliated with a com-
munityTs formal educational system. Unless each
of the participants in a specific homework assign-
ment sees the entire system, each one will con-
tinue to have unreasonable expectations of the
other individuals involved. A teacher does not
understand why the student cannot obtain a
Spring 1988" 33
copy of a required reading, the school media
coordinator does not understand why the stu-
dent waited until the last minute, the student
does not understand why the public library does
not have the books needed to complete the
assignment, and the parent does not understand
why the public librarian does not know what is
going on in the school system.
The result of this lack of communication
among the agents in the homework system is that
all parties miss opportunities to learn valuable
lessons about how to find answers to questions.
Instead of learning how to locate, evaluate, and
assimilate information, the student learns that
the system, specifically the classroom and the
library parts of the system, does not work. The
only thing inappropriate and ill-planned home-
work assignments teach students about media
centers or public libraries is that these institu-
tions do not have the help students need.
A Process for Addressing the Problem
In order to address this problem, the Durham
County Schools and the North Carolina Library
Staff Development Program conducted a work-
shop entitled oHomework Help� on Monday, May
4, 1987, at North Carolina Central UniversityTs
School of Library and Information Sciences. The
purpose of this workshop was to provide teachers,
school media coordinators, and other area librar-
ians with an opportunity to discuss homework
and to brainstorm solutions to the problems
associated with library assignments. Twenty-six
individuals participated in this program, includ-
ing teachers and school media coordinators from
Durham County secondary schools, members of
the Durham County SchoolsT central office staff,
librarians from the Durham County Public Li-
brary, and a librarian from North Carolina Cen-
tral University.
The morning portion of the workshop was
devoted to brief presentations by a representative
of each of the following groups: teachers, school
media coordinators, and public librarians. Since a
number of the participants were also parents,
they were able to represent that perspective as
well. Each presentation focused on that group's
understanding of homework, problems or issues
relating to homework, suggestions for coping with
homework-related problems, and requests for
information from each of the other groups in the
homework system. The result of this section of the
workshop was that all three groups achieved a
greater understanding of how their actions
affected members of the other groups. Teachers,
for example, assuming that their students were
34"Spring 1988
using the school media center to complete
research assignments, were frequently surprised
to find that their students used the public library
instead. Teachers were even more amazed to dis-
cover that students frequently sent an oemissary�
(usually a parent) to the library to do the assign-
ment for the student. Public librarians learned
that the major goal of many homework assign-
ments was the search process itself, not just the
information, and that by providing answers
directly to the student, librarians were unwit-
tingly circumventing the teacher's objective.
School media people learned that students were
having to go to the public library to complete
assignments that could be done more successfully
at the school, because school media centers were
not open at times that were convenient to stu-
dents.
Prone Fa Ni Rieti Bae sco rans ak
The homework system is not
only a contract between a
teacher and a student, but a
contract among all of the
individuals affected by the
assignment.
SS
The second portion of the workshop focused
on another major issue for libraries in the area of
homework: the abuse of limited resources. Fre-
quently an entire class is given a research assign-
ment on the same topic, which can result in only a
few students getting access to a libraryTs resour-
ces. If one or two students manage to check out
all of the circulating books on an assigned topic,
they leave their classmates without resources.
Another consequence of the single-topic assign-
ment is that a libraryTs reference materials and
magazines are damaged when desperate students
tear out pages containing information related to
the assignment.
The afternoon portion of the workshop
focused on the development of two sets of guide-
lines dealing with ways to make more effective use
of the school media center and other community
libraries in regard to homework. These guidelines
were developed by group brainstorming, negotia-
tion, and consensus. Workshop participants
sought to make these guidelines practical, easy to
understand, and positive in tone. The group
named the resulting documents oTips for Success
(to the Teacher)�"which encourages teachers to
plan their research assignments carefully"and
oTips for Success (to the Student)T"which con-
tains helpful hints for both students and their
parents. Copies of these documents appear at the
end of this article.
The workshop received positive evaluations
from its participants. All participants stated that
they had a fuller understanding of homework,
that they appreciated the opportunity to hear all
points of view on the homework issue, and that
they would try to communicate more effectively
with their colleagues on future homework assignments.
Disseminating the Documents
To implement the recommendations of the
Homework Help workshop, the director of media
services in the Durham County school system dis-
tributed copies of oTips for Success (to the Stu-
dent)� to each school principal. Secondary school
principals were asked to include this one-page
document in student handbooks for the 1987-88
school year. Elementary school principals were
asked to include the document in information
sent home to parents at the beginning of the
school year. All principals were asked to distrib-
ute copies of oTips for Success (to the Teacher)� to
all teachers and to include these guidelines in all
future editions of their teacher handbooks.
Copies of the two documents were also sent
to all media coordinators and to all secondary
English and social studies department chairs.
These teachers were asked to share the informa-
tion with members of their departments and to
encourage teachers to make the guidelines part of
their normal procedure for giving research assign-
ments. Teachers were urged to use the student
oTips� as part of their student orientation each
year.
Future Implementation
Although the development and dissemina-
tion of the two documents are steps toward alle-
viating homework problems, they do not ensure
meaningful, problem-free research assignments
for all students. Continuous attention and rein-
forcement of the guidelines are necessary to
accomplish the goals of the original workshop. We
recommend the following additional implementa-
tion stragegies:
1. Develop an attractive brochure from the
oTips for Success� handouts. Have copies available
in all school media centers and public libraries to
serve as a guide to students completing research
assignments. Produce a poster outlining the stu-
dent tips and place the poster in every classroom,
media center, and library throughout the county.
2. Offer workshops or informal sessions to
teachers to assist them in designing appropriate
research assignments. As Michael Marland has
written, oThe most important part of a resource
center is neither the resources nor the staff, but
the assignment set by the teachers.� ! In these
workshops, emphasize the need for working
closely with media coordinators and public librar-
ians well in advance of a major research assign-
ment.
Teachers were ... amazed to
discover that students
frequently sent an oemissary�
(usually a parent) to the
library to do the assignment...
3. Develop a model oaction sheet� for teachers
to complete and give to students when they make
research assignments. A good action sheet will
contain the objectives and purpose of the assign-
ment, steps to follow in the research process,
resources to consult (and to avoid), the format
for the final report, the preferred system for doc-
umenting sources, the criteria by which the
assignment will be evaluated, and a timeline for
all stages of the project. Committees of teachers
could develop different action sheets for short-
and long-term research assignments, for various
subject areas, and for different age levels.
Conclusion
This article has outlined the steps taken by
one team of concerned professionals to address
some of the problems of homework. Our experi-
ence has been that no single group working in
isolation can solve these problems. The success of
Durham County's Homework Help workshop,
however, does indicate that providing an oppor-
tunity for all parties concerned to meet together
and discuss homework issues can have beneficial .
results. Communication and cooperation foster a
greater understanding of the real issues involved
in homework assignments and result in a more
positive experience for the most important par-
ticipants in the homework system"the students.
References
1. Michael Marland, oLibraries, Learning, and the Whole School,�
Emergency Librarian (November/December 1987): 9-14.
Copies of articles from this
publication are now available from
the UMI Article Clearinghouse.
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
Spring 1988 " 35
Durham County Schools
Library Assignments: Tips for Success
(To the Teacher)
In the past, some of our students have expe-
rienced frustration in using the public library and
school media centers to complete research assign-
ments. Aspects of this problem include limited
media collections, unrealistic assignments, stu-
dent confusion, and overworked library staffs, but
the underlying source of the problem is a failure
of communication among three groups: teachers,
students (and their parents), and library person-
nel. So that you may more effectively teach your
students research skills, a committee of teachers,
school media coordinators, and public librarians
has published these guidelines.
1. Design Appropriate Assignments.
A. Identify the purpose for each research
assignment. Are you making the assignment in
order to teach the process of research or in order
for the student to collect a specific body of infor-
mation? Do you want your students to learn to
use a particular type of reference material or to
explore several types in the pursuit of one topic?
B. Does your school media center have ade-
quate materials for all of your students to com-
plete this assignment, or will your students need
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36"Spring 1988
to go to the public library? Often, the most suc-
cessful research assignments are those which can
be done during class time in the school media
center. If the students will need to go to the public
library, make sure they are likely to be able to find
materials there.
C. What form will the studentTs final product
take? Will the student produce a paper, an oral
report, or some other product? Clearly describe
the assignment to the students; show them an
example if at all possible.
D. Type up the assignment on a handout.
Include topic possibilities, description of the final
product, parameters such as length and format,
type of resources they should use, a time line of
intermediate deadlines, and the final due date of
the project. Give a copy to each student (for
younger students, you may even want to have a
parent sign the sheet to indicate the parent is
aware of the assignment). Also send a copy to
your school media coordinator. If there is any
chance your students may be using the public
library, send a copy to the reference librarian at
any branch the students are likely to use.
2. Plan Ahead and Provide Time. Stagger major
research assignments with your colleagues so
that students will not have more than one at a
time and so that the media center resources will
not be depleted. Give the students adequate time
to get to the public library. (Remember that not
all students have ready transportation to the
library.)
3. Consult with your School Media Coordinator
During All Stages of the Process. As you are
designing your assignment, the media coordina-
tor can tell you whether the media collection can
support the assignment. The coordinator can also
suggest types of reference materials that will be
useful to your students. Given enough lead time,
the coordinator can pull together materials on a
given topic so that your students will be able to
work more efficiently during the media center
time. School media coordinators can also assist
you in teaching media skills.
4. Provide Opportunities for the Students to Work
in the School Media Center. Problems arise when
students are required to do all of the work on a
research project outside of class. Some students
canTt get to the library; others get there after
someone else has checked out all of the materials
on a particular topic. Some students will send an
oemissary� (usually a parent) to do the work for
the student. Students may enlist more help from a
librarian than you would like. Students have even
been known to oresubmit� someone elseTs pre-
viously submitted work! Remember, there is no
substitute for having the students do the work in
front of you!
5. Make Effective Use of the Public Library. If
your students need to use the public library, make
sure they know the rules, procedures, and hours
of the branches they will use. The libraries are
quite willing to send this information to you. Con-
sider including it in the written copy of the
assignment. Take time to discuss with the librar-
ians how you would prefer them to help your stu-
dents. Make sure that both students and librar-
ians know what is oappropriate help� and what is
odoing it for them.� Make sure the students under-
stand exactly what their responsibility is.
6. Stress Student Accountability During the
Process. Include intermediate deadlines through-
out the period of the assignment. You might want
to count these oprocess� assignments as a part of
the final grade.
7. Evaluate the Project. After all of the assign-
ments are in and graded, reflect on the entire proj-
ect. What problems did the students have? Were
adequate materials available? What problems did
the media support people have? What problems
did you have? Did the students produce the prod-
ucts you wanted? What will you do differently
next time? Record these reflections so that you
can consult them when you plan this assignment
again next year.
Durham County Schools
Library Assignments: Tips for Success
(To the Student)
From time to time your teachers will give you
an assignment that requires you to use your
school media center or the public library. So that
you will succeed in your quest, some teachers and
librarians have written this guide.
1. Understand the Assignment. Know exactly
what your teacher expects you to do. Be sure you
understand what your finished product will be
(itTs usually a written or oral report). Know what
type of reference materials you will need (books,
encyclopedias, magazine articles, for example)
and have some idea of the topic you wish to
explore. If your teacher has given you a written
copy of the assignment, BRING THIS SHEET
WITH YOU TO THE LIBRARY.
2. Plan Ahead. Know your deadline and make
plans to go to the library as far in advance as you
can. DonTt wait until the day before your report is
due!
3. Set a Goal for Each Visit. DonTt expect to be
able to do the whole assignment in one visit. Your
goal might be to find three books on your topic
and check them out or to find five magazine arti-
cles and take notes on them. Another goal might
be to find the answer to a certain number of ques-
tions you have developed. When you set a goal,
you feel much better about the amount of work
you've done. Setting a goal also saves you time
because you donTt wander around wondering
what to do next.
4. Come Prepared. Library research can take a lot
of time, so plan to come and stay for a while (at
least an hour). Be sure to bring the materials you
will need:
your library card
pencil or pen
plenty of paper or notecards
money for the copier (oXerox�)
a copy of the assignment
any textbooks that will help you
5. Know and Respect Library Rules. The proce-
dures may differ from one library to another but
almost all libraries ask you to work quietly,
respect all library staff and equipment, take care
of the materials you use and return them to the
designated area. If you check out materials, take
care of them and return them on time so that
other patrons can use them.
6. Ask for Help. If you are unsure about a proce-
dure or the location of certain materials, ask one
of the librarians. Each is specially trained to find
information in a wide variety of sources. If you
donTt know how to use a particular kind of refer-
ence material, ask at the reference desk. A refer-
ence librarian will tell you how to use it.
(Remember, however, that public librarians often
do not have time to teach everyone to use all
kinds of reference materials. If you need more
instruction than just quick directions, you may
need to ask your teacher or your school media
coordinator. )
If at any time you run into difficulty, be sure
to let your teacher or school media coordinator
know. Your media coordinator may be able to
help you find materials. Your teacher may be able
to adapt the assignment to the materials you can
find and to suggest ways to solve the problems
youre having with organizing or writing the
report. al
Spring 1988 "37
The Use and Awareness of Government
Publications by High School Librarians
Donna Seymour
So little has been written on the use of federal
and state documents in public high schools that
we set out to determine the current status of the
use of documents in North CarolinaTs public high
school libraries. The results of this study reveal an
unfortunate and continuing trend, first noted by
Eliza Ross Good in her 1965 study of a similar
topic. The situation appears to be the same today
as it was twenty years ago: public high school
librarians in North Carolina do not possess suffi-
cient knowledge of government publications to
promote their effective use in the public high
schools.
While professional journals, conferences, and
workshops often provide information to high
school librarians seeking help in media selection
and use, there are formal agencies that are
responsible for assisting these professionals in
meeting their obligations. One such agency is the
North Carolina Department of Public Instruction,
which assists school librarians with media selec-
tion by encouraging them to consult the depart-
mentTs own bibliographies, as well as_bibli-
ographies and reviews available through com-
mercial sources. In addition, the Department of
Public Instruction provides educators and librar-
ians with Advisory Lists of Instructional Media.
These lists, organized by subject area, contain
reviews of items evaluated and approved by
North Carolina educators as appropriate for K-12
instruction. Government publications are not gen-
erally, if ever, reviewed for inclusion on the Advi-
sory Lists. Thus, it appears that the North
Carolina Department of Public Instruction does
not support documents selection for and by high
school librarians. :
Another potential source of information for
document selection is the GPO (Government
Printing Office) and its Depository Library Pro-
gram. There are thirty federal depository libraries
located throughout North Carolina, and these col-
lections hold current, historical, and statistical
Donna Seymour is a recent graduate of the School of Library
Science, The University of North Carolina at Chapel Hill, and
currently resides in Asheville.
38" Spring 1988
information appropriate for high school use.
According to the Regional Depository Librarian at
UNC Chapel Hill, however, there is no effort pres-
ently in force by depository libraries in North
Carolina to promote the use of documents in pub-
lic high schools.
The purpose of this study was to determine
both the use of documents and the awareness of
documents by high school librarians, teachers,
and students. This study also investigated proce-
dures and problems with document acquisition,
and the professional backgrounds and activities
of the high school librarians. Finally, and perhaps
most important, the librarians assessed their
needs in relation to documents and indicated
specific areas where assistance is necessary.
The terms ogovernment publications,� ogovern-
ment documents,� and odocuments� are used
interchangeably, and generally refer to federal
government material, unless otherwise specified.
Public high school librarians
in North Carolina do not
possess sufficient knowledge
of government publications to
promote their effective use in
the public high schools.
Methodology
This study was conducted through a mail
survey, which was sent to arandom sample (110)
of the total number (330) of public high schools in
North Carolina (i.e., one-third of the total popula-
tion). This total included any public school with a
twelfth grade but excluded extended day schools.
The list from which the selection of schools was
made is ordered by school district (Northeast=1
to Western=8) and, within each district, alphabet-
ically by county. The eight regional school media
coordinators and the director of the Division of
School Media Programs, North Carolina Depart-
ment of Public Instruction, were sent surveys and
cover letters explaining the research. The regional
Coordinators, the director of School Media Pro-
grams, and all survey respondents who so
requested were sent summary letters of the sur-
vey results. Eighty-eight usable returns (of the
110 questionnaires sent), yielded an 80 per cent
response rate. Descriptive analysis was used to
_ present the data.
Summary of Findings
The mean number of documents held in pub-
lic high school collections is 16.2, but more than
_ half of the respondents indicate that their collec-
tions hold less than ten documents or none at all.
The lack of documents represents a lack of com-
pliance with state recommendations, as_pre-
sented in Media Program Recommendations:
obuilding-level professional media collection
should include current, quality media such as: ...
government publications� (1986, IV, 18).
While all but one respondent confirm the
presence of Media Advisory Committees, more
than half report that these committees do not
assist with document selection. This is significant,
as the stated purpose of the committee is to assist
with selection (Media Program Recommenda-
tions, 1986, IV, 1-2).
Nearly one-third of the responding librarians
are unfamiliar with document ordering and selec-
tion. Again, nearly a third do not order docu-
ments and some are unsure if they order
documents. Just over half receive free documents,
and most receive free documents from their con-
gressional representatives.
When orders are placed, they are usually
individual orders. Funds, in general, and the pre-
Paid order, in particular, present difficulties for
the librarians attempting to order documents.
Only nine per cent order documents from a GPO
bookstore, and slightly more (twelve per cent)
know the location of the nearest GPO bookstore.
Selection aids present a critical problem
Since most librarians are unaware of the free
Selection aids: Consumer Information Catalog,
New Books, Price List 36, Subject Bibliography
Index, and U.S. Government Books. The majority
are also unaware of the Checklist of Official North
Carolina State Publications.
The journal reviews most frequently con-
Sulted for selection decisions are found in: School
Library Journal, Booklist, Wilson Library Bul-
letin, and Library Journal. Government Publica-
tions Review received no comment and School
Media Quarterly received minimal comment,
even though they, along with Booklist and Wilson
Library Bulletin, are recommended in Katz's
Introduction to Reference Work, Volume I, for
coverage of documents (1982, 365-66). Therefore,
it appears that the journals most often consulted
are not those containing the best coverage of
documents.
Use of documents by students and teachers is
infrequent, but it is notable that use by students
exceeds assigned use. The subject areas that
receive the most frequent document use are: eco-
nomics, history, home economics, health, political
science and sociology.
Most teachers do not receive announcements
about documents from their respective librarians.
Not surprisingly, most teachers never request
that specific documents be ordered.
... there is no effort presently
in force by depository
libraries in North Carolina to
promote the use of
(government) documents in
public high schools.
The professional backgrounds and related
activities of high school librarians are reflected in
the following data: nearly half hold ALA-accre-
dited MLS degrees; more than one-third hold non-
ALA-accredited MLS degrees; most have not
completed graduate courses devoted exclusively
to documents, but most have taken some gradu-
ate work in documents. A positive correlation
does exist between the librarians holding the MLS
degree (both ALA- and non-ALA-accredited
degrees) and the degree of familiarity with docu-
ment selection.
Most librarians report participation in pro-
fessional conferences and meetings, and two-
thirds claim membership in NCLA. Nearly half do
not know the location of the nearest depository
library, and most admit that they never receive
inquiries about the nearest depository.
An astounding ninety seven per cent of high
school librarians candidly respond that they and
their colleagues are not adequately informed
about documents. Thus, it may be no surprise to
learn that one hundred per cent of the librarians
polled request immediate assistance from the
depository libraries. The specific suggestions from
these librarians include: a regular newsletter,
state document information, and document work-
shops.
Conclusion
The public high school librarians have
spoken: they acknowledge their lack of awareness
Spring 1988"39
of documents, which appears to result in the lack
of use of douments in our public high schools. But
these librarians also express a need for assistance
and a willingness to learn more about documents.
It is time for the Depository Library Program to
address these issues by recognizing the high
school audience. It is time for the Regional Depos-
itory in Chapel Hill to respond to the needs of
North CarolinaTs public high schools by organizing
document training workshops. It is time for all
depository libraries to conduct outreach activities
with the high schools in their congressional dis-
tricts. It is also time for the Department of Public
Instruction to become aware of the vital function
documents can serve in high school library collec-
tions. Finally, it is time for high school librarians
to become knowledgeable about documents and
to encourage the use of documents for the benefit
of high school teachers and students in North
Carolina.
References
Good, Eliza Ross. oUnited States Government Publications as
a Source of Reference Material for High School Libraries
in North Carolina.� M.A. Thesis, University of North
Carolina, 1965.
Katz, William A. Introduction to Reference Work, Volume I. New
York: McGraw, 1982.
Media Program Recommendations: Individual School/Admin-
istrative Unit. 3rd ed. Raleigh, NC: North Carolina Depart-
ment of Public Instruction, 1986.
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Return the form below along with your check
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40"Spring 1988
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foreign countries. Single copy $10. Address
new subscriptions, renewals, and related cor-
respondence to Frances B. Bradburn, editor;
North Carolina Libraries, 2431 Crabtree Boule-
vard, Raleigh, N.C. 27604 or call (919) 733-
2864. (For membership information, see
address label on journal)
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State Publications for School Libraries:
A Selective Bibliography
Eileen McGrath
Are you looking for attractive publications
that span the curriculum? Do you want the
teachers at your school to use library materials in
their classes? Are you trying to convince your
administrators that the library can be a resource
for both students and staff? Would you like to
make your modest book budget go further? Are
you acquiring state publications for your library?
If you answered oyes� to the last question,
then you are on your way to solving the problems
Posed by the earlier questions. Each year the
agencies and institutions of the State of North
Carolina produce thousands of publications to
aid the citizens of the state. These publications
cover subjects from economics to health educa-
tion to natural history. Many of the publications
can be used by educators for planning, profes-
Sional development, and course preparation.
Other publications are aimed directly at school-
children and can be used either for class assign-
ments or recreational reading. Many state publica-
tions are free, and those that are not are available
at a modest cost.
The bibliography that follows contains a
Selection of state documents appropriate for
school libraries. The first section contains publi-
Cations for teachers, administrators, and gui-
dance counselors. The second section lists titles
that teachers can use in conjunction with specific
courses.
This bibliography is just a small sample of the
Many state publications that are appropriate for
School libraries. Librarians who are interested in
learning about additional publications should
consult the sources listed at the end of the biblio-
graphy. State publications may be obtained
directly from the issuing agencies. Librarians who
Want to examine publications before acquiring
them should consult the collections at their pub-
lic libraries or request titles through interlibrary
loan from the State Library.
iii seis
Eileen McGrath is Cataloger of the North Carolina Collection
te Wilson Library, University of North Carolina at Chapel
Resources for Teachers, Administrators, and
Counselors
Aide-ing in the Classroom: A Handbook for
Teacher Aides. Raleigh, N.C.: Division of Com-
munications Skills, Dept. of Public Instruction,
1987.
This is a guide for teacher aides working with
primary grade students on communications skills.
Although meant for aides in a particular setting,
the guide has wider appeal because of the useful
information it contains on the role of aides in the
classroom and in the school system. The hand-
book tells aides what to expect from colleagues
and students, and it also helps aides understand
what will be expected of them. Includes bibli-
ographies.
Directory, North Carolina Non-Public Schoois.
Raleigh, N.C.: Office of Non-Public Education.
Annual.
This is a listing of the private schools in each
county. Information for each school includes the
following: grades, enrollment, staff size, religious
affiliation (if any), makeup of the student body,
accreditation status, address, phone number, and
name of the principal. Also included are statistics
on private school enrollment and a list of private
school organizations in the state.
Directory of Certified Marital & Family Thera-
pists. Winston-Salem, N.C.: Board of Marital &
Family Therapy Examiners. Annual.
This directory contains an alphabetical listing of
therapists holding North Carolina certification.
The entry for each professional includes his or her
name, address, and license number. A geographi-
cal index at the end can be used to locate thera-
pists in local areas. This is a useful resource for
counselors and other staff who encounter
troubled families.
How North Carolina Ranks Educationally
Among the Fifty States. Raleigh, N.C.: Division of
Research, Dept. of Public Instruction. Annual.
This volume is a clear, well-done collection of
Spring 1988"41
education-related statistics. It shows how North
Carolina compares with the other states in the
areas of demographics, school enrollment, atten-
dance, faculty characteristics, general financial
resources, and school revenues and expenditures.
The rankings are followed by a section which uses
bar graphs to display recent trends in the areas
covered by the statistics. Includes a helpful glos-
sary.
North Carolina Approved Teacher Education
Programs. Raleigh, N.C.: Division of Program
Approval, Dept. of Public Instruction, 1985.
This volume lists the forty-four institutions within
the state that offer programs leading to initial
and advanced teacher certification. Information
for each school includes: enrollment and other
basic information, names of the dean and the
chairman of the education department, a phone
number, approved programs listed by field, and
other accreditation. Appendices include a list of
directors of student teachers, regulations for the
National Teacher Examinations, and summaries
of the reciprocity plans recognized by the State of
North Carolina.
North Carolina Education Directory. Raleigh,
N.C:: Dept. of Public Instruction. Annual.
This is the basic education directory for the state.
It lists members of the State Board of Education
and staff of the Dept. of Public Instruction, the
ControllerTs Office, and local education agencies.
It also lists public schools, special schools, col-
leges, universities, trade schools, and statewide
professional associations for educators.
Statistical Profile, North Carolina Public Schools.
Raleigh, N.C.: Information Center, ControllerTs
Office, Board of Education. Annual.
The Statistical Profile is a comprehensive sum-
mary of statistical data on North CarolinaTs edu-
cational system. It includes statistics on students,
school personnel, expenditures, and courses of
study. Information is presented for the state as a
whole and for individual educational agencies.
Resources for Classes
Books About Christmas. Raleigh, N.C.: Division
of Media Evaluation Services, Educational Media
and Technology, Dept. of Public Instruction,
1986.
This brief, annotated bibliography lists books for
use in grades K-8. The annotations include plot
summaries and evaluations of the physical char-
acteristics of the books. Order information is also
included. This is a part of the series of oSpecial
42"Spring 1988
Lists� put out by the Division of Media Evaluation
Services on topics of current interest. The division
also publishes a series of oAdvisory Lists� on com-
puter courseware, audio-visual materials and
print media.
Catalogue of Spanish Paintings. Raleigh, N.C.:
North Carolina Museum of Art, 1986.
This is a scholarly guide to the Museum's collec-
tion of Spanish paintings. It is one of many attrac-
tive volumes on the exhibitions and collections at
the Museum. These catalogues serve as a good
introduction to art appreciation and to the stateTs
art collections. The illustrations can be used in art
appreciation courses in any grade, but the textual
material in some volumes requires a high school
reading level.
Evans, Phillip W. The Arms and Armour of
RaleighTs Roanoke Voyages. Raleigh, N.C.: Amer-
icaTs Four Hundredth Anniversary Committee,
Dept. of Cultural Resources, 1984.
This is just one of over a dozen educational bro-
chures put out by the Committee on topics from
Elizabethan religion to the animals of the New
World. These brochures are attractive, informa-
tive sources of information on the early history of
the state and related topics; they can be used in
grades five and above.
Hessel, Mary F. Profile of a Patriot: The Story of
John Wright Stanly, Revolutionary War Priva-
teer. New Bern, N.C.: Tryon Palace Commission,
1983.
This biography of the eighteenth-century mer-
chant John Wright Stanly is a good supplemen-
tary reading for social studies lessons about
North CarolinaTs Revolutionary War experiences.
It includes a bibliography and is appropriate for
high school students. This is just one of many
informative publications from the historic sites in
the state.
North Carolina Calendar of Events. Raleigh, N.C.:
Division of Travel and Tourism, Dept. of Com-
merce. Annual.
This pamphlet contains a chronologically
arranged listing of cultural and recreational
events in the state. The list includes civic celebra-
tions, theatrical productions, musical programs,
and sporting events. Date, place, a contact per-
son, and a phone number to call for more infor-
mation are listed for each event. The current
calendar is a good source to consult when plan-
ning field trips.
North Carolina Citizen Survey. Raleigh, N.C.:
Research and Planning Services, Office of State
Budget and Management. Issued irregularly;
publication currently suspended.
These surveys described the characteristics, con-
ditions, and opinions of North Carolinians. Brief,
annual oOverview� volumes covered a variety of
health, economic, and social topics. Special sur-
veys contained in-depth reports on topics such as
education, crime, and drunken driving. These
surveys can be used in social studies discussions
or in preparation for public speaking assign-
ments. Texts can be read by grades seven and
above, but the technical notes require some fami-
liarity with statistics.
North Carolina Government, 1585-1979. Raleigh,
N.C.: Secretary of State, 1981.
This is the standard source for historical informa-
tion on the state and state government, and as
such it belongs in every school library. It includes
basic facts and documents on the stateTs history,
along with information on state government,
officeholders, the counties, election results, and
historical miscellanea. Much of the information in
it can be brought up to date with the North Caro-
lina Manual.
North Carolina in Maps. Compiled by William P.
Cumming. Raleigh, N.C.: Historical Publications
Section, Division of Archives and History, Dept.
of Cultural Resources, 1985.
This collection reproduces historic maps. The
maps range from 1585 to 1896, and they show
changing geographical knowledge and patterns of
settlement in the state. Useful for middle school
classes and above.
North Carolina Manual. Raleigh, N.C.: Secretary
of State. Biennial.
This is a handy, single-volume compendium of
information on the stateTs history and govern-
ment. It includes basic constitutional documents,
the history and organization of state government,
historical lists of state officers, biographical
sketches of current state officials, and informa-
tion on higher education, elections and political
Parties, and the formation of the counties. The
section oHistorical Miscellanea� contains the an-
Swers to such questions as oWhat is the state
flower?� and oWhat is the state bird?� The Manual
updates much of the information in North Caro-
lina Government, 1585-1979.
North Carolina State Government Statistical
Abstract. 5th ed. Raleigh, N.C.: State Data Center,
1984.
This is a comprehensive summary of statistical
data generated or compiled by state agencies. It
includes information on population, housing,
births and deaths, social services, education, law
enforcement, agriculture, business and industry,
energy, employment, the environment, and govern-
ment. Some non-North Carolina data figures are
included for comparisons.
Palmer, William M. Poisonous Snakes of North
Carolina. Rev. ed. Raleigh, N.C.: State Museum of
Natural History, 1983.
This is a brief guide to the poisonous snakes in the
state. The pamphlet begins with a general discus-
sion of snakes and then follows with a section on
each of the poisonous species. The snakes are de-
scribed, and their distribution and habits are
given. The volume includes maps, illustrations,
and a bibliography. The text of the pamphlet can
be understood by students grade five and above,
but the bibliographic references are for a higher
reading level.
Potter, Eloise F., and John B. Funderburg. Native
Americans; The People and How They Lived.
Raleigh, N.C.: North Carolina State Museum of
Natural Sciences, 1986.
This is a well-illustrated introduction, written for
children, on the origins, daily life, and achieve-
ments of Native Americans. Supplementary mate-
rials in the volume include a list of Native
Spring 1988"43
American organizations in the state and a list of
places to visit to see examples of Indian culture.
Appropriate for middle school classes and above.
Profile, North Carolina Counties. 7th ed. Raleigh,
N.C.: State Data Center, 1986.
This is a compilation of statistical data for coun-
ties, planning regions, and metropolitan statisti-
cal areas in the state. The information for each
unit includes the following: population, economic
data, crime statistics, transportation statistics,
and statistics of health, education, and govern-
ment. This is a good source for many student proj-
ects; statistics can be read by students in grades
seven and above.
Stevenson, George. North Carolina Local History:
A Select Bibliography. Rev. ed. Raleigh, N.C.:
Division of Archives and History, Dept. of Cul-
tural Resources, 1984.
This bibliography is an excellent starting point for
the study of any of North CarolinaTs counties. It
includes historical, sociological, anthropological,
and architectural studies, as well as special edi-
tions of local newspapers, promotional materials,
and published collections of photographs. The
volume is organized by counties with a separate
section for works covering more than one county.
Includes some titles for middle school classes, but
many of the sources require a higher reading
level.
Tar Heel Junior Historian. Raleigh, N.C.: Pub-
lished for the Tar Heel Junior Historian Associa-
tion by the North Carolina Museum of History.
Published three times during the school year.
This historical magazine is aimed at schoolchil-
dren. Each issue focuses on a particular topic but
it also includes news of the association and of
historical contests and activities around the state.
Some articles are by professional historians, but
others are written by students. This publication is
meant for middle school and junior high students.
Zug, Charles G. The Traditional Pottery of North
Carolina. Chapel Hill, N.C.: Ackland Art Museum,
University of North Carolina at Chapel Hill,
1981.
This exhibition catalogue shows the museumTs
holdings of North Carolina pottery. It includes a
historical overview of this art form and a discus-
sion of the main styles and families of potters.
This is a good introduction to pottery, and it
could be used in conjunction with studio work by
students or class trips to local potters. This is just
one of the useful publications from the galleries
44"Spring 1988
and museums at the University of North Carolina
system institutions.
For additional assistance in selecting state pub-
lications see:
Checklist of Official North Carolina State Publi-
cations. Raleigh, N.C.: Division of State Library,
Dept. of Cultural Resources. Bimonthly.
This is a comprehensive listing of state publica-
tions received and cataloged by the State Library.
Libraries may subscribe to the Checklist for free.
It is the essential source for learning about new
state publications.
Cotter, Michael. ~Core Collection of North Caro-
lina State Documents.� The Docket: Newsletter of
the Documents Librarians of North Carolina. 14
(Oct. 1987): 3-6.
This selection aid can be used by librarians who
want to collect state documents with reference
value. The list was not compiled specifically for
school libraries, but a coding system indicates
those titles that are appropriate for collections of
various levels. al
Spotlight on PR - SELA 1988
Members of SELA are invited to participate in
competition for awards which will be presented
for 1987-1988 print media in five categories:
@ Annual Reports
@ Newsletters
@ Fliers/brochures
® Calendars of Events
®@ Bookmarks/bibliographies
This competition is sponsored by the Public Rela-
tions Committee of the Southeastern Library
Association. Send five copies of each entry to Judy
McClendon, Richland County Public Library, 1400
Sumter Street, Columbia, South Carolina, 29201.
Entries must be received by June 1, 1988.
Winners will be announced at the 1988 Biennium
in Norfolk.
In addition, the spotlight on PR will continue
in Norfolk with a Swap TN Shop. Please send 50
copies each of your best promotional materials to
Mary Mayer-Hennelly, Norfolk Public Library, 301
East City Hall Avenue, Norfolk, VA 23510. Mark:
Hold for Swap Tn Shop. Deadline for receipt of
Swap Tn Shop items is October 15.
For additional information contact:
Judy McClendon
Community Relations Librarian
(803) 799-9084 ~
North Carolina Books
Robert Anthony, Compiler
v Elizabeth Wheaton. Codename GREENKIL: The
1979 Greensboro Killings. Athens: University of
Georgia Press, 1987. 328 pp. $24.95. ISBN 0-8203-
0935-4.
Elizabeth Wheaton has chosen a difficult
task: to explain one of the most complex series of
events in modern North Carolina history. On the
morning of November 3, 1979, a group of Klans-
men and Nazis shot to death five members of the
Communist Workers Party (CWP) at an anti-
Klan demonstration in Greensboro. Police failed
to prevent the melee but captured the gunmen.
Reporters on the scene witnessed the shootings
and two photographers caught the attack on
videotape. Initially it appeared that the outcome
of the trial would be easily predictable; but,
slightly more than a year later, an all-white jury
found the defendants not guilty. In a federal trial
that followed, the defendants were again found
not guilty, this time of conspiracy to violate the
demonstratorsT civil rights. Finally, in a civil suit
brought by the widows and survivors of the kill-
ings, the same verdict, not guilty of conspiracy,
brought an end to years of litigation and awarded
only token damages.
The widows and their supporters in the CWP
maintained that they expected such outcomes
from the trials because the killings were part of a
conspiracy at the highest levels of government.
They said the Klansmen and Nazis were hatchet
men, manipulated by government agents to elimi-
nate the leadership of the communists, while
Greensboro police played their part by failing to
protect the demonstrators. With national media
attention focused on the Klan-Nazi-CWP clash
and subsequent trials, many North Carolinians
also asked themselves why such extremists
Should be active here and whether justice was
done.
Wheaton marshals a tremendous amount of
material in analyzing what happened from both a
historical perspective and the perspectives of the
major participants. She relies on F.B.I. files, news-
Paper accounts, trial transcripts, writings by par-
ticipants, and her own numerous interviews to
ive a picture of how events unfolded. She views
the available facts oas though we were looking
through a kaleidoscope and the events fell into
one pattern when viewed through the CWPTs
perspective, another through that of the Klans-
men and Nazis, and yet another through that of
the police and federal agents. Each pattern has its
own logic, but when they are superimposed, the
image becomes a jumble of contradictions and
conflict. One can only see that there are no heroes
in this story; there are many, many fools.�
As an expert on the subject who has followed
the story for years, the author places events in
historical context, introduces the participants,
and analyzes their motives and roles. She follows
them through the trials and draws her own con-
clusions about the significance of what happened
for North Carolina and the nation. Wheaton suc-
ceeds in giving the reader a clear picture of how
the confrontation came about and what went on
during the trials that led to their surprising con-
clusions. The book is well-footnoted and indexed,
so that one can refer easily to specific people or
events and check the sources. Some of the people
she interviewed, however, asked to remain anony-
mous. In profiling major participants, Wheaton
devotes the most space to the leaders of the CWP
who were killed. She gives brief biographies and
attempts to explain how they became communist
revolutionaries. Her sympathies would seem to lie
with them as young idealists and victims, yet she
is quick to point out their extremism, inconsis-
tencies in logic, and the damage their activities
did to other liberal reform efforts.
This is not Elizabeth WheatonTs first account
of the Greensboro killings. She co-authored a
1981 report, oThe Third of November,� for the
Institute for Southern Studies and has written
articles for Southern Exposure, the North Caro-
lina Independent, and the United Press Inter-
national. She currently works for the North
Carolina Civil Liberties Union in Greensboro. Her
book would be a valuable addition to academic
and public libraries, especially those interested in
developing collections dealing with modern North
Carolina history, political radicalism, criminal
and civil law, and social history.
Linda McCurdy, Duke University Library
Spring 1988 "45
North Carolina Books
/ Jean Fagan Yellin, ed. Incidents in the Life of a
Slave Girl Written by Herself, by Harriet A.
Jacobs. Edited by Maria Child [1861]. Cam-
bridge: Harvard University Press, 1987. 306 pp.
$37.50. ISBN 0-674-44745-X (cloth); $9.95. 0-674-
44746-8 (paper).
It would be difficult to identify a more timely
book for the late twentieth century than this one.
Although basically a reprint of an 1861 work
whose author has only recently been identified, it
was written by a slave born in Edenton in 1815.
Two women editors have been involved at differ-
ent times"abolitionist Lydia Maria Child in 1860
and Jean Fagan Yellin in the 1980s. The first
helped prepare the manuscript of author Harriet
Jacobs for publication in very minor ways, while
the modern editor, with the acknowledged assis-
tance of North Carolina librarians and archivists,
has identified not only the author but also the
North Carolinians and other people to whom fic-
titious names were applied. Her account of the
detective work required to reveal these facts
makes fascinating reading.
This slave narrative, unusual in several
respects, holds the readerTs attention. It was writ-
ten by a black woman who was taught to read by
her mistress, and it reveals her personal struggle
against sexual oppression. The text also relates
the authorTs personal life and opposition to slav-
ery. She was hidden for years in the home of her
grandmother in Edenton to protect her from con-
cubinage after she had borne two children
fathered by a local doctor. In 1842 she escaped
and fled to the North and soon was joined by her
children. There she became active with a group of
reformers, particularly those led by Quaker femi-
nist-abolitionists. It was one of the latter who
insisted that Jacobs write her story in support of
the abolitionist movement. Jacobs also traveled
widely speaking in the cause of emancipation.
In Washington during the Civil War she
nursed black troops and followed the Union army
into the South where she worked among former
slaves, particularly orphans and the aged. Letters
which she wrote then were published in various
northern newspapers. In 1868 she went to Eng-
land (where her book had also been published in
1862) to seek funds for her work in the South.
In later life she lived in Washington and in
Cambridge, Mass., and is buried in the latter.
Among the illustrations are some of Edenton
people with whom Jacobs was associated, and
there also are two maps of the town and the area
which are useful in understanding the text. The
format of the book is attractive, and it is printed
46"Spring 1988
on acid-free paper.
William S. Powell, University of North Carolina at Chapel Hill
Sam Ragan, ed. Weymouth: An Anthology of
Poetry. Laurinburg: St. Andrews Press, 1987. 143
pp. $14.00. ISBN 0-932662-68-4 (cloth); $11.00. 0-
932662-71-4 (paper).
This anthology, which brings together the
works of one hundred and twelve poets, thirteen
artists, and a musician, celebrates the Weymouth
Center for the Arts and Humanities in the Caro-
lina Sandhills. Creative writers and artists in
North Carolina have a special place to retreat to
where they can work in congenial surroundings
away from the demands of their everyday lives.
Michael McFeeTs poem oA Week at Weymouth�
speaks of its purpose: oI carry my Royal over the
threshold,/ lay it on the spread bed, say,/ Be fruit-
ful and multiply.�
Many groups and individuals were responsi-
ble for bringing this book into being. Sam Ragan,
North Carolina poet laureate and director of the
writers-in-residence program at Weymouth, has
promoted his dream of a Weymouth collection
from the beginning of the program in 1979. Anna-
Carolyn Gilbo, coordinating editor, and Marsha
White Warren, consulting editor, applied their
skills to writing letters, chasing down the writers,
applying for grants, obtaining permissions, and
selecting and shaping the book under Sam
RaganTs direction into its final form, an enormous
task accomplished with taste and scrupulous
dedication to detail.
The volume is divided into three parts: Wey-
mouth oThe Place,� oThe Spirit,� oAnd Beyond.�
The first part shows the physical reality of the
place in its heyday or in its present incarnation as
a retreat. Weymouth was originally built by
author and publisher James Boyd who enter-
tained his writer friends there. Thomas Wolfe, F.
Scott Fitzgerald, and William Faulkner are just a
few of the literary ghosts that haunt the premises.
Betty AdcockTs poem speaks of ohow the articu-
late/ guests dropped their shoes on the Aubus-
sons ...,� but Bobby Sidna Hart warns: oNo shower
here,/ Take a quart kitchen pot/ For rinsing.�
The second part expresses the inspiration
that can result from a stay at Weymouth. Paul
JonesTs lines o ... the lasting/ knows no contain-
ment; abandon/ is its wild reward� evoke the
spirit that follows the poet after he or she leaves.
The last section of the book, oAnd Beyond,� cele-
brates this enrichment that extends into space
and time. Some of North CarolinaTs finest poets
have been Weymouth residents or served as lead-
ers of programs there. Included here are works by
James Applewhite, Fred Chappell, Guy Owen, and
Reynolds Price. Here also is Clyde Edgerton telling
us in original lyrics about a power plant, owhere
the birds donTt sing, but the power lines hum.�
Friends of North Carolina poetry who miss Tom
Walters will find oTape Wrap� here in his un-
mistakable, inimitable style.
The anthology is enhanced by graphics of the
mansion and its environs. The stone hounds at
the gates are handsomely portrayed on the front
cover of the book jacket. A portrait of James Boyd
and illustrations of activities at Weymouth in the
old days tell the story as vividly as the poems.
The editors have compiled obio� material
about the contributors, always a source of inter-
est to the reader. The range of talents and back-
grounds represented reinforces our strong im-
pression that Sam RaganTs Weymouth program is
a powerful force for creative productivity in othe
State of the Arts.� The book is recommended for
School, public, college, and university libraries.
There are some fine poems in this collection, and
the focus on Weymouth makes it a unique addi-
tion to the stateTs literature and history.
Coyla Barry, Burroughs Wellcome Company Library
Jacquelyn Dowd Hall, James Leloudis, Robert
Korstad, Mary Murphy, Lu Ann Jones, and Chris-
topher B. Daly. Like a Family: The Making of a
Southern Cotton Mill World. Chapel Hill: Univer-
sity of North Carolina Press, 1987. 468 pp. $34.95.
ISBN 0-8078-1754-6 (cloth); $12.95. 0-8078-4196-
X (paper).
Like a Family is an ambitious, frequently
Compelling, study of the southern textile worker
from around 1880 until 1934. Its six authors have
used a variety of sources to fashion a broad exam-
ination of textile work, labor unions, community,
Kinship, religion, and recreation. They delineate
the familiar route of the southern textile worker
from the farm to the mill village in vivid detail.
Thousands of disgruntled piedmont farmers,
driven from the land by high costs, low prices, and
tight credit, and enticed by aggressive labor
recruiters, joined the textile labor force and
helped build the New South. Despite low wages,
long hours, poor working conditions, concerted
union busting, and primitive mill villages, these
workers omanaged to shape a way of life beyond
their employers grasp ... a distinctive mill village
Culture.� In examining the totality of these
WorkersT lives, the authors find the rural values
North Carolina Books
and kinship ties of the countryside transferred to
the mill villages and modified into oa distinctive
mill village culture.�
Readers familiar with Jacquelyn HallTs distin-
guished tenure as head of the Southern Oral His-
tory Program at the University of North Carolina
at Chapel Hill will not be surprised to find that the
core of the book is composed of some 200 inter-
views conducted with pre-World War II textile
workers, mostly in North Carolina, between 1975
and 1984. These interviews are supplemented by
a variety of other sources, including a series of
letters written by workers to Franklin D. Roose-
velt and the National Recovery Administration in
the early days of the New Deal. There are no
interviews with mill owners. Their side of the
story is examined largely through the pages of
trade magazines, particularly the Southern Tex-
tile Bulletin. Although the sympathies of the
authors clearly lie with the workers, they avoid
the pitfall of stereotyping either mill owners or
their employees, or of overly simplifying complex
economic and social questions.
It was the expressed purpose of the authors
to articulate the oseldom-heard voices� of the
average worker. They have accomplished their
task admirably. The considerable merits of Like a
Family are augmented by a large number of well-
chosen photographs, comprehensive footnotes, a
detailed bibliography, and a useful index. Its pur-
chase should be strongly considered not just by
academic libraries but by any library with a good
southern history section.
Jim L. Sumner, North Carolina Division of Archives and His-
tory.
) T. Harry Gatton. Banking in North Carolina: A
Narrative History. Raleigh: North Carolina Bank-
ers Association (NCBA Publications, P.O. Box
30609, 27622-0609), 1987. 155 pp. $20 (libraries),
$25 (general public). ISBN 0-9617806-06 (cloth);
$12 (libraries), $15 (general public). 0-9617806-1-
4 (paper).
The author, who from 1960 to 1981 was
executive vice-president of the North Carolina
Bankers Association (NCBA) and who has au-
thored two other state banking histories, fittingly
begins his history of North Carolina banking with
the story of the formation in 1897 of the Bankers
Association. Gatton then proceeds to relate the
history of Tar Heel banking from the colonial
period to the present, weaving in the history of
United States banking as it affected North Caro-
lina. His approach is anecdotal. As he himself
Spring 1988 "47
North Carolina Books
states, othis ... history is not intended as a
detailed documentary of the vast area of banking
history.� This approach presents its problems, as
the author admits, and does not produce a
smooth flowing story. The text bounces along
from incident to incident in a series of short chap-
ters, there being 43 chapters in the 111 pages of
narrative history. Many of these short chapters
are quite interesting. This reviewer especially
enjoyed the story of Robert PotterTs attempt to
abolish banks in North Carolina in 1828-29 (pp.
40-42) and is considering suggesting the adoption
of the 1805 N.C. law concerning penalties for
counterfeiting and applying it to certain library
offences (p.31).
The last thirty-five pages of text contain
much information on the history of the NCBA,
including lists of all officers and pictures of all the
presidents. Indeed the true value of this work
probably lies more in what it presents on the
NCBA than in what it has to say about North Caro-
lina banking.
The volume could have used a good editor, as
the text is marred with numerous typographical
errors, inconsistencies, and factual errors. On
p.20, Gatton gives two dates, 1171 and 1711, for
the founding of the Bank of Venice. On p.79, he
gives three names, Hood, Wood, and Pope, as the
first N.C. Commissioner of Banks. And on p.87, he
mentions the first o100 years� of the Roosevelt
administration (obviously a Democratic dream in
these days of the Reagan Revolution). The author
has Thomas Gresham starting a bank in 1653
(p.20), when Gresham died in 1579. On p. 47, Gat-
ton states that five savings banks were chartered
in North Carolina between 1847 and 1862. On p.
We've Got
Answers to
Your Questions.
48"Spring 1988
61, he says that savings banks came to North
Carolina in 1887. Was there a different meaning
to savings banks in 1860? Gatton does not say.
The above are only samples of errors an editor
could have caught. Others could be given.
Banking in North Carolina has neither
notes nor bibliography, though the author men-
tions several other works in the body of the text.
The only index is a personal name one, which has
great value, but a full index would have been even
more useful. Illustrations abound and fit with the
text.
Any person interested in the history of North
Carolina banking or of the NCBA could profit
from the reading of this book. It belongs in all
libraries that have a collection of North Carolini-
ana or a collection on banking. It is excellent in its
coverage of the North Carolina Bankers Associa-
tion. A definitive history of banking in North
Carolina, however, awaits its author. GattonTs
work can serve as a good starting point for that
author.
Peter R.Neal, Durham County Public Library
Jim Dean and Lawrence S. Earley, eds. Wildlife in
North Carolina. Chapel Hill: University of North
Carolina Press, 1987. 201 pp. $24.95. ISBN 0-8078-
1751-1.
Wildlife in North Carolina, the magazine,
has been around now for fifty years and has gone
from a modest black-and-white hunting and fish-
ing magazine to a verging-on-slick monthly that
covers the range of our stateTs natural history.
The North Carolina Wildlife Resources Commis-
sion and the editors have every right to be proud,
and it is the readerTs good fortune that Jim Dean
and Lawrence Earley have collected articles from
the magazine and created Wildlife in North
Carolina, the book.
A state that is 503 miles long and ranges in
elevation from sea level to almost 6,000 feet can-
not help but contain diverse natural resources.
The people of North Carolina have responded to
that diversity by developing equally diverse out-
door traditions. It must have seemed adverse
diversity as the editors set to choosing the selec-
tions which would appear in the book's four sec-
tions: sporting heritage, flora and fauna, special
places, and hunting and fishing. No matter. They
did a beautiful job, and readers can browse hap-
pily among feature articles, personal recollec-
tions, excellent photographs, and artwork.
There truly is something here for everyone.
Amateur naturalists will enjoy Jane RohlingTs
oThose Incredible Hummingbirds� or Paul
KoepkeTs look at snappers, oWillie and Me and the
Two-Moon Turkles.T � Budding botanists can turn
to Doug ElliottTs oOur Wild Orchids� or EarleyTs
oTwo Days in John GreenTs Swamp.� For hunters
and fishermen, there are stories about every crea-
ture of pursuit: trout and grouse; redhead, pintail,
ringneck and goldeneye; bear, bobwhite, buck and
doe.
North Carolina history is here, too, in fea-
tures on sporting clubs, boatbuilding, and decoy
carving. People fill the pages: Johannes Plott,
breeder of the fearless Plott hound, and Horace
Kephart, the Cornell University librarian who in
1904 set up camp on DickTs Creek in Jackson
County, came to know the mountain people, and
in his later years promoted the establishment of
the Great Smoky Mountains National Park. And
just for fun there is oA Country Store Gourmet,� a
tongue-in-cheek (?) plug for rat cheese, potted
meat, vienna sausages, and pickled anything.
By compiling Wildlife in North Carolina,
Earley and Dean hope oto inspire a greater co-
Operative effort from all North Carolinians to
appreciate, understand, and enhance the natural
qualities that make this state unique.� By making
Wildlife in North Carolina available to our
librariesT patrons, we can support and encourage
their worthwhile effort.
Becky Kornegay, Western Carolina University
William Stephenson. Sallie Southall Cotten: A
WomanTs Life in North Carolina. Greenville,
N.C.: Pamlico Press (P.O. Box 1691, 27835-1691),
1987. 208 pp. $17.95. ISBN 0-943287-00-6 (cloth);
$11.95. 0-943287-01-4 (paper).
Sallie Southall Cotten, affectionately known
as oMother Cotten� to friends and associates,
worked tirelessly for decades to develop and
improve womenTs education, organizations, and
Civic responsibilities. Educated to be a school-
teacher, she came to maturity during the Civil
War and Reconstruction periods in North Caro-
lina. Cotten reared a large family, primarily in the
Pitt County area, and met the rigorous but some-
times monotonous duties of a country wife. Later,
with experience in public affairs, she pioneered
the founding of the womenTs club movement in
North Carolina.
Graduating from the Greensboro Female Col-
lege in 1863, she began teaching privately in var-
ious homes. In 1866 she married Robert Randolph
Cotten, and they began farming and running
general stores.
North Carolina Books
CottenTs thirst for knowledge, revealed in her
diaries, scrapbooks, and letters to friends and
family, never ceased during these years. She was
an avid reader who craved intellectual stimula-
tion and companionship to balance the isolation
of country life. Her husband, who later styled
himself Colonel Cotten of Cottendale, did not
share these interests. She questioned some of the
restrictions placed on women by southern society.
Although Cotten never challenged male preroga-
tives, she believed that women should be encour-
aged to train themselves in professional fields and
have control over their incomes.
Elias Carr, a future governor of the state,
named Cotten one of North CarolinaTs alternate
olady managers� to the WorldTs Columbian Expo-
sition of 1893"the Chicago WorldTs Fair. Ap-
pointed in 1890, she helped generate statewide
interest in the fair and developed exhibits high-
lighting North CarolinaTs history and women.
Cotten excelled at the task. From rank ama-
teur, she became a sophisticated public speaker,
organizer, fund-raiser, and promoter. She re-
ceived the opportunity of meeting educated
women from across the nation who opened her
eyes to new possibilities for women. Cotten did
not agree with everything she encountered. She
rejected many suffragist demands for equality
with men. She preferred effecting change in areas
she viewed as an extension of womanTs natural
maternal instincts. Better schools, teacher train-
ing, cleaner neighborhoods, libraries"these were
areas where women could and should be allowed
to build better futures for their children.
She also learned firsthand about the national
womenTs club movement. North Carolina had
nothing like it, and Cotten soon realized that
women organized into a group could exert con-
siderable influence. In 1899 she started one of the
first womenTs clubs in North Carolina, and club
work dominated her public life thereafter.
This book recounts the major events in Cot-
tenTs life in a simple, straightforward narrative,
but many readers will be left wishing for more.
The authorTs insufficient grounding in the stateTs
history and in womenTs history has marred the
biography. All too often it is unclear what Cotten
thought or how she related to the events and
people surrounding her. Part of this might result
from gaps in primary source materials, but more
often it is because of the authorTs nonanalytical
approach to his subject. How did the CottensT
social, economic, and political connections
cement their ties with the stateTs ruling elite? How
did Sallie Cotten reflect the views of well-to-do
white women in her public and private capaci-
Spring 1988"49
North Carolina Books
ties? What did lower-class white and black women
think of the efforts of the womenTs clubs? What
were the major issues dividing North Carolina suf-
fragists and North Carolina Federation of Wo-
menTs Clubs? What kinds of opposition did the
womenTs club movement encounter from men in
the state? By choosing to look only at incidents in
CottenTs life and not really setting her in the con-
text of the period, the author gives readers little
insight into the significance of CottenTs work.
Sallie Southall Cotten deserves more than A
WomanTs Life in North Carolina delivers. This
book, a pleasant recital of events in her life from
birth to death, provides much personal informa-
tion about Sallie Cotten, but it does not interpret
the achievements or defeats of this remarkable
woman.
Terrell Amistead Crow, University of North Carolina at Chapel
Hill
Arnold K. King. The Multicampus University of
North Carolina Comes of Age, 1956-1986.
Chapel Hill: The University of North Carolina,
1987. 379 pp. [This volume is published by the
University of North Carolina and is not available
in bookstores or through dealers. Inquiries may
be made to Dr. A.K. King, c/o UNC General
Administration, Box 2688, Chapel Hill, N.C.
27515-2688. |
The history of state-supported higher educa-
tion in North Carolina in the last half-century is
confusing because of the institutional name
changes, multitude of governing arrangements,
conflicting jurisdictional authority, and rapid
growth. But it is significant because, in the words
of University of California President Clark Kerr,
North Carolina has developed a system of admin-
istration and governance that ohas become one of
the two or three best models for the nation as a
whole, and perhaps the best of them all.� Explic-
itly stated, this is not a history of the University of
North Carolina of Tar Heel athletic fame but an
administrative account of the evolution of the
governance of the state system of higher educa-
tion. Over the last three decades the system has
grown by legislative action from the three institu-
tions of the oConsolidated University of North
Carolina� to four, then six, and finally sixteen
institutions.
While growth and changing governing author-
ity form the core of the narrative, such varied
subjects are included as public television, the bas-
ketball scandals of the 1960s, the legal Code of the
university, the Speaker-Ban Law, student demon-
50"Spring 1988
strations over civil rights and the Vietnam War,
the expansion of medical education including
veterinary medicine, and the extended conflict
with the federal government over Title Six of the
Civil Rights Act of 1964. Of special reference value
are chapters on the role of the standing commit-
tees of the board of governors and individual
chapters identifying the personnel and their
terms of office of the general administration, the
board of governors, and the institutional chancel-
lors from 1972 through 1986.
Arnold K. King is uniquely qualified to record
the multicampus history. A member of the staff of
the general administration for the last twenty-
two years, he has been associated with the Uni-
versity of North Carolina for over sixty years as
student, professor, graduate school administra-
tor, head of the summer session, and active par-
ticipant in numerous state, regional, and national
study commissions, panels, and boards. Though
encouraged by President William C. Friday, Vice-
President Raymond H. Dawson, Board Chairman
Philip G. Carson, and benefactor and Board
member George Watts Hill, the volume is not an
officially sponsored university publication. It is
written by one intimately, even lovingly, involved
with the University of North Carolina. The author
states that oIf this book breaks the trail for some-
one to write the definitive story in the future, I
will feel greatly rewarded.� Therein lies the value
of the volume. As observer and chronicler of
events King is superb. The bibliography reveals
extensive public sources, but the prose reads like
the official minutes upon which much of the book
is undoubtedly based. Only the chapter on the
legislative fight over restructuring sparkles with
drama. The account is invaluable for the partici-
pant as a guide down memory lane and for the
archivist and librarian as a reference tool. The
author should definitely feel rewarded, for the
future historian with the definitive account cer-
tainly will be indebted to him. The book is recom-
mended for public and especially college and
university libraries.
William E. King, Duke University
(EditorTs note: The reviewer is not related to the author.)
Lawrence Foushee London and Sarah McCulloh
Lemmon, eds. The Episcopal Church in North
Carolina, 1701-1959. Raleigh: The Episcopal Dio-
cese of North Carolina, 1987. 644 pp. $21.95 plus
$2 for postage and handling. ISBN 0-9617935-0-3.
Order from Education/Library Resources, St.
StephenTs Episcopal Church, 140 College Street,
Oxford, N.C. 27565.
Bishops of North CarolinaTs two dioceses and
the Missionary District of Asheville, posing in 1917
at the celebration of the founding of the Episcopal
Diocese of North Carolina, peer from the dust
jacket of this weighty tome. Bishop Joseph Blount
Cheshire, Jr., in particular, seems to dare the
reader to explore the history of his church. Those
who accept the challenge, whether for pleasure or
to find the answer to a question, will discover a
wealth of information. This useful work helps fill a
gap in our knowledge of religion in North Caro-
lina. The bookTs format and the delay of its publi-
cation, however, had a negative impact on the
final product.
The Episcopal Diocese of North Carolina con-
ceived The Episcopal Church in North Carolina
about two decades ago, during the episcopate of
Bishop Thomas A. Fraser, Jr. A committee asked
twelve historians to explore the fledgling Anglican
Church during the periods of proprietary and
royal rule, the origin and development of the
Episcopal Diocese of North Carolina, and the evo-
lution of the dioceses of East Carolina and West-
ern Carolina. With assistance provided by the
University of North Carolina Press, the editors
assembled thirteen well-documented chapters,
appendices listing important dates for all three
dioceses, a bibliography of unpublished and pub-
lished sources, and an index. Thirty-five illustra-
tions add to the bookTs appeal.
Thus, the reader can come to understand
broad issues pertaining to the Episcopal Church
in the state as well as interesting facts about indi-
vidual priests, bishops, and churches. The essays
deal with such topics as Christian education, mis-
sion work, clerical morale and supply, the nature
of worship services, diocesan publications, the
impact of economic and political trends on
church work, and church architecture. Schools,
colleges, orphanages, and camps sponsored by
the church also receive attention.
Although the editors have crafted a useful
tool, the book suffers somewhat because most of
the essays were written years ago, apparently
with little attention to consistency. The editors
incorporated some new research in the notes and
updated many passages, but they chose not to
utilize many published and manuscript sources
that have been made available in recent years.
The authors themselves chose very different ap-
proaches in discussing the periods or topics
assigned them. Duplication of effort, partly
responsible for the length of the book, crept into
the final version. While several of the writers
enhanced the quality of their chapters with a var-
iety of manuscript material, others relied chiefly
North Carolina Books
on published sources.
Despite these minor shortcomings, The Epis-
copal Church in North Carolina, 1701-1959 will
find converts throughout the state, particularly in
the iarger public and academic libraries.
Maurice C. York, Edgecombe County Memorial Library
Other Publications of Interest
The Jackson County Historical Association
has recently published The History of Jackson
County, an impressive 674-page history of that
southwestern North Carolina county. Among the
topics covered in this comprehensive work are
geography, Indian and pioneer history, municipal-
ities, economic activities, politics, religion, educa-
tion, and cultural arts. Detailed information on
the 1860 census public officials and elections,
eductional institutions, and businesses is pre-
sented in well-organized appendices. The book is
attractively illustrated and contains an index and
chapter endnotes and bibliographies. (Orders to
Cecil Brooks, Jackson County Historical Associa-
tion, P.O. Box 173, Sylva, N.C. 28779. $17.00, plus
$2.50 postage; cloth).
Perquimans, in the stateTs northeast and one
of its oldest counties, is the subject of another
new county history. Informative and well-written,
Perquimans County: A Brief History by Alan D.
Watson is the tenth in the North Carolina Division
of Archives and HistoryTs county history series.
The 122-page paperbound book includes illustra-
tions and a bibliographical essay, although no
index. (Historical Publications Section, Division of
Archives and History, 109 East Jones Street,
Raleigh, N.C. 27611. $4.00, plus $1.00 postage.
ISBN 0-86526-220-9; paper).
Archives and History's Historical Publication
Section has also recently released Volume XI in its
popular North Carolina Troops, 1861-1865: A
Roster series. This projected sixteen-volume ser-
ies has been called othe finest state roster ever
produced� and aims to provide brief military ser-
vice records for each of the 120,000-plus North
Carolinians who fought for the Confederate and
Union armies during the Civil War. Volume XI
covers the Forty-fifth through Forty-eighth Regi-
ments North Carolina Troops, Confederate infan-
try. ($27.00, plus $2.00 postage. ISBN 0-86526-016-
8; cloth).
A revised edition of Exploring the Country
Inns of North Carolina by Faris Jane Corey is
now available from Provincial Press. This new edi-
tion contains brief descriptions, addresses, and
Spring 1988"51
North Carolina Books
illustrations for sixty-six inns, an increase of sites _2~-""
forty-one over the earlier (1977) edition. The IPRS ame sisAlG doe
author defines country inns broadly"as places ==
that reflect a orural, indigenous, homelike or old- | SEO SS NN
time appearance.� Coverage ranges from well- ox UEC TA TTT
known establishments like AshevilleTs Grove Park TCT TTA
Inn and BurnsvilleTs Nu-Wray Inn to small bed- TET TTT
and-breakfast operations. (Provincial Press, Box MELT
2311, Chapel Hill, N.C. $7.95. ISBN 0-936179-08- 2s i
paper). TOT AT
The list of contributors to The University of TOMA
North Carolina at Chapel Hill: The First 200 Se ee
TATTOO
Years reads like a WhoTs Who of Tar Heels"the
Chapel Hill blue-and-white variety. Smith Barrier,
Woody Durham, Sam Ervin, Phil Ford, Jr., William
C. Friday, Andy Griffith, Charlie Justice, Charles
Kuralt, Dean Smith, Tom Wicker, and Louis
Round Wilson are among the forty-five alumni
and university friends, past and present, who
offer descriptions and recollections, history and
humor in this 160-page coffeetable-style pictorial
history. Several hundred photographs, including
a number of full-page color ones, combined with
the well-chosen essays, offer readers a lively and
entertaining account of life at the nationTs oldest
state-supported university. (Lightworks, 6005
New Chapel Hill Road, Raleigh, N.C. 27607. $39. 95,
plus $3.00 postage. ISBN 0-917631-04- 8; cloth).
The April 1988 issue (vol. 65, no. 2) of the
North Carolina Historical Review includes
oNorth Carolina Bibliography, 1986-1987.� This
bibliography of nearly 400 entries is the latest in
an annual series that lists books about North
Carolina subjects or by or about North Carolini-
ans, native or current resident. The Review is a
quarterly publication of Archives and HistoryTs
Historical Publications Section. at
BI Section Proposed
There are several instruction librarians in
North Carolina who are interested in forming a BI
section of NCLA. At the present time, the Library
Instruction Roundtable (LIRT) of ALA is very
eager to assist state and regional BI groups. They
realize that because many instruction librarians
are unable to attend regional meetings, it is
necessary to provide programs and resources
closer home. First, we need to assess whether or
not there is sufficient interest in the state to
establish a group. If you would like to participate
in such an organization, please write or call
Kathryn Moore
Reference Department
UNC Greensboro
Greensboro, N.C. 27412
(919) 334-5419
52"Spring 1988
ayo)
NCLA Minutes
North Carolina Library Association
Minutes of the Executive Board
October 27, 1987
The Executive Board of the North Carolina Library Associa-
tion met for a dinner meeting with the 1987-1989 NCLA Execu-
tive Board on October 27,1987 at 7:00 p.m. in Ballroom II of the
Hyatt-Regency Hotel in Winston-Salem, North Carolina. Persons
present were: President Pauline F. Myrick, Past President Leland
Park, First Vice-President/President-Elect Patsy Hansel, Rose
Simon, Dorothy Campbell, Nancy Fogarty, Benjamin Speller,
Arial Stepens, Kieth Wright, Jerry Thrasher, Frances Bradburn,
Barbara A. Baker, Ray A. Frankle, Gloria Miller, Janet Freeman,
Howard F. McGinn and Mae Tucker. Section and committee
chairpersons present were: Rebecca Taylor, Cal Shepard, Eliza-
beth Smith, Mary Avery, Waltrene Canada, Patricia Langelier,
Helen Tugwell, Carol Southerland, Nancy Massey, David Fergus-
son, Jean Amelang, Barbara Anderson, Harry Tuchmayer, Sylvia
Sprinkle-Hamlin, Geneva Chavis, Mary McAfee, Patrice Ebert,
Doris Ann Bradley, Elizabeth Garner, Eunice P. Drum, Mell Bus-
bin, Gene D. Lanier, Mary Alice Wicker, and Mertys W. Bell. Also
present were: J.A. oJake� Killian, Irene P. Hairston, Dale Gaddis,
William H. Roberts,III, Art Weeks, Barbara Page, Ann Gehlen,
David Paynter, Jane Williams, Mary Lou Cobb, Michael Wilder,
Paul S. Ballance and Charles Beard.
President Myrick called the meeting to order. The minutes
of the meeting of July 24, 1987 were approved as distributed by
the Secretary.
Nancy Fogarty, Treasurer, presented the treasurer's report
for the period July 1, 1987 - September 30, 1987 and distributed
copies of the same. She distributed also an information sheet on
the services provided by Business Data. Fogarty exhibited the
newly designed NCLA stationery.
Eunice Drum, chair of the Finance Committee, reported
that the dues structure recommended by the Finance Commit-
tee was accepted by a three to one vote of the membership.
Reporting on the result of the ballot conducted by the Treasurer,
Drum stated that it was determined by majority vote that the
Treasurer will not accept dues paid more than one year in
advance.
President Myrick called for the report of the 1987 Confer-
ence Committee. Patsy Hansel presented the report and called
the committee members to the podium. She thanked them indi-
vidually for service rendered and presented a gift to each of
them. The recipients were: David Fergusson, Art Weeks, Ann
Gehlen, Sylvia Sprinkle-Hamlin, William Roberts, Pauline Myrick,
Mary Louise Cobb, Nancy Fogarty, Kieth Wright and Michael
Wilder.
Frances Bradburn, editor of North Carolina Libraries, dis-
tributed a list of upcoming issues. She announced that Mel
Schumaker and Hugh Hagaman will serve as NCL photo-
8raphers during the conference.
President Myrick called for reports of sections. Brief com-
ments were made by Rebecca Taylor, chair of the ChildrenTs
Services Section and by Elizabeth Smith, chair of the College and
University Section.
Waltrene Canada, chair of the Documents Section, reported
on the North Carolina Documents Depository Act and thanked
the Executive Board and individual board members for support-
ing the sectionTs efforts. She stated the topics and speakers for
the sectionTs NCLA Conference program.
Reports of sections and round tables were continued, and
major features of conference programs were mentioned by the
following persons: Helen Tugwell, chair, North Carolina Associa-
tion of School Librarians; Nancy Massey, chair, Public Library
Section; Jean Amelang, chair, Reference and Adult Services Sec-
tion; oJake� Killian, chair, North Carolina Public Library Trustee
Association; Harry Tuchmayer, incoming chair, Resources and
Technical Services Section, in the absence of April Wreath, chair;
Mary McAfee, chair, Round Table on the Status of Women in
Librarianship; and Sylvia Sprinkle-Hamlin, chair, Round Table
on Ethnic Minority Concerns.
The report of the Constitution, Codes & Handbook Revision
Committee was presented by Doris Ann Bradley, chair. She
announced that voting on the revised constitution will take
place at the business meeting on Friday, October 30. If passed
the revised statements will go into effect immediately, with the
exception of the articles dealing with officers and their duties,
which shall take effect with the 1989-1991 biennium.
Dr. Mell Busbin, chair of the Honorary and Life Membership
Committee, announced that during the conference, a eulogy will
be presented in memory of the late Past President Leonard L.
Johnson.
Dr. Gene Lanier, chair of the Intellectual Freedom Commit-
tee, urged everyone to read the recent issue of North Carolina
Libraries in its entirety. He also encouraged everyone to attend
the mock community forum during the Conference.
The NCLA ALA Councilor, Dr. Kieth Wright, reminded us
that he serves as a funnel through which concerns may be for-
warded to ALA. President Myrick thanked Wright for the report
which he sent to the Board in July.
Director Arial Stephens announced that the next confer-
ence will be held on October 10-13, 1989, in Charlotte, North
Carolina.
Jerry Thrasher, NCLA Southeastern Library Association
representative, stated that Rebecca Ballentine is a nominee for
the office of secretary on the SELA slate for the 1988-1990 bien-
nium. He acknowledged the presence of Charles Beard, Presi-
dent of SELA. Thrasher announced that SELA is seeking
nominations for the Rothrock Award and for the SELA Out-
standing Authors Award.
Dr. Charles Beard, recognized by President Myrick, greeted
the group and expressed the pleasure of being with NCLA.
Dr. Rose Simon, Second Vice-President and chair of the
Membership Committee, reviewed the committeeTs recruiting
activities and displayed the new membership brochure. She
mentioned that the committeeTs request for authorization to
spend $700 for the brochure was approved by mail ballot.
Barbara Baker, incoming First Vice-President, announced
that NCLA members may select books from designated titles
being given away by John F. Blair, Publisher. Maps showing the
location of the warehouse will be available in the registration
area during the Conference, Baker stated.
Spring 1988"53
President Myrick then called for new business. She recog-
nized Past President Leland Park. Park reminded the Board that
information had been sent to them concerning the ALA Stand-
ing Committee on Library EducationTs Celebration of Library
Education Centennial, 1986-1987. He then moved that the name
of Cora Paul Bomar be submitted to SCOLE as the North Caro-
lina selection for outstanding service to library education. The
motion was seconded and passed.
Patsy Hansel, First Vice-President/President-Elect an-
nounced that the 1991 NCLA Conference has been tentatively
scheduled for Raleigh, North Carolina. She stated that the fol-
lowing dates have been tentatively set for Executive Board meet-
ings: January 22, 1988 in Fayetteville; April 8, 1988 at North
Carolina Central University; July 29, 1988 at Boone or Asheville;
and October 28, 1988 in Charlotte. Hansel asked everyone to
think about what NCLA as a group should be doing.
Director Arial Stephens, speaking on behalf of the Executive
Board, expressed thanks to President Myrick for her service
during the 1985-1987 biennium. Everyone stood and applauded.
President Myrick thanked everyone for what was done to make
the association function well.
NCLA Handbooks were passed to new officers and chair-
persons.
There being no further business, the meeting was adjourned
at 10:00 p.m.
Dorothy W. Campbell, Secretary
Approved, January 22, 1988
North Carolina Library Association
Forty-Seventh Biennial Conference
Business Session
October 30, 1987
The business session of the forty-seventh biennial confer-
ence of the North Carolina Library Association was held imme-
diately following the NCLA luncheon and the Sixth Philip S.
Ogilvie Memorial Lecture on October 30, 1987, at 1:30 p.m. in the
Benton Conference Center in Winston-Salem, North Carolina,
with President Pauline F. Myrick presiding.
President Myrick introduced the persons seated on the plat-
form. They were Arial Stephens, Nancy Fogarty, Eunice Drum,
Dorothy Campbell, William H. Roberts, F. William Summers,-
Patsy Hansel, Lee Hansel, Benjamin Speller, David Fergusson,
Rose Simon and Shelia Core.
The business meeting was called to order. A quorum was
declared by Directors Arial Stephens and Dr. Benjamin Speller.
The first order of business was a memorial tribute to
members who passed away during the present biennium. Presi-
dent Myrick read the names before a standing assembly.
A tribute to living past presidents of NCLA followed. Presi-
dent Myrick read the names of past presidents in the order of
their terms in office. The assembly rose and applauded those
present. NCLA past presidents attending the conference were
Hoyt R. Galvin, Carlton P. West, Paul S. Ballance, Mrs. Mildred S.
Councill, Miss Eunice Query, Dr. Gene Lanier, Mrs. Mertys W. Bell
and Dr. Leland M. Park.
On being recognized by the president, Shelia Core, chair of
the Scholarship Committee, introduced the recipients of NCLA
scholarship awards for 1986 and 1987. She stated that the
NCLA Memorial Scholarship was awarded in 1986 to Kathryn
Pagles and Victor Eure and in 1987 to Gina Overcash and Lillian
Brewington. The Query-Long Scholarship for Work with Chil-
dren or Young Adults was awarded in 1986 to Beth Hutchinson
and in 1987 to Catherine Sanford.
Eunice Drum, chair of the Finance Committee, reported on
the result of the vote taken on the proposed dues structure. She
54"Spring 1988
NCLA Minutes
stated that the motion passed by a three to one majority vote.
The new dues structure will become effective on January 1,
1988.
Doris Ann Bradley, chair of the Constitution, Codes and
Handbook Revision Committee, presented the proposed consti-
tutional amendments for the consideration of the membership.
It was agreed that the revisions were to be considered as a
whole. Bradley moved the adoption of the revised constitution
and bylaws. The motion was seconded and passed.
Mertys Bell, chair of the Resolutions Committee, presented
resolutions of appreciation.
[See Winter 1987 issue, page 176.]
Mrs. Bell then moved the adoption of the resolutions. The
motion was passed.
President Myrick asked the 1985-1987 Board members to
stand. The 1986-1988 committee chairs and 1987 Conference
Committee members were also recognized. The president then
called the NCLA newly elected officers to the platform and con-
ducted the formal installation of these persons: Patsy Hansel,
President; Barbara A. Baker, First Vice-President/President-
Elect; Ray A. Frankle, Second Vice-President; Gloria Miller,
Secretary; Howard F. McGinn, Director; and Janet L. Freeman,
Director. Finally, Mrs. Myrick passed the gavel to Patsy Hansel,
the 1987-1989 NCLA President. Hansel accepted the gavel. Then,
on behalf of the association, she presented to Mrs. Myrick a
plaque as a token of appreciation for her service as the 1985-
1987 NCLA President.
The newly installed president reported briefly some facts on
the scope of the 1987 Conference.
There being no further business, the meeting was adjourned
at 3:00 p.m.
Dorothy W. Campbell, Secretary
Nn
Approved, January 22, 1988 al
be superperson
use your library
NCLA Biennial Reports
ChildrenTs Services Section"Biennial Report" 1985-1987
Elected officers for the biennium included:
Chair: Rebecca Taylor, New Hanover County Public
Vice-Chair/Chair-Elect: Cal Shepard, Forsyth County
Public Library
Secretary/Treasurer: Jacky Miller, Rockingham County
Public
Directors: Mary Lou Rakow, Wilson County Public
Julie Walker, Central North Carolina Regional
Past Chair: Karen Perry, Archdale-Trinity Middle School
Also serving on the board were:
NC Libraries Representative: Bonnie Fowler
Membership Committee: Eileen Johnson, Sandhills
Regional
Nominating Committee: Linda Hadden, Duplin County
Newsletter Editor: Margaret Miles, New Hanover
Bylaws; Sue Cottle, Wake County
Special committees appointed included: CSS History, Mary
Lou Rakow, Chair: Publications, MJ Carbo, Chair; and Stand-
ards, Karen Perry, Chair.
The Board began the biennium with a retreat weekend in
November of 1985. Two days of meetings were held at Kure
Beach, North Carolina. The board spent the time evaluating past
Programs and projects and making plans for the upcoming
biennium. Special committees were appointed.
Among the projects taken on by various CSS committees
were:
® establishment of an award to a new childrenTs librarian to
attend his or her first NCLA. (Membership Committee)
® contact with library schools to promote CSS to their stu-
dents. (Membership Committee)
@ letters to new childrenTs librarians in the state inviting
them to join NCLA/CSS. (Membership Committee)
© publication of three issues and a conference sampler dur-
ing the biennium. (Newsletter Committee)
© development of a biennial budget and possible fund rais-
ing activities. (Finance Committee)
® presentation of ALSC Notable Showcase at the NCASL
Work Conference. (Program Committee)
® presentation of the ALSC Notable Showcase at the NCLA
Biennial Conference. (Program Committee)
® scheduling and presentation of childrenTs author Jack
Prelutsky at the sectionTs biennial breakfast at NCLA Confer-
ence. (Program Committee)
® nomination of a slate of officers for the 1987-1989 bien-
nium and conducting the election for said officers. (Nominating
Committee)
® compilation and documentation of a written history of
CSS's 12 years of officers, activities, and programs. Publication
and submission to the NCLA archives of this document. (CSS
History Committee)
® planning and initial work on a publication of practical
Programming tips to be published as a money-making project.
(Publications Committee)
Officers elected to serve in the 1987-1989 biennium are:
Chair: Cal Shepard, Forsyth County Public Library
Vice-Chair/Chair-Elect: Julie Walker, Central North Caro-
lina Regional
Secretary/Treasurer: Jacky Miller, Rockingham County
Public Library
Directors: Edna Jo Gambling, Hyconeechee Regional
Library
Linda Hyde, Clemmons Branch, Forsyth County Public
Library
Past Chair: Rebecca Taylor, New Hanover County Public
Library
Documents Section"Biennial Report
October 1985 - October 1987
The major emphasis of the Documents Section for the past
biennium has been the North Carolina Documents Depository
Act. With awards from ALA-GODORT and NCLA, packets of
information were prepared and distributed to various special
interest groups and individuals throughout the state. Lobbying
efforts were increased and intensified throughout the legislative
session. Pat Langelier and members of the Depository System
Committee worked tirelessly until the ratification of the bill on
August 12, 1987.
Various workshops were presented incorporating the fol-
lowing topics:
October 3, 1986"How to Affect Public Policy
May 9, 1986"An Introduction to a Core Collection of
North Carolina Documents and the Proposed Deposi-
tory System
November 7, 1987"Unfolding Maps"New Directions in
Map Collections
May 1, 1987"County Government Information
October 30, 1987"Government Information Showcase:
Putting the Public into State Publications
During the 1985 and 1987 biennial conferences, the Docu-
ments Section has sponsored a table to market government
information and has published a special conference edition of
The Docket.
Ridley Kessler, Regional Depository Librarian, regularly
attended the meetings of the Depository Library Council and
was appointed to a seat on the council at its fall 1987 meeting in
Washington, D.C.
The Documents Section officers for the 1985 - 1987 Bien-
nium were:
October 1985 - October 1986
Janet Rowland"Chair
Waltrene Canada"Vice-Chair/Chair-Elect
Arlene Hanerfeld"Secretary/Treasurer
October 1986 - October 1987
Waltrene Canada"Chair
Pat Langelier"Vice-Chair/Chair-Elect
Arlene Hanerfeld"Secretary/Treasurer
The 1985 - 1987 biennium has been busy and profitable for
the Documents Section. With preparations being made for the
implementation of the documents legislation and other areas of
Spring 1988"55
interest, we look ahead with anticipation to the next biennium.
Respectfully submitted,
Waltrene M. Canada,
Chair, Documents Section
Membership Committee Report
October 27, 1987
The summer and fall months have been busy ones for the
Membership Committee
Our system for monitoring selected professional publica-
tions to identify new librarians in North Carolina is still func-
tioning. Each potential recruit receives a copy of our NCLA
brochure and a letter of welcome inviting him or her to join
NCLA.
We contacted all five library schools in the state to ask if
they would like to have a committee member come to campus to
talk with the students about NCLA and participation in profes-
sional organizations. One school invited us to send someone and
others explained that their curricula covered these topics.
The major accomplishment of the committee was the prod-
cuction of a new NCLA brochure. A preliminary batch was
printed in time for the conference, and the major final printing
will be run soon after the conference.
You will find many of us at the membership table in Benton
Convention Center during the next three days.
Respectfully submitted,
Rose Simon, Chair
North Carolina Association of School Librarians
Section Report to NCLA Executive Board
During the last quarter of the biennium, the members of
NCASL have been involved in beginning a new school year, much
of which focuses on professional staff development that leads to
attendance at the NCLA Conference. After seeing that their
house is in order with scheduling computer time, providing
orientation, processing new materials and planning with class-
room teachers, NCASL members have an opportunity to parti-
cipate in a full day of events that Chair-Elect Carol Southerland
has coordinated for Friday, October 30.
NCASL members have been encouraged to begin their day
by attending the ChildrenTs Services author breakfast featuring
Jack Prelutsky. Under the associationTs sponsorship, a session
on planning new facilities will be presented by the SupervisorsT
Special Committee.
Following an Executive Committee luncheon/business
meeting, the General Session will be held with Peggy Parish fea-
tured as the guest speaker. The Administrator of the Year, Jeff
Albarty, Principal of Mocksville Elementary School, will be rec-
ognized and presented with a plaque. The Appalachian Scholar-
ship and the Garrett Scholarship will be presented during this
session. The 1985-87 and 1987-89 Executive Committees of
NCASL will be introduced to the membership.
Plans for School Library Media Day 1988 are being devel-
oped. One possibility is a state-wide television program. Success-
ful activities from 1987 are being displayed at this conference.
One of the big thrusts for the coming year is the implemen-
tation of the National Guidelines. Helen Tugwell has asked
Ronda Davis of Waynesville to chair NCASLTs ad hoc implemen-
tation committee. On April 12, there is planned a nationwide
teleconference to introduce the Guidelines and Chair.
Judy Knight has been asked to chair an ad hoc committee
to revise the NCASL Handbook. No deadline has been set for the
completion of this project.
The Executive Committee is planning a retreat which will be
designed to focus on plans and projects of the new biennium.
56"Spring 1988
Too often, committees and association projects do not receive
the true attention they deserve because of the time factor. It is
anticipated that such a retreat will help the association to
spend quality time in planning for the future.
Long placed on the bottom of agenda items, the NCASL logo
is a reality. T-shirts with the logo are being sold, and a banner
bearing the logo has been prepared to appear at all conferences.
This biennium has seen a new scholarship, proposed guide-
lines in place for recognizing a media coordinator of the year, an
official logo, increased member participation in national com-
mittees, successful conferences and nationally recognized media
programs. NCASL is reviewing ways in which it can continue the
contributions of the school library media program and the
school library media coordinator to excellence in education for
the young people in North Carolina.
Report of the Public Library Section
October 27, 1987
The final meeting of the Planning Council of the Public
Library Section was held on August 13 in Chapel Hill at the
Chapel Hill Public Library. The meeting offered one last oppor-
tunity for the Chair and Vice-Chairs of the eleven committees of
the Section to conclude the business of the Section for this bien-
nium and to make final plans for the Conference.
The Adult Services, Literacy, Public Relations, and Young
Adult Committees each have plans for programs and workshops
to be held at the Conference. Additionally, the Public Library
Section is one of the three co-sponsors of the Maya Angelou
presentation.
The Trustee/Friends Committee and the Governmental
Relations Committee reviewed their parts in conducting the
biennial Legislative Day in Raleigh. This day provides an oppor-
tunity for public library trustees, patrons, and employees to
have personal visits with legislators in Raleigh.
The Genealogy/Local History Committee has completed its
manual for use in developing Local History collections in public
libraries. The editorial board of North Carolina Libraries has
agreed to publish the manual in the Summer 1988 issue.
Among the other committees producing documents this
biennium have been the Personnel Committee and the Stan-
dards and Measures Committee. The Personnel Committee is
completing a booklet containing copies of the performance
appraisal forms used by public libraries in the state. The Stan-
dards and Measures Committee has worked very closely with a
committee of the Public Library Directors Association to pro-
duce a revision of the Standards for North Carolina Public
Libraries.
I would like to take this opportunity to express my appre-
ciation for the excellent work of all the committees of the Public
Library Section over the past two years. It has been a great
pleasure to serve on this Executive Board as their representa-
tive.
Respectfully submitted,
Nancy Massey, Chair
Public Library Section
Resources and Technical Services Section
Biennial Highlights: 1985-87
Fall Conference
Following the pattern established in the previous biennium,
RTSS planned and held an off-year fall conference open to all
NCLA members. In many ways the theme selected, oCoping with
Change: Strategies for Survival,� was an extension of the pre-
vious yearTs mini-conference on oThe Changing Role of the Tech-
nical Services Librarian.� The conference was held October
23-24, 1986, at the Sheraton Hotel in Southern Pines with 113
persons attending from various types of libraries. The stated
objectives of the conference were: 1) to provide a general theo-
retical overview of the library automation revolution in prog-
ress; 2) to offer models to encourage strategic planning pro-
cesses; 3) to stimulate creative thinking in determining library
priorities and the best use of staff time; 4) to identify some of
the major practical concerns and problems related to library
automation; 5) to offer concrete examples of various ap-
proaches to solving automation problems; 6) to bring partici-
pants up-to-date on state and national events related to library
automation. Nine speakers covered a wide range of topics in
general sessions entitled oRethinking Priorities and Strategic
Planning for the Automated Library Environment,� oCreating
the New System and Training Its Users,� and oAutomation
Update.� There was also an engaging after-dinner talk given by
North Carolina romance novelist Dixie Browning. A successful
grant application for LSCA Title III funds assured adequate
resources to invite speakers with noteworthy experience in the
topics covered. Five of the nine speakers were, in fact, asked to
come to North Carolina from out of state. Review of the confer-
ence evaluation forms revealed that the above stated objectives
had been successfully met.
Membership
Beatrice Kovacs served as this yearTs Chair of the RTSS
Membership Committee. Her activities included liaison work
with the BoardTs Membership Committee and conducting an
RTSS membership survey at the 1986 fall conference. Her study
revealed that membership in the section ranged between 195-
203 during the biennium, representing six types of libraries. Her
Study included a section on the geographic concentration of
members throughout the state and types of positions members
held in libraries. She also assisted with updating the description
of RTSS in the general NCLA membership brochure and tabu-
lated membership survey responses regarding topics for future
Programs and the format for their presentations.
Bylaws
The SectionTs Bylaws Committee, consisting of Amanda
Harmon and Catherine Leonardi, worked to present RTSS By-
laws changes concerning the Conference Program Planning
Committee and replacement of officers who unexpectedly can-
not meet their obligations. These changes were approved at the
business meeting of the 1986 RTSS Fall Conference with a copy
of the changes submitted to the NCLA Bylaws Committee.
Response To Futures Committee
With the distribution of the Futures Committee Report and
Recommendations in October 1986, the Resources and Techni-
Cal Services Section found itself deeply involved with formulat-
ing responses for discussion at the 1987 Spring Board meeting.
All six of the major points for the vote were addressed with
formal reactions in writing by the Section and submitted to the
Board by Chair, April Wreath. Several of the changes proposed
by RTSS regarding the AssociationTs goals and objectives were
Subsequently adopted by the Board.
Publishing
Two of the SectionTs key presentations at the 1985 Biennial
Conference were on the NACO (Name Authority Co-Op) Project.
These were later published in the Winter T85 conference issue.
RTSS has also continued its work to encourage quality writing
and publishing through its Best Article Award. This yearTs recip-
ient is Donald Beagle of the Lee County Public Library System
and author of oDecision Points in Small Scale Automation.� (Fall
1986 NCL). This year the award also took on a new and special
significance with the RTSS Executive CommitteeTs recently nam-
ing it after the late Doralyn J. Hickey in acknowledgment of her
distinguished career and close ties to North Carolina. Gene Leo-
nardi has consented to serve another biennium as the sectionTs
editor to North Carolina Libraries and liaison with Tar Heel
Libraries.
1987 Biennial Conference
The section continued its encouragement of new librarians
to attend the NCLA biennial conference through offering a cash
prize conference grant. Screening the several well-qualified
applicants was a difficult task. Finally, both a recipient, Pamela
Pittman of Western Carolina University, and a runner-up, Gail S.
Neely of East Carolina University, were selected. Both were
asked to report back to the Executive Committee with their
evaluations of the various conference programs. The theme of
the main session on October 19 was oThe Impact of Automation
on Libraries and Their Users,� featuring the speakers Elizabeth
Nichols of the Stockton San Joaquin County Public Library and
Dr. Ching-chih Chen of the Graduate School of Library and
Information Science at Simmons College. Each of the four RTSS
Special Interest Groups also held a program Friday, October 30.
The Cataloging Interest Group conducted a panel discussion on
oSubject Access in the Online Catalog.� The Acquisitions Interest
Group featured talks on oAcquiring Software for the University
and Public Library,� while the Collection Development Interest
Group examined the topic oVideo Collection Development Poli-
cies.� Mary Youmans, Chair of the Serials Interest Group, suc-
cessfully applied for an LSCA Title III Grant to sponsor Norman
Desmarais of Providence College as its speaker on oThe
Impact of Optical Information Systems on Library Operations
and Services.�
NCLA T-shirts were again sold at the biennial conference by
RTSS.
Executive Committee 1987/89
The RTSS Nominating Committee, chaired by Sandra Dunn,
presented the following slate of officers for approval at the
October 29 business meeting:
Chair
Harry Tuchmayer
New Hanover County Public Library
Wilmington, NC
Vice Chair/Chair Elect
David Gleim
University of North Carolina at Chapel Hill
Immediate Past Chair
April I. Wreath
Head Catalog Librarian, Jackson Library
University of North Carolina at Greensboro
Secretary-Treasurer
Georgianna Francis
Elbert Ivey Memorial Library
Hickory, NC
Director
Elizabeth C. Meehan-Black
University of North Carolina at Chapel Hill
Director
Keith R. Stetson
Hunter Library
Western Carolina University
Cullowhee, NC
Spring 1988 "57
Section Editor
Gene Leonardi
N.C. Central University
Durham, NC
Chair, Acquisitions Interest Group
Ronnie A. Pitman
North Carolina State University
Raleigh, NC
Chair, Cataloging Interest Group
Bao-Chu Chang
North Carolina State University
Raleigh, NC
Chair, Collection Development Interest Group
James W. Romer
Jackson Library
University of North Carolina at Greensboro
Chair, Serials Interest Group
Evelyn Council
Fayetteville State University
Fayetteville, NC
Summary:
The Resources and Technical Services Executive Committee
has had a very full and gratifying year. Its objectives of support-
ing the continuing education needs of its members were met
through major programs sponsored in 1986 and 1987 and
through encouraging quality publishing and attendance at the
NCLA biennial conference. The Section has also participated
actively in examining and articulating the ongoing goals of the
Association through its reactions to the Report of the Futures
Committee. RTSS has also done considerable self-study and has
identified a growing interest by its members in automation-
related topics and in the management of technical services
workflow, along with the traditional concerns represented by its
Special Interest Groups. The past Chairman would like to
express great appreciation for the work done by members of the
Executive Committee, and also to thank the NCLA Executive
Board for its continued support of this section.
April I. Wreath
SELA Representative Report
The Nominating Committee of SELA has selected the follow-
ing persons as the slate of officers for 1988-1990;
President-Elect
James Ward, David Lipscombe College, Tennessee
Kathleen Imhoff, Broward County Division of Libraries,
Florida ;
Secretary
Myra Jo Wilson, Delta State University, Mississippi
Rebecca Ballentine, Institute of Government, University
of North Carolina at Chapel Hill
Treasurer
Wanda Calhoun, East Central Georgia Regional Library,
Georgia
James Damico, University of South Alabama Library,
Alabama
SELA personal membership statistics as of August 10, 1987,
are as follows:
Alabama 139
Florida 185
58"Spring 1988
Georgia 283
Kentucky 74
Louisiana 99
Mississippi 88
North Carolina 197
South Carolina 142
Tennessee 158
Virginia 93
West Virginia 22
Other 13
TOTAL 1,493
North Carolina is in second place with the most member-
ships, following Georgia.
A SELA membership table is being set up for the registra-
tion area of the NCLA Biennial Conference, with a special dis-
play board provided by SELA headquarters. Membership forms
and SELA ribbons will be available at the table, which is coordi-
nated by Rebecca Ballentine of the Institute of Government.
SELA President Charles E. Beard will be attending the
NCLA Biennial Conference and will bring greetings.
Nominations for the 1988 Rothrock Award are being soli-
cited. The Rothrock Award recognizes outstanding contribu-
tions to librarianship in the Southeast. This is the highest honor
bestowed by SELA on leaders in the library field. Send all nomi-
nations to Dean Burgess, Chair, Rothrock Awards Committee of
SELA, Portsmouth Public Library, 601 Court Street, Portsmouth,
Virginia 23704.
Nominations are also being sought for the SELA Outstand-
ing Authors Award that recognizes authors for current works of
literary merit in states of the SELA. The author should be a
native or bona fide resident of a SELA state at the time the work
was written or published. Two awards may be made, one in
fiction and one in nonfiction. In each category, works must have
been published within five years prior to December 31st of the
year preceding the biennial conference. Submit nominations to
Diane E. Guilford, Media Specialist, Fairfax County Public,
Reston, Virginia 22091, by April 1, 1988.
October 25-28, 1988"Joint Virginia Library Association
and Southeastern Library Association Conference at Norfolk,
Virginia. (The Creative Spirit: Writers, Words and Readers.)
Jerry A. Thrasher, SELA Representative al
SOME PEOPLE CONSIDER THESE BOOKS DANGEROUS
AMERICAN HERITAGE DICTIONARY @ THE BIBLE e ARE YOU THERE,
GOD? IT'S ME, MARGARET ¢ OUR BODIES, OURSELVES ¢ TARZAN
ALICE'S ADVENTURES IN WONDERLAND @ THE EXORCIST @ THE
CHOCOLATE WAR ® CATCH-22 ¢ LORD OF THE FLIES ¢ ORDINARY
PEOPLE ¢ SOUL ON ICE ¢ RAISIN IN THE SUN @ OLIVER TWIST ¢ A
FAREWELL TO ARMS _ e THE BEST SHORT STORIES OF NEGRO
WRITERS ¢ FLOWERS FOR ALGERNON e ULYSSES e TOKILLA
MOCKINGBIRD ¢ ROSEMARY'S BABY e THE FIXER ¢ DEATH OF A
SALESMAN @ MOTHER GOOSE e CATCHER IN THE RYE e THE
MERCHANT OF VENICE @ ONE DAY IN THE LIFE OF IVAN
DENISOVICH ¢ GRAPES OF WRATH e THE ADVENTURES OF
HUCKLEBERRY FINN ¢ SLAUGHTERHOUSE-FIVE ¢ GO ASK ALICE
CELEBRATING THE FREEDOM TO READ
ALA Midwinter Report
American Library Association Midwinter Conference 1988
1. The Association is healthy. There are now 45,145
members of the association whose dues pay $1.00 out of every
$4.73 of ALA costs. Publications, rental of office space and other
costed services make up the rest. Over 6000 persons attended
the San Antonio meeting (in spite of the weather"if you won't
tell me your travel horror story, I won't tell you mine).
2. A new ALA Federal Legislation Policy is now in place. I
have copies for everyone.
8. Cora Paul Bomar was honored by being placed on the
Centennial Honor Roll of Library Educators. She was nomi-
nated for that Roll by NCLA.
4. Gene Lanier was honored once again for his role in
defending the right to read and the Library Bill of Rights.
5. The ALA Council paid tribute to Leonard Johnson at the
final Council meeting. (attached).
6. Bill Roberts (Forsyth County) is a petition candidate for
ALA Treasurer.
7, ALA continues to move to accrual budgeting from a cash
flow basis, and continues to have small fund balances because of
that shift. The association is in the black and will continue to be
that way.
Look for These Coming Events
1. President Chisholm has selected leadership as her
theme. There will be grant funding for future leadersT training
programs sponsored by ALA. The theme oMotivate, Inspire and
Lead� will be heard a great deal in New Orleans.
2. A variety of actions to stimulate more voting in ALA elec-
tions including special sections in American Libraries, loan
videotapes, and perhaps a move of the election time so that
members can vote at annual meetings.
3. More ALA publishing ventures including CD/ROM and
other media. Cost of publications for members will become an
issue.
4. Anew wave of censorship legislation under the banner of
oChild protection acts� which will be opposed by the Freedom to
Read Foundation and other library groups, but which will be
very skillfully worded.
5. Freedom of Information Day will be celebrated this
Spring.
6. The oletTs pay our way� and omarketing� philosophy of
ALA will continue to demand that committees, divisions and
units take up a greater and greater part of ALA costs.
The Committee on Accreditation is now proposing in-
creased visitation fees and fees for the review of annual reports
to the committee. A oletTs make sure our activities make some
bucks� philosophy is very evident across the association.
7. Extensive exhibits at New Orleans in July (in spite of the
heat) with over 300 program, committee, and public meetings.
Kieth C. Wright, ALA Councilor
National Library Week
April 17-23
School Library Media Day
April 20
Spring 1988"59
JOIN NCLA
What is NCLA?
@ the only statewide organization inter-
ested in the total library picture in
North Carolina whose purpose is to
promote libraries, library and informa-
tion services, librarianship, and intel-
lectual freedom.
@ an affiliate of the American Library
Association and the Southeastern Li-
brary Association, with voting repre-
sentatives on each council.
What are the goals of NCLA?
® to provide a forum for discussing libra-
ry-related issues.
® to promote research and publication
related to library and ~information
science.
to provide opportunities for the pro-
fessional growth of library personnel.
to support both formal and informal
networks of libraries and librarians.
to identify and help resolve special
concerns of minorities and women in
the profession.
To enroll as a member of the associ-
ation or to renew your membership,
check the appropriate type of member-
ship and the sections or round tables
which you wish to join. NCLA member-
ship entitles you to membership in one
of the sections or roundtables shown
below at no extra cost. For each addi-
tional section, add $7.00 to your regular
dues.
Return the form below along with
your check or money order made payable
to North Carolina Library Assocation. All
memberships are for two calendar years.
If you enroll during the last quarter of a
year, membership will cover the next two
years.
60"Spring 1988
NORTH CAROLINA LIBRARY ASSOCIATION
O New membership 0 Renewal 0 Membership no.
Name
Position
Business Address
SSS ee eee ee eee Se
City or Town State
Mailing Address (if diffrent from above)
CHECK TYPE OF DUES:
O FULL-TIME LIBRARY SCHOOL STUDENTS
(one biennium only)
O RETIRED LIBRARIANS
C1 NON-LIBRARY PERSONNEL:
(a) Trustees;
(b) oFriends of Libraries� members;
(c) Non-salaried
LIBRARY PERSONNEL
O) Earning up to $15,000
O) Earning $15,001 to $25,000
QO) Earning $25,001 to $35,000
O) Earning $35,001 and above
O INSTITUTIONAL (Libraries and library/
education-related businesses
CX) CONTRIBUTING (Individuals, associations,
firms, etc. interested in
the work of NCLA)
CHECK SECTIONS: (one included in basic dues;
each additional section $7.00)
O ChildrenTs 0) NCASL (School)
O College & Univ. O Public
O Comm. & Jr. College O Ref. & Adult
O Documents O RTS (Res.-Tech.)
O Ethnic Minority Concerns 1 Trustees
Round Table CO Women's Round Table
0 Jr. Members Round Table
Amount Enclosed $
Mail to: Nancy Fogarty, Treasurer, NCLA,
P.O. Box 4266, Greensboro, NC 27404
ie Ea ee LN ee em eg TOR ee
NCLA Officers
1987-1989
EXECUTIVE BOARD 1987-1989
October 30, 1987 - October 13, 1989
President
PATSY J. HANSEL
Assistant Director
Cumberland County Public
Library
P.O. Box 1720
Fayetteville, NC 28301
(919) 483-8600
First Vice-President/
President Elect
BARBARA A. BAKER
Durham Technical College
1637 Lawson Street
Durham, NC 27703
(919) 598-9218
Second Vice-President
RAY A. FRANKLE
J. Murray Atkins Library
University of NC at Charlotte
Charlotte, NC 28223
(704) 597-2221
Treasurer
NANCY CLARK FOGARTY
Head Ref. Librarian/
Jackson Library
University of NC at Greensboro
Greensboro, NC 27412
NCLA Communications:
P.O. Box 4266
Greensboro, NC 27404
(919) 334-5419
Secretary
GLORIA MILLER
Charlotte-Mecklenburg Schools
800 Everett Place
Charlotte, NC 28205
(704) 331-9083
Past President
PAULINE F. MYRICK
P.O. Box 307
Carthage, NC 28327
(919) 947-2763
ALA Councilor
KIETH WRIGHT
Dept. of Library Science &
Ed. Tech.
University of NC at Greensboro
Greensboro, NC 27412
(919) 334-5100
SELA Representative
JERRY THRASHER,
Director
Cumberland County Public
Library
P.O. Box 1720
Fayetteville, NC 28302
(919) 483-8600
Directors
JANET L. FREEMAN
Carlyle Campbell Library
Meredith College
Raleigh, NC 27607
(919) 829-8531
HOWARD F. McGINN
Division of State Library
NC Department of Cultural
Resources
109 East Jones Street
Raleigh, NC 27601
(919) 733-2570
Editor, North Carolina
Libraries
FRANCES BRADBURN
Central Regional Education
Center
2431 N. Boulevard, Gateway
Plaza
Raleigh, NC 27604
(919) 733-2864
Spring 1988"61
ChildrenTs Services
CAL SHEPARD
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2214
College & University
MARTI SMITH
Sarah Graham Kenan Library
Saint MaryTs College
Raleigh, NC
(919) 828-2521
Community & Junior College
FRANK SINCLAIR
Librarian/Instructor
Vance-Granville Community
College
P.O. Box 917
Henderson, NC 27536
(919) 492-2061
Documents
PATRICIA A. LANGELIER
International/State Documents
Librarian
Davis Library 080A
Chapel Hill, NC 27514
(919) 962-1151
SECTION/ROUND TABLE CHAIRS
Junior Members Roundtable
LAURA M. OSEGUEDA
Agriculture and Life Science
Librarian
D. H. Hill Library
Box 7111, NCSU
Raleigh, NC 27695-7111
(919) 737-2935
NC Association of School
Libraries
CAROL A. SOUTHERLAND
Librarian, South Lenoir
High School
Deep Run, NC 28525
(919) 568-4171
NC Public Library Trustee
Association
IRENE P. HAIRSTON
6895 Sunnybend Place
Pfafftown, NC 27040
(919) 945-5286
Public Libraries
DAVID FERGUSSON
Headquarters Librarian
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2556
NCLA Officers
Reference & Adult Services
BARBARA ANDERSON
Forsyth Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2556
Resources & Technical Services
HARRY TUCHMAYER
New Hanover County Public
Library
201 Chestnut Street
Wilmington, NC 28401
(919) 763-3303
Round Table for Ethnic
Minority Concerns
GENEVA B. CHAVIS
Dean, Learning Resources
Nash Technical College
Old Carriage Road
P.O. Box 7488
Rocky Mount, NC 27801
Round Table on the Status of
Women
PATRICE EBERT
Sharon Branch
Public Library of Charlotte &
Mecklenburg County
6518 Fairview Road
Charlotte, NC 28210
(704) 336-2109
ene SS SS SSS SSS SSS SSS
Archives
MAURICE C. YORK
Reference Librarian
Edgecombe County Memorial
Library
909 Main Street
Tarboro, NC 27886
(919) 823-1141
Constitution, Codes, and
Handbook Revision
DORIS ANN BRADLEY
J. Murrey Atkins Library
UNC-C Station
Charlotte, NC 28213
(704) 597-2365
Education for Librarianship
ELIZABETH GARNER
P.O. Box 723
Pinehurst, NC 28374
(919) 692-8659
Finance
EUNICE P. DRUM
3001 Sherry Dr.
Raleigh, NC 27604
(919) 733-4488
62"Spring 1988
COMMITTEE CHAIRMEN
1986-1988
Futures
ARABELLE S. FEDORA
923 Arbor Road
Winston-Salem, NC 27104
(919) 748-0299
Governmental
WILLIAM G. BRIDGMAN,
Director
Sandhills Regional Library
System
1219 Rockingham Road
Rockingham, NC 28379
(919) 997-3388
Honorary and Life Membership
MEL BUSBIN
Department of Library Science
and Educational Foundation
Appalachian State University
Boone, NC 28608
(704) 262-2180
Intellectual Freedom
GENE D. LANIER
Department of Library and
Information Studies
East Carolina University
Greenville, NC 27834
(919) 757-6627
Library Resources
MARY ALICE WICKER
Carthage Elementary School
Box 190
Carthage, NC 28327
(919) 947-2781
Literacy
JUDITH K. SUTTON
Associate Director
Public Library of Charlotte
and Mecklenburg County
310 W. Tryon St.
Charlotte, NC 28202
(704) 336-2660
Media
JOHNNY SHAVER,
Director
Division of Media Support
Services
State Department of Public
Instruction
Raleigh, NC 27611
(919) 733-4008
NCLA Officers
Scholarships
SHEILA CORE
Reference Librarian
Surry Community College
P.O. Box 304
Dobson, NC 27017
(919) 386-8121
Membership
ROSE SIMON
Director of Libraries
Salem College
Winston-Salem, NC 27108
(919) 721-2649
Nominating
MERTYS W. BELL
5608 Scotland Rd.
Greensboro, NC 27407
(919) 299-4592
Appointees
ELINOR H. SWAIM (Chairman)
351 Richmond Road
Salisbury, NC 28144
(704) 636-0774
Term expires 7/1/91
THOMAS H. FOLWELL, JR.
P.O. Box 643
Buies Creek, NC 27506
(919) 893-4111
Term expires 6/30/93
LELAND M. PARK
P.O. Box 777
Davidson, NC 28036
(704) 892-2000
Term expires 6/30/93
M. SANGSTER PARROTT
107 West Avondale Drive
Greensboro, NC 27403
(919) 334-5100
Term expires 7/1/89
NORTH CAROLINA STATE LIBRARY COMMISSION
FLORA W. PLYLER
115 Ripley Road
Wilson, NC 27893
(919) 243-4795
Term expires 7/1/89
BARBARA M. WALSER
2313 Kirkpatrick Place
Greensboro, NC 27408
(919) 288-7018
Term expires 7/1/91
NC Library Association
Representatives
(Terms expire Fall 1989)
PATSY HANSEL (President)
Cumberland County Public
Library
P.O. Box 1720
Fayetteville, NC 28301
(919) 483-1580
FRANK SINCLAIR (Chair,
Community & Junior Colleges
Section)
Granville Community College
P.O. Box 917
Henderson, NC 27536
(919) 492-2061
DAVID FERGUSSON (Chair,
Public Library Section)
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2556
MARTI SMITH (Chair, College &
University Section)
Sarah Graham Kenan Library
Saint MaryTs College
Raleigh, NC
(919) 000-0000
CAROL A. SOUTHERLAND
(Chair, NC Assoc. of School
Librarians)
Librarian, South Lenoir
High School
Deep Run, NC 28525
(919) 568-4171
Staff to the Commission:
JANE WILLIAMS
State Librarian
109 East Jones Street
Raleigh, NC 27611
(919) 733-2570
Keep your Mind in Shape
Go for it! Use your library!
Spring 1988 "63
WE'VE G@itAFO TO GO
EN F Qraleat de?
TAKE AN
64"Spring 1988
