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... one of the true challenges of leadership today is to create and communicate
a vision of a better future that incorporates an understanding of,
and effective response to, rapidly changing conditions.
" Dale Gaddis, Page 48
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Volume 94, Number 2
ISSN 0029-2540
Summer 1996
mums «= EADERSHIP IN LIBRARIES
Guest Editor, Robert Burgin
47 Leadership for North Carolina Libraries: Now is the Time to Choose, Dale Gaddis
54 Leadership 101: Survival Skills for School Media Coordinators, Augie E. Beasley
58 oWho's Gonna Take Out the Garbage When ITm Dead and Gone?�: New Roles for
Leaders, John Lubans, Jr.
64 Today's Graduate, TomorrowTs Leader: Off to a Great Start!, Gerald V. Holmes
and Mary Jo Howard
68 Developing Excellence in Leadership and Followership: A Bibliographic Essay,
Janet L. Flowers
compen URS pesca ame rrseesener to eet et FPS BRET ES AER ES
46 From the President
74 Point: Truly Effective Leaders Are Born, Not Made, Benjamin F. Speller, Jr.
75 Counter Point: Then LetTs Get Out of the Way!, Harry Tuchmayer
76 &in Edition: A Case in Point: Individual Library Instruction for International
Students, Nan Watkins
80. Wired to the World, Ralph Lee Scott
81. About the Authors
82. North Carolina Books
88 _Lagniappe: Empowering Managers and Leaders in Times of Change and Transition:
A Videography, Plummer Alston Jones, Jr.
91 NCLA Minutes
Advertisers: Broadfoot's, 67;
Checkpoint, 94;
Current Editions, 51;
Mumford Books, 71;
Quality Books, 53;
SIRS, front cover;
Southeastern Books, 49; F
UNC Press, back cover Cover: Photo by Rose Simon.
WorkersT Compensation Handbook, 81. North Carolina Libraries is electronically produced. Art direction and design by Pat Weathersbee of TeamMedia,
Greenville, NC.
SS ro
From the Presideut
Dave Fergusson, President
efore I begin my laundry list of topics, I want to recommend the North Carolina
Association of School LibrariansT 1996 Biennial Conference oBalancing Our
Information Future,� in High Point, August 7-9. This NCLA section always hosts a
wonderful biennial conference and this yearTs speakers look great. Authors Floyd
Cooper and Wil Clay will speak, along with Omni magazine editor Keith Farrell.
Pre-conferences address multiculturalism, teaching information skills, and multimedia
materials. You may call Karen Perry for information, (910) 886-8187; there is also on-site
conference registration and visiting librarians have free access to over 80 exhibitors.
If there is one thing we hear over and over, itTs that librarians (or cybrarians) must be
at the forefront of the electronic information revolution or weTll perish. One problem:
NCLA has had a working listserv running for well over a year now and of the (as I write)
1,672 NCLA members, only 295 are subscribers. SHAME on the rest of you! Order an
official NCLA hair shirt today for $10.95. NCLA-L is a great, fast, cheap method of com-
munication. More and more Association business and North Carolina information will be
posted this way to keep you informed.
Please subscribe now. It is very easy. ItTs free, and you could become a rich person!
(Not for any reason associated with NCLA-L, but it could happen.) To subscribe, send an e-
mail message to: listserv@ils.unc.edu and do not enter anything in the subject line. In
the body of the message type: SUBSCRIBE NCLA-L YOUR FIRSTNAME LASTNAME. Simple,
eh? Then just sit back and wait for the money to come rolling in. If you have questions,
please contact John Via at (910) 759-5483 or jev@wfu.edu.
When thinking about the condition of the Association during the past few weeks, my
mood has changed elevations regularly. At a recent meeting of the Finance Committee,
ably chaired by Teresa McManus, we rediscovered after some discussion, as each Finance
Committee seems to do, that the North Carolina Library Association has actually operated
with a deficit budget for a number of years now, and that we need to change our method
of operation very soon. We are not, like some library associations, in any danger of
financial collapse, but unless we make some changes, we will no longer be financially
healthy and our effectiveness will be severely limited.
On the up side, John Via put together a successful Legislative Day visit to Washing-
ton, D.C., May 6-7, and libraries are hopeful of continued Congressional support. Having
often made this trip, I sometimes wonder if we really get much payback for our efforts,
but federal library support has actually had great effect in North Carolina where every
little bit helps. Six North Carolinians were honored by the ALA Washington Office at their
SOth Anniversary Gala and made us proud: Mary Kitt Dunn, Dr. Edward Holley, Dr. Gene
Lanier, Dr. Marilyn Miller, the late Dr. Annette Phinazee, and Elinor Swaim.
Because so many of us consider politics a dirty business, we probably are less effective
politically than most other urbanized groups. This is the time of year to get involved.
Writing your elected officials personalized letters is very effective. Getting in on the
ground floor with political newcomers pays off later with interest. Saying good things
about politicians to people with whom they come in contact can work, because they feel
that you are promoting them even when they are not around. (I know this can be a tough
one.) Finally, work with NCLA, the State Library, or your administration or board when
the call goes out. Your non-librarian friends will often help out and be very effective.
As 295 of you know by now, the most complex sections of the oReport of the Task
Force to Study Governance of NCLA Executive Board� have been posted on NCLA-L for
input from you, the members. These sections are topics of discussion at the August 7th
Board meeting in High Point, which coincides with the NCASL Conference. Section (1)
addresses a possible structure for apportioning voting members on the Board to be most
equitable, efficient, and effective. Section (5) recommends a self-study which should
include, among other things, possible restructuring of the College and University Section
and the Community College Section.
I hope you have taken the time to give your Section or Round Table heads any
observations you may have about these issues. And I invite you to send any observations
about NCLA to me or any other members of the Executive Board at any time. I know that
NCLA is most effective at the grass roots level where so much activity, including excellent
educational opportunities, develops, but your input concerning administrative matters is
always welcome.
46 " Summer 1996 North Carolina Libraries
See ie Ce Se ees ee, eee
Leadership for North Carolina Libraries:
Now is the Time to Choose
by Dale Gaddis
During the 1993-95 biennium, the Library Administration and Management Section of NCLA took on the
theme of leadership development as a primary focus for its activities. Three main strategies for leadership
development were planned:
" To offer learning activities through structured workshops and conference programs
" To launch the planning for the first of biennial NCLA-sponsored leadership institutes
" To sponsor an issue of North Carolina Libraries dedicated to the topic of leadership
As past chair of the section, I am pleased to say that with this publication, we have met all of our objectives.
Time will tell whether they will contribute to achieving the outcome we seek of preparing librarians for
leadership roles now and into the next century.
he quest for effective and tran-
scendent leadership is funda-
mental to human nature. Each
generation faces its own chal-
lenges which call for a particular
kind of leadership. The reason that
leadership has remained of primary
interest throughout history is because
it is both essential to moving the world
forward toward an acceptable vision and
because there is too often a true void in
effective leadership.
Libraries and the library profession
are currently facing major challenges
that require the emergence of creative
and dedicated new leaders and per-
haps the renewal of our older leaders.
Weare in an increasingly competitive
Situation " for funds, for support, for
the very meaning of our existence.
Technology is changing the way people
View the need for libraries and the way
We view ourselves. In an article on a
leadership institute sponsored by Ohio
libraries, Sarah Ann Long stated, oWe
build new libraries and behave as if they
are permanent fixtures in American
life, despite the fact that library
Schools have closed at the rate of one
North Carolina Libraries
"_"
per year for the last fifteen years and
new developments occur daily in the
information delivery business. Some
library pundits predict the demise of
libraries as we know them. Change is
in the air.�!_ We need people with vi-
sion for a new future and the skills and
commitment to lead us to that vision
as we deal with these times of enormous
change and threats to our existence.
Beyond our own institutions, our
communities and parent organizations
are also facing tremendous challenges.
Librarians have skills and libraries have
resources that are desperately needed by
our communities if they are to meet
these challenges. Paul Evan
Peters, Executive Director of
the Coalition for Networked
Information, makes the rather
bold statement in an article in
Library Journal, that osome of
the most important questions
about quality of life and mind
in the Information Age hinge
on the library communityTs
ability to realize that it is in
the vanguard of this new pe-
riod.� He goes on to say that
olibraries must learn how to place their
expertise at the disposal of community
networking priorities and objectives ...
We must improve our ability to convert
the relatively high social standing we
enjoy to real influence and resources.�?
Librarians, therefore, must gain the
leadership capacity to position them-
selves to play a more active and visible
role in addressing community and or-
ganizational issues in collaboration with
others in the community. We need to
know how to achieve influence in the
communities we serve and recognition
of the roles we can play.
Knowledge of leadership and skills
Knowledge of leadership and
skills in leadership will not do
any good, however, if we then
do not choose and dedicate
ourselves to be leaders.
Summer 1996 " 47
in leadership will not do any good, how-
ever, if we then do not choose and dedi-
cate ourselves to be leaders. It is only
with this level of energy and commit-
ment that our profession, our institu-
tions, and our communities will move
forward.
What is Leadership?
Warren Bennis, an acknowledged lead-
ership guru, states that there are more
than 350 definitions of leadership and
that after decades of academic analysis
and thousands of empirical investiga-
tions of leaders in last 75 years, we have
come to no clear and unequivocal un-
derstanding of what distinguishes lead-
ers from non-leaders, or what distin-
guishes effective leaders from ineffective
ones.
The essence of leadership becomes
evident, however, when juxtaposed
with the concept of management, as
John Secor and Lynne Branche Brown
did in their paper entitled oDry Bones,
Part II,� presented by Mr. Secor at the
LAMA PresidentTs Program at the ALA
Annual Conference on June 25, 1995.
They claim that othe primary function
of leadership is to produce meaningful
change whereas that of management is
to bring order to change and keep the
organization on goal.�4 They quote
John Kotter from his book, A Force for
Change: How Leadership Differs from Man-
agement, as saying that the concept of
management was developed to deal
with complex organizations (to keep
them on time and on budget). Leader-
ship, on the other hand, odoes not pro-
duce consistency and ordet...it produces
movement. Throughout the ages, indi-
viduals who have been seen as leaders
have created change.�5
So, what makes one effective at cre-
ating change in an organization or
within society? Bennis states that ovision
is the commodity of leaders, and power
is their currency.�© We need to know
where we are going and to have the
means to get there. The word opower�
has struck a chord with me, because I
think that much of our interest in lead-
ership comes about because of a feeling
of powerlessness. Bennis defines power
as othe basic energy to initiate and sus-
tain action translating intention into
reality, the quality without which lead-
ers cannot lead.�� Our need to learn what
makes a good leader comes from a de-
sire to discover how we can gain the
power to effect the changes we feel are
important or to produce the vision we
see for ourselves, our organizations, our
communities, our world.
48 " Summer 1996
Power is only effective and appre-
ciated when it is used to achieve an ac-
ceptable vision, however. And when
change is so constant and so rapid, it is
very difficult to maintain a vision or rec-
reate and communicate one as rapidly
as we are expected to. So one of the true
challenges of leadership today is to cre-
ate and communicate a vision of a bet-
ter future that incorporates an under-
standing of, and effective response to,
rapidly changing conditions.
Can Leaders Be Trained?
Early theorists believed leaders were
born and that people could not be
trained to be effective leaders. This
theory evolved to a belief that leaders
were determined by circumstance. The
study of leadership was centered then
in the more traditional disciplines: the
study of history, for example, was es-
sentially the study of leaders and their
impact on societies, nations, and the
world. Current understanding of leader-
ship presumes that individuals can de-
velop into leaders and leadership skills
can be acquired. Leadership study now
has become a discipline in its own right
and has become prevalent in all fields
of activity, rather than focused in are-
nas such as the military and political.
All professions and most large cor-
porations now are sponsoring leader-
ship development programs of some
sort. A recent article in The News and
Observer told of university programs
beginning to teach leadership at the un-
dergraduate level: oAcross the country,
at least 600 colleges and universities
have embraced the idea that leaders are
not simply born " they can be made.�8
A very strong element of self-aware-
ness and self-direction is required in the
process of being omade� into a leader,
however. James Kouzes and Barry
Posner, in their book The Leadership
Challenge, postulate that oWanting to
lead and believing that you can lead are
only the departure points on the path
to leadership. Leadership is an art, a
performing art. And in the art of lead-
ership, the artistTs instrument is the self.
The mastery of the art of leadership
comes with the mastery of the self. Ul-
timately, leadership development is a
process of self-development.�?
Effective Strategies for
Leadership Development
What can North Carolina librarians do
to become and remain leaders in the
profession and in the communities they
serve? Kouzes and Posner outline four
main strategies for developing leader-
ship capacity:
" Assess yourself.
" Broaden your base of experience.
" Observe others.
" Participate in formal education
and training.
An effective leadership develop-
ment program, whether it is designed
personally or is a structured curriculum
will include elements of all of these
strategies.
Assessing Oneself
oThe quest for leadership is first an in-
ner quest to discover who you are.�!0
What is your own personal vision and
purpose for yourself? How do you de-
fine yourself; what are your individual
characteristics and style? This is a very
personal process, but one that can be
pursued in a variety of ways, from par-
ticipating in structured programs and
utilizing formal assessment tools to
reading what Stephen Covey terms
oWisdom Literature,� which he defines
as othat portion of the classic, philo-
sophical, proverbial, and inspirational
literature that deals specifically with the
art of living.�!! Taking time for intro-
spection is crucial.
Effective leadership training pro-
grams include tools and experiences
which help participants assess them-
selves. William and Lorraine Summers,
who have served as mentors at the Snow-
bird Library Leadership Institute, have
Our need to learn what makes a good leader
comes from a desire to discover how we can
gain the power to effect the changes we feel
are important or to produce the vision we
see for ourselves, our organizations, our
communities, our world.
North Carolina Libraries
bh
written, oif there is a key identifying con-
cept of the ... Institute, it is probably the
belief that being a leader depends as
much as anything else upon knowing
and being comfortable with who you are
and having confidence in yourself.�12
Sherwin Rice, director of Bladen County
Public Library, who attended the insti-
tute in 1994, says she ocame away with
a better understanding of myself and the
way I relate to others. This is extremely
important for new librarians hoping to
be a proactive force in their communi-
ties and in their chosen profession.�!3
The emphasis in leadership training oon
the idea that ~however you are, itTs good
and itTs neededT is important and em-
powering.�!4
Group settings for self-assessment
can be helpful, but I personally need to
retreat by myself to get in touch with
what really is important to me and my
sense of who I am and who I want to
be, so that I can keep focused towards
Soals that are self-fulfilling. In his book
First Things First, Stephen Covey gives
several suggestions for guiding this kind
of self-searching.
Self assessment is not a one-time
odo it and get it over with� kind of
thing. In fact, I believe that a regular
practice of checking in with who you
are becomes more important as you
progress through your career. One does
not become a leader and stay a leader
Without continuing to keep oneTs pur-
Suits in tune with oneTs vision and de-
Sired purpose. Just as changing condi-
tions affect our organizations and im-
Pact their missions, personal experi-
ences and life changes may affect oneTs
individual purpose and goals. They even
May affect oneTs own personality pat-
tern and style; for example, my own
Myers-Briggs type changed following
Several years of very difficult challenges
in my job as library director.
Broadening OneTs Base of Experience
It is difficult to conduct any sort of self-
assessment in a vacuum. How can you
know what your interests are and what
your desired purpose is for yourself if
you are not aware of the possibilities?
How can you know what your skills and
talents are unless they are tested? How
can you have a vision for your profes-
Sion or your institution without expe-
Tiencing the larger community in which
they serve and operate?
Kouzes and Posner note that othe
leader...is usually the first to encounter
the world outside the boundaries of the
Organization; and the more you know
about the world, the easier it is to ap-
North Carolina Libraries
~a
proach it with assurance.� 15 Such in-
volvement makes one aware of the
forces that affect the organization and
the role that the organization can play
in the larger scheme of things. It both
provides opportunity for personal
growth and helps to develop the
communityTs awareness of the leader-
ship potential found in the library pro-
fession as a whole.
The Center for Creative Leadership
in Greensboro found in studies of effec-
tive leaders in business that the follow-
ing work experiences played a large role
in developing leadership skills:
" Being given increasingly broad
responsibility in oneTs work
" Being given assignments at
corporate headquarters that have
high visibility
" Working on project teams and
task forces
" Dealing with hardships and
business crises 16
In other words, a large part of lead-
ership development occurs on the job.
To become a leader, one must be given
and must accept responsibility outside
oneTs normal sphere of influence; one
must be willing to take the risk of han-
dling situations and tasks which do not
come easily and in which one might fail.
Such experiences frequently demon-
strate both to oneTs superiors and to
oneself talents and skills that might not
have been recognized otherwise. Serv-
ing on project teams and committees
enhances oneTs ability to work with di-
top publishers
great personal service
comparative prices
verse groups and to develop strategies
for influencing others in nonhier-
archical relationships. Handling crises
and dealing with hardships often trig-
gers self-insight as well as a deeper un-
derstanding of the needs of others in
these situations.!� These are important
statements not only for the individual
who is seeking to be a leader, but also
for the person in authority who is seek-
ing to develop the leadership capacity
of the organization.
In larger libraries, there are usually
many opportunities for involvement
beyond oneTs own normal area of re-
sponsibility. In Durham, for example,
the library currently has committees as-
signed such tasks as addressing circula-
tion policy issues, computer system use
and enhancement issues, ADA con-
cerns, Centennial planning, and fine
and fee collections. Having broad rep-
resentation in these groups helps the li-
brary to get a diversity of thought on
the issues and spread the burden of the
tasks involved, but also is a way to en-
courage leadership development
throughout the organization. In smaller
libraries, it is likely that these issues are
handled on a more informal basis, but
because there are fewer staff to carry the
library forward, the opportunities for
leadership development are likely even
more pronounced.
It also is important to look to the
larger organization " the governmen-
tal unit, the university, the school, the
corporation " for opportunities for in-
volvement. DurhamTs interim county
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Summer 1996 " 49
manager has established countywide
osmart teams� that have dealt with such
issues as streamlining the payroll pro-
cess, streamlining purchasing, and fol-
lowing up on employee suggestions
for improved countywide operations.
Members of these smart teams have
tended to come not from the higher
management levels of county govern-
ment, but are rather employees whose
department heads have identified as
having particular knowledge and expe-
rience, the capability of identifying the
larger issues involved, and the ability
and willingness to participate actively
in the problem-solving process. Not
only are the rewards personal ones for
the individuals involved and practical
ones for the larger organization, but also
the involvement builds a broader aware-
ness of the role of the library within the
organization and provides the potential
for placing the library in a leadership
position to help carry the larger organi-
zation forward.
Opportunities for library staff in-
volvement also exist at the community
level. Increasingly, there is an empha-
sis in communities on collaboration
among agencies and institutions in
planning for a desired future for the
community and addressing common
issues of concern. Groups formed for
such purposes as designing community
networks, addressing economic devel-
opment concerns, planning for lifelong
learning opportunities and improved
educational systems, and addressing the
needs of young children are all appro-
priate venues for involvement of library
representatives. It is through this type
of experience that we learn how to gain
influence and make the most effective
use of our resources, as well as broad-
ening community awareness of the
libraryTs value to the community.
Library professional organizations
are tools to carry our influence beyond
our own community to state and na-
tional arenas and provide the peer sup-
port needed to succeed on the local
level. They provide many opportunities
for leadership development
and network building. All
sections of the North Caro-
lina Library Association are
looking for active committee
members; committees exist
for almost any area of inter-
est for librarians. By looking
beyond library-specific pro-
fessional associations and
becoming involved in orga-
nizations that are connected
with a particular area of pro-
70 " Summer 1996
fessional involvement such as the North
Carolina Association of Volunteer Ad-
ministrators, the North Carolina Alli-
ance of Information and Referral Ser-
vices, the North Carolina Literacy As-
sociation, to give just a few examples,
librarians expand their connections
with the world beyond the library and
enhance the awareness of the libraryTs
role in these areas.
If family or other interests or re-
sponsibilities limit the time one can
spend on professional activities beyond
the community, there are valuable lead-
ership development opportunities in
such venues as churches, parent teacher
associations, neighborhood associa-
tions, recreational associations, arts or-
ganizations, etc. One gains confidence
and connections that not only serve the
individual, but the library as an institu-
tion and the library profession as a
whole.
Observing Others
One of the primary ways one learns to
be a leader is by observing and learning
from the successes and failures of oth-
ers who are in authority positions. It
seems that we get good practice in learn-
ing from others by observing first our
own parents and then the teachers we
encounter as we progress through the
educational system before we encoun-
ter the superiors in the organizations in
which we work. In all of these situa-
tions, we have a very personal perspec-
tive and understanding of the effect of
their authority and whether or not they
are effective leaders.
There are three primary objects of
observation in our professional life and
each plays a distinct role in our personal
development: our immediate supervisor
and/or others at management levels in
the organization or in leadership posi-
tions in community or professional
groups in which we participate, our
peers, and our mentor (if we are fortu-
nate enough to have one " or more).
It is a rather common activity to ob-
serve oneTs immediate supervisor. To
Having a mentor is often
mentioned as a crucial
element in leadership
development.
make this act of observing a positive
learning experience, it should not be
just a personal reaction to the indi-
vidual, but rather, as much as is pos-
sible, an objective appraisal: what does
this person do that has positive results;
what does he or she do which is not
successful? Are there particular positive
characteristics that are important to
emulate, and negative ones that are im-
portant to avoid? Supervisors also are
important sources of feedback, advice,
and counsel regarding oneTs own tal-
ents, abilities, and shortcomings. To de-
velop, one must be open to this feed-
back and seek an understanding of ar-
eas in which one needs to improve, as
uncomfortable as that may be.
Peers are important sources of infor-
mation in dealing with common chal-
lenges. For instance, I gain a wealth of
information in dealing with the chal-
lenges of running a library and public
institution from talking with and observ-
ing my colleagues in the North Carolina
Public Library Directors Association, fel-
low Durham County department heads,
and directors of other agencies in
Durham. One does not have to be a di-
rector to be able to learn from peers. Each
section of NCLA is a valuable source of
peer support and guidance, as are other
professional associations.
Having a mentor is often men-
tioned as a crucial element in leadership
development. Mentors are role models.
But, in addition to being the model,
they play an active role in identifying
leadership potential in others, and then
urging, directing, and coaching others
in the fulfillment of that potential. It is
extremely important for those who are
in leadership positions to recognize and
assume their responsibility to develop
the leadership capacity of others. Those
who wish to become leaders must try
to find a role model who will accept the
challenge and responsibility of
mentorship. Becoming a mentor is in
itself a stage of leadership development
for those in advanced stages of their
careers. It is a way to keep oneTs vision
alive beyond oneTs own tenure. By con-
necting with a younger person with en-
ergy and creativity, it also is a way to
gain a new sense of the future and re-
newed purpose.
The use of mentors is a key ingredi-
ent in the program of the Snowbird In-
stitute and the other library leadership
institutes that Snowbird has spawned.
National library leaders are identified to
participate as mentors in the program.
These are seasoned individuals with ex-
tensive experience who are viewed by
North Carolina Libraries
ee eee
many as role models, have
mentored others to become
leaders in the profession, and
are willing to share them-
Selves openly. Significance of
the use of mentors in leader-
ship training is evidenced in
this response in an evaluation
of OhioTs leadership program:
oThey were living, breathing
visions of what we may one
day become: powerful, com-
mitted professionals who are
Becoming a mentor is in itself a stage
of leadership development for those in
advanced stages of their careers. It is a
way to keep oneTs vision alive beyond
oneTs own tenure.
real people with personal
lives.� 18
It may, however, be diffi-
cult to find a role model who will be-
come a mentor. Important lessons can
Still be learned, however, from role
models with whom one has no personal
relationship. They may be contempo-
raries or may be historical figures.
Kouzes and Posner recommend making
it a regular practice to interview, ob-
Serve, read about, or watch films or vid-
eos about leaders one admires.!9 One
technique currently being used in man-
agement and leadership training pro-
grams is to oshadow� people in leader-
Ship positions. I have had students the
last two years from DukeTs School of
Public Policy shadow me for a day to
See directly how I spend my time, what
daily challenges I face, and how I deal
with them. This type of activity can help
One decide whether he or she really
Wants to be in a position of authority
and leadership: a recently-developed
Durham Public Schools leadership train-
ing program had participants shadow
principals for two days; following that
experience, several of the participants
decided that they no longer wanted to
become principals.
Education and Training
According to Kouzes and Posner, a mini-
mum of 50 hours a year should be
858 Manor Street
Lancaster, PA 17603
spent on personal and professional de-
velopment; award-winning companies
support an average of 100 hours a year.
On the average, companies spend 1.4
percent of payroll on training; award-
winning companies spend twice that
amount.29 We are in a knowledge-based
economy, and certainly librarianship is
a knowledge and information-based
profession, requiring that its members
continually expand their knowledge
and skills.
Included in the self-assessment de-
scribed above should be an analysis of
education and training needs. From this
analysis will come the information
needed to determine oneTs own learn-
ing agenda. Kouzes and Posner have
developed a Leadership Practices Inven-
tory that can help to assess development
needs. In his book The Fifth Discipline,
Peter Senge defines five learning (and
leadership) disciplines that are essential
to leading organizations to omaster the
forces of change�: systems thinking, per-
sonal mastery, mental models, building
shared vision, and team learning;2!
analysis of oneTs capabilities in each of
these disciplines can also provide a
guide to establishing oneTs learning
agenda.
Many opportunities exist for librar-
CURRENT EDITIONS, INC.
W/HOLESALERS
TO LIBRARIES
ians to pursue leader-
ship training through
formal educational pro-
grams in North Caro-
lina. In addition to the
availability of five
schools that offer
degree programs in
librarianship, a wealth
of applicable learning
opportunities both in-
side and outside the
university setting and
inside and outside the
profession are available.
In a cursory search
for leadership training offerings by
North Carolina universities, I found sev-
eral programs at Duke, a leadership
academy at North Carolina Central
University, and the Leadership Center
at UNC-Wilmington. The Institute of
Government at the University of North
Carolina at Chapel Hill offers a variety
of programs that address leadership
training needs. And, of course, one of
the premier leadership training organi-
zations in the country is found in
Greensboro: the Center for Creative
Leadership.
At the community level, Chambers
of Commerce often offer leadership
training opportunities. An example of
such a program is Leadership Durham.
This program identifies potential com-
munity leaders and provides them with
the information and encouragement
needed to spur action and involvement
in the community. An essential aspect
of this program is the development of a
vision for the community. It provides
participants a network of contacts in the
community that will be vital as they
work towards achieving this vision. It
is important that librarians be repre-
sented on these leadership teams if li-
braries are to be seen as playing a key
role in the future of the community.
1-800-959-1672
1-800-487-2278 (FAX)
oSupport North Carolina Libraries"
North Carolina Libraries
a
Summer 1996 " 91
Often oneTs own parent organiza-
tion will provide leadership training. As
already mentioned, the school system
in Durham has begun a regular leader-
ship development institute targeted at
those who have shown interest in be-
coming a principal or assistant princi-
pal. It seems that librarians often do not
participate in such programs because
they do not see themselves stepping out
of the profession into a broader admin-
istrative role, but perhaps if more did,
librarians generally would gain stature
and influence within the organization.
Library professional associations are
a very important source of leadership
training. It is a primary role of the North
Carolina Library Association to provide
continuing education for the profession
in North Carolina. Knowledge is shared
and gained through workshops, confer-
ences, exhibits, and award-winning
publications.
NC LAMS
The section of NCLA which has identi-
fied leadership as a topic of continuing
attention is the Library Administration
and Management Section (LAMS).
LAMS is a relatively new section of
NCLA, having received section status in
1989. This followed an initiative begun
by Patsy Hansel, then President of
NCLA, who was responding to a need
in NCLA for more focus on administra-
tive and management issues across li-
brary types. Since its formation, the
mission of the section has been to offer
development opportunities to librarians
in the areas of administration, manage-
ment and leadership. Programs are de-
signed to address management and ad-
ministrative issues faced by staff at all
levels of an organization and across li-
brary types. LAMS has provided not
only traditional workshop and confer-
ence programs, but has offered a non-
traditional learning experience in the
form of a Ropes Course, which utilized
physical, outdoor challenges to identify
and develop leadership capacities.
LAMS also is a charter member of
the Council of LAMA Affiliates of
the American Library Association
(COLA). Through this association
comes the opportunity to bring
institutes sponsored by the Li-
brary Administration and Man-
agement Association to North
Carolina. An example of such an
institute was the Leadership Sur-
vival Kit that was offered as a
preconference to the 1995 NCLA
Conference and conducted by Dr.
Abigail Hubbard. In looking to
272 " Summer 1996
the future, the opportunity exists to
bring the follow-up institute led by Dr.
Hubbard entitled oOrganizational Cul-
ture: Pathway to Success,� or the 1995/
96 LAMA Institute of the Year entitled
oCreating Alliances: Maximizing Li-
brary, Community, and Industry Part-
nerships.�
LAMS had considered developing a
leadership institute since its creation,
and finally through its 1993-95 plan-
ning process, spurred by the visions de-
veloped for the biennium by the NCLA
Board, established the objective of
launching a biennial, NCLA-sponsored
leadership institute in 1996. The need
for an Association-sponsored leadership
institute was reaffirmed in a recom-
mendation included in a June, 1995 re-
port from the Task Force to Study Goy-
ernance of the NCLA Executive Board,
appointed by Gwen Jackson, which
stated: oA prime responsibility of the
Board and Association itself is to de-
velop leadership for the profession.
Some forum or program should be in-
stitutionalized to allow for the identifi-
cation and nurturing of emerging lead-
ers in the profession. Leaders should be
recruited from all sections and
roundtables and mentored.�
There were two competing visions
for the Leadership Institute in the plan-
ning process:
" one which would be unlimited
in enrollment and low in cost to
encourage the broadest
possible participation, and
" one which would focus more
intensely on developing a more
limited number of individuals
with demonstrated leadership
potential, and requiring a higher
financial investment per
participant.
Since the ultimate vision was to de-
velop leaders who will actually become
change agents in North Carolina and
have an impact on the development of
the profession, it was determined that
a more focused and intensive program
... a minimum of 50 hours
a year should be spent on
personal and professional
development ...
with a limited enrollment would have
both a more immediate and long term
effect. The role of LAMS will be to con-
tinue to offer leadership development
programs which encourage broad par-
ticipation and thus expand the impact
of the institute.
Three overriding goals were estab-
lished for the institute:
" To develop future leaders for
North Carolina libraries and for
the library profession.
" To develop the capacity of North
Carolina librarians and library
professionals to become leaders
in the communities they serve.
" To enable the profession to
become a force for positive
change in society.
North Carolina librarians and library
paraprofessionals, who are members of
NCLA and who exhibit significant lead-
ership potential and commitment to
the development of library service in
North Carolina, are the target partici-
pants for the institute. An objective is
to ensure diversity in representation,
taking into consideration ethnicity, cul-
ture, gender, geography, library type,
and job type and classification. Those
who already are recognized as leaders in
the profession in North Carolina are not
eligible to apply, but are considered for
the positions of mentors in the institute.
Selection of participants is made by
a committee composed of representa-
tives from various types of libraries and
a non-library member. Applicants may
either be nominated or may self-apply.
The first institute will be held Oc-
tober 10-13, 1996 at Brown Summit,
N.C. Schreiber Shannon Associates
(Becky Schreiber and John Shannon) of
Placitas, New Mexico were selected to
conduct the institute. The consultants
are organizational development special-
ists and are using the concepts they de-
veloped for the Snowbird Leadership In-
stitute as a basis for the North Carolina
program.
The curriculum for the North Caro-
lina Institute addresses six basic areas:
" self assessment
" environmental assessment
" creating and communicating a
shared vision
" gaining position and power
" managing organizational change
" acting with courage
The institute is structured so that
learning occurs in four different envi-
ronments: the community group, the
learning group, the support group, and
North Carolina Libraries
Ss nnn
es
On oneTs own by oneself. In the learn-
ing group, in which participants apply
what they have learned in the more for-
mally structured community group,
mentors play a crucial role. Six mentors,
who are drawn from the current profes-
sional leadership in North Carolina, par-
ticipate throughout the program and
share their experiences, successes, fail-
ures, joys, frustrations, wisdom, perspec-
tive, and advice.
To ensure that the institute has a
continuing effect on the participants,
the last activity is focused on specific
action they will take when they return
to their home environments or within
NCLA itself. The intention is that sev-
eral follow-up sessions, to be designed
by participants, will be held in the first
year following the institute to reinforce
the learning acquired at the institute
and to provide opportunities for prac-
ticing the leadership lessons learned.
The Choice is Ours
With all of the opportunities currently
available and being created for North
Carolina librarians to develop leader-
ship capacity and the potential that ex-
ists in each of us, there is no excuse for
libraries and librarians not to be in the
vanguard in our larger organizations
and in our communities. Peter Senge
asserts that to become a leader, we must
not just want to be a leader " we must
choose to be a leader. oWanting is a state
of deficiency " we want what we do not
have. Choosing is a state of sufficiency
" electing to have what we truly want
... Only through choice does an indi-
vidual come to be the steward of a larger
vision.�22, The opportunities are there
for librarians to be leaders; the choice is
up to each of us.
References
1 Sarah Ann Long, oGrowing New
Leaders in Ohio,� Public Libraries 34
(January/February 1995): 24-26.
2 Paul Evan Peters, oInformation Age
Avatars,� Library Journal 120 (March 15,
1995): 32-34.
3 Warren Bennis and Burt Nanus,
Leaders: The Strategies for Taking Charge
(New York: Harper & Row), 4.
4 John R. Secor and Lynne Branche
Brown, oDry Bones, Part 2,� Signatures:
YBP Occasional Papers, No.2 (1995), 4.
5S I[bid., 2.
6 Bennis & Nanus, 18.
Laliayels MSY.
8 Catherine Clabby, oColleges
Groom Students to Take Charge,� The
News & Observer (Raleigh) July 2, 1995,
B1 and B4.
9 James M. Kouzes and Barry Z.
Posner, The Leadership Challenge: How to
Keep Getting Extraordinary Things Done
in Organizations (San Francisco: Jossey-
Bass, 1995), 336.
10 bid.
Hestepien Kk. Covey, A. Roger
Merrill, and Rebecca R. Merrill, First
Things First (New York: Simon &
Schuster, 1995), 344.
12 F, William Summers and Lorraine
Summers, oLibrary Leadership 2000 and
Beyond: Snowbird Leadership Insti-
tute,� Wilson Library Bulletin 66 (Decem-
ber 1991): 39-40.
13 Sherwin Rice, oSnowbird Leader-
ship Institute,� Tar Heel Libraries Janu-
ary/February 1995): 4.
14 ~Long, 26:
1S Kouzes and Posner, 337.
16 Tbhid.; 827-328:
17 Tbid.
18 Long, 26.
19 Kouzes and Posner, 331.
20 Ibid.) 333:
21 Peter M. Senge, The Fifth Discipline:
The Art and Practice of the Learning Orga-
nization (New York: Doubleday/Cur-
rency, 1990).
22 Senge, 360.
""E_ Ae
John Higgins, Sales Representative
ww
OXFORD
North Carolina Libraries
P.O. Box 21011
Columbia SC 29221
1-800-222-9086
Fax: 803-731-0320
OXFORD UNIVERSITY PRESS Lo QUALITY BOOKS INC.
Summer 1996 " 93
Leadership 101:
Survival Skills for School Media Coordinators
re you a proactive school li-
brary media coordinator? A li-
brary leader constantly pro-
motes the school library media
program and services to the stu-
dents, faculty, administration,
and parents. In addition, the
proactive media coordinator serves on
various school committees and is con-
sidered a department head and attends
departmental chairperson meetings.
Yes, we have all heard this, and
there is a need for the theory of leader-
ship in the school library profession.
But what many of us need are the nuts
and bolts of being a leader. We need
survival tips " tips on: public speaking,
writing goals and objectives, media/
curriculum coordination techniques, (d)
negotiating skills, stress management,
and time management.
Public Speaking
One step to becoming a leader is learn-
ing to share your ideas, and so a practi-
cal and needed survival skill is public
speaking. Public speaking allows you to
explain the importance of the media
program in the school curriculum.
Speak to groups other than media
coordinators, or as my mother says,
oDonTt preach to the choir or the dea-
cons.� Contact your local Chamber of
Commerce to see what organizations
would be interested in having outside
speakers. Use these speaking engage-
ments to osell� the media story.
Public speaking is an important part
of the proactive media coordinators ar-
mory. However, many media coordina-
tors avoid public speaking, using such
24 " Summer 1996
by Augie E. Beasley
excuses as oITm not good at public speak-
ing, o oPeople will laugh,� or oI get too
nervous.� Consider, however, that one
of the greatest orators of the twentieth
century disliked public speaking. James
C. HumesTs article, oChurchill on the
Stump,� notes that Winston Churchill
worked hard to become a great speaker:
he had a stutter and a congenital lisp.
Humes quotes Churchill as saying, oI
never say ~it gives me great pleasureT to
speak to any audience because there are
only a few activities from which I derive
intense pleasure, and speaking is not
one of them.�!
By being prepared, however, you
can channel this nervous energy to work
for you. Planning is the key to being
calm at the podium. When planning
your speech, you need to know three
things:
(1) What is the objective of my
presentation?
(2) Who is the audience?
(3) How much time do I have?
The optimum time for most
speeches or presentations is 20 minutes.
Always remember, a speech or sermon
can never be too short. Any good speech
has an introduction (about 20% of your
time), a body (about 70%), anda closing
(about 10%). Arrange your points in a
logical sequence and then begin to write
your speech. As you write your presen-
tation, check the number of times the
words oyou� and oI� are used. The ratio
should be about ten oyouTs� to one oI.�
The audience wants to know how it can
do things, not how well you do them.
Write your presentation in a conversa-
tional tone. Do not use long, complex
sentences. You are writing to be heard,
not read. As you work on your speech,
refer often to your objectives because
they will keep you on track.
At the end of your talk, do not say
othank youo and sit down. Let your
audience know you are finished by say-
ing something like oin conclusion� or
olet me summarize.� If you have a ques-
tion and answer period at the end of
your talk and you do not know the
answer to a question, say so. By being
honest, you add verisimilitude to what
you have said.
In the final copy of your speech,
triple-space your copy, highlight key
words, and note where visuals will be
used. Also, print your text in large, easy-
to-read type. Learn from my mistake,
and number the pages of your speech. If
you drop your speech and the pages are
not numbered, you are in big trouble,
especially if your audience is walking in
the door.
Memorize only the opening and
closing of your presentation. A good
start will boost your confidence and
lead into the strong finish you want.
Use your written speech as a guide. Do
not attempt to memorize your entire
talk. If you have practiced, the text will
act as a prompt.
Practice is a must for good presen-
tations. Practice. Practice. And more
practice. Practice standing in front of
a mirror, using an audio tape recorder,
or preferably a camcorder. Review
your presentation to improve your
performance.
As you walk to the podium, walk
confidently. Remember that your audi-
ence wants you to succeed. At the po-
North Carolina Libraries
a
dium, use the following tips to improve
your presentation:
¢ Use a comfortable stance, not a
rigid one
e Use eye contact. Throughout
your presentation, look directly
at different members of the audi-
ence. This way, you seem to be
speaking directly to almost every-
one in the audience. Talk to your
audience and not to some vague
point in the back of the room
e Use gestures to highlight
important points in your talk
e If you lose your place, pause
until you find it. Listeners
perceive pauses as signs of
assurance and control
e It is normal to feel stress. Put it
to work for you. Use your
nervous energy to energize your
audience
No, having strong public speaking
Skills is not the definitive answer to
becoming a strong leader in your school,
community, state, or nation. It is just
One of the many survival skills that you
need to master.
Writing Goals and Objectives
Another important leadership skill is
the ability to develop goals and objec-
tives for the school library media pro-
gram. Strong leaders have strong plan-
Ning skills. Each year, develop goals and
objectives for the media program and
distribute these to the administration.
Long-range goals, as well as short-term
8oals, should be developed. Some areas
in which goals can be developed are:
e media skills instruction
e media production for students and
teachers
public relations
organization of materials
media center atmosphere
professional activities
An example of a short-term goal for
a school year would be planning with
teachers to develop independent re-
Search activities for students. An ex-
ample of a long-term goal for several
years would be implementing computer
applications for library management.
Be sure to include specific indica-
tors that show the activities that are
being used to meet the goals or the
methods that will be used to evaluate
progress or completion of the goal. Give
copies of the goals to the principal and
evaluate progress on a regular basis dur-
ing the year. At the end of the year, write
North Carolina Libraries
another report for the principal on the
goals reached and future strategies for
accomplishing long-range goals.
Media/Curriculum
Coordination Techniques
Unlike public and academic librarians,
and unlike other media professionals
such as videographers and audiovisual
specialists, the school library media co-
ordinator is first a teacher. Media/cur-
riculum coordination emphasizes the
planning and teaching of media skills in
conjunction with classroom instruction.
The media coordinator and the class-
room teacher work together to ensure
that students have the opportunity as
well as the need to use media resources
and services. Communication (written
and oral), cooperation (teacher and
media coordinators), and planning are
the keys to the success of the concept.
The process may begin with an indi-
vidual teacher, but the goal is coopera-
tion with all faculty members.
Cooperative planning is a wonder-
ful idea, but how does one implement
curriculum in the school? The follow-
ing seven-step process will work, given
enough time.
1. Make the First Move.
Begin with one or two teachers who
appear receptive to new ideas. Map
out your ideas ahead of time. Show
them the services that you have avail-
able. Offer suggestions of possible
ways that media skills could be inte-
grated with their instructional units.
2. Find Out What's Happening in the
Classroom.
Distribute planning sheets that teach-
ers may use to keep you aware of
their activities. Schedule time for
planning with teachers as well as
talking informally with them. At-
tend departmental, grade level, or
curriculum meetings. This will show
them that you are sincere in your
efforts. Of course, visiting the class-
room is another way to learn about
what is happening. Make sure, how-
ever, that teachers understand that
your visit represents a genuine inter-
est in classroom activities and is not
a spy mission.
3. Determine Needs of Students.
With the teacher, determine what
media skills should be taught, based
on an assessment of student needs.
Develop a media skills test or use one
of the available standardized tests.
4. Plan! Plan! Plan!
Use the state curriculum plans for
media as well as other subject areas
when deciding which specific media
skills to teach in relation to class-
room concepts being taught.
5. Choose Best Format/Technique.
Decide on the best format or tech-
niques for presenting media skills to
classes, such as transparencies, sound/
slide presentation, mutimedia, hands-
on, learning centers, or video pro-
duction.
6. Provide for Evaluation.
Develop a method of evaluation to
be used by students, teachers, and
media coordinators.
7. Try Different Approaches:
Once is Not Enough! Be Persistent.
Remember that it takes time and
effort to make cooperative planning
work. It may take several contacts
before teachers will agree to try.
Negotiating Skills
School library media professionals and
other educators are not used to negoti-
ating, or as some people call it, othe art
of compromise.� But, they should be. It
is a necessary leadership skill.
Be aware of the types of bargaining
you will be doing. Fisher and UryTs book,
Getting to Yes, speaks of several common
but unproductive types of bargaining.�
One of the most common is positional
bargaining, a tactic that should be
avoided because it tends to lock you
into positions. The more you defend
your position against attack, the more
committed you become to that posi-
tion. The classic example of positional
bargaining is the haggling for items at
such places as car lots, attic sales, and
the ultimate minuet: buying a house.
When you engage in positional bar-
gaining, you often try to improve the
chance that any settlement reached is
favorable to you by starting with an
extreme position and then making small
concessions only when needed to con-
tinue the negotiations. Positional bar-
gaining becomes a contest of wills where
each party says what he will and will not
do. Each side tries to force the other to
give in through sheer will power. When
one side is forced to concede in such a
situation, anger and resentment are the
results. Families, friends, co-workers, and
neighbors have been split asunder be-
cause of such attitudes.
What, then, is the answer? Do you
Summer 1996 " 9%
become what is known as a onice� bar-
gainer, who makes offers and conces-
sions in order to avoid confrontation?
This type of bargaining emphasizes the
importance of building a relationship,
but any agreement reached using this
method runs the risk of being a sloppy
agreement. Furthermore, if you pursue
a soft or nonadversarial type bargaining
style, and you are negotiating with a
positional bargainer, you are at a disad-
vantage " much like playing a high-
stakes eight-ball game with a crooked
cue stick.3
So, which method do you use? Nei-
ther. Try another method.
Fisher and Ury have devised a
method called oPrincipled negotiation�
or onegotiation on the merits.� This
method can be divided into four points:
1) People: separate the people from the
problem
2) Interests: key in on the interests and
not positions
3) Options: discuss options or possi-
bilities before deciding what to do
4) Criteria: make sure the decision is
based on an objective standard4
When you use this method, remem-
ber that people have feelings and desires
and are not computers. You must, there-
fore, work on the problem. The opeople�
problem should be dealt with separately.
The second point will be hard: focus on
the interests and not the stated posi-
tions. The negotiation process often ob-
scures what you really want. The third
point is to be sure to have options avail-
able in any negotiations. Options are bet-
ter than hard-line positions. The fourth
point may be hard to do in a school
setting, for you are not dealing with a
union or an adversarial-type position.S
Although this is excellent informa-
tion, as school library media coordina-
tors, we must also be realistic. How
often do you go into a negotiating mode
when you are asked to do something by
your principal? If your principal or su-
perintendent asks you to do something
that is inimical to the school library
media program, try to explain how the
decision will affect the students and
teachers as they try to use the media
center. Never say, oNot in my media
center!� Bad PR, bad career move, and
just plain dumb.
Do the best you can, and accept
that you will not win every discussion.
For example, for years, my own media
center was closed for the blood drive.
And, yes, a blood drive is important, but
is closing the center during the middle
of term paper frenzy the best time? So
76 " Summer 1996
the teacher and I worked out a compro-
mise. Since the media center was kept
open with reduced services by the me-
dia assistants when the professional staff
was away at conferences, the teacher
was given an option of having the blood
drive during the NCLA/NCASL confer-
ence in the fall or during the NCAECT
conference in the spring. Not a totally
satisfactory arrangement perhaps, but it
was a win-win arrangement for both
sides. The teacher " since the blood
drive remained in the media center "
became a strong advocate for the media
program and was even heard complain-
ing about another teacher wanting to
close the library for a luncheon when
her students needed to do their research.
Because of her intercessions, the library
was not closed. As a footnote, this year
the blood drive was moved from the
media center.
It is important to remember when
negotiating, whether about the blood
drive or funds from the site-based man-
agement team, to stress that the media
center is everyoneTs center and that the
funds will go to help all students and
departments.
Stress Management Techniques
Of course, becoming a proactive leader
in your school and your profession may
increase your level of stress. Conse-
quently, managing stress becomes an
important skill for would-be leaders.
In Coping with Job Stress, Herbert
Greenberg argues that all of us are sus-
ceptible to stress and that stress can kill
by triggering heart attacks and strokes.®
Some people even believe that stress
causes cancer cells to begin their mur-
derous replication.
Stress is bad for us. When we are
stressed, we act irrationally and unrea-
sonably. Stress lowers our intellectual
ability and affects our relationships with
other people at work. If we are angry, we
are unable to think clearly and we say
things to our co-workers and students
that we would never say in calmer mo-
ments. After we calm down, we wonder
why we did or said what we did. In other
words, stress can affect our performance.
We must learn to control stress or we
may become the chaff discarded during
winnowing.
A few simple techniques can help
us to control our stress levels. Better
time management, reducing clutter,
and controlling interruptions will
lower our stress levels. Most of us resist
getting organized because it requires
an investment of time and energy, and
we do not feel that we have the time or
energy.
It sounds so simple, but the easiest
and simplest thing to do to lower our
stress is to walk when you get home.
Walk for one-half an hour or an hour.
Not only will it lower your stress level,
but you will lose a few pounds also. In
addition to walking, you should exer-
cise at least three times a week. You do
not need weights. Either jump rope, hit
a punching bag, or do sit-ups " any-
thing to get the heart pumping and the
stress level down. Keep a spring-loaded
hand exerciser in your desk and use it
throughout the day.
There are no easy answers to allevi-
ating stress levels, but step back and
really look at some things that trigger
your stress attacks. Is the noise level so
bad that it raises your blood pressure?
Should the fact that Ms. Smith brings
her class in without telling you trigger a
stress attack? In other words, relax. En-
joy the kids and enjoy the job.
Time Management Techniques
Finally, you will need good time man-
agement skills in order to become a
leader. In her workshops on time man-
agement, Gloria Miller, Media Program
Director for Charlotte-Mecklenburg
Schools, says that to better manage your
time, you must know how your time is
spent.� She recommends that you study
the use of your time for a week from the
following five perspectives:
Action taken
Write down everything you do with
your time. You might want to make a
notation every half hour or every hour,
but list all activities.
Time spent
As you complete each small chore or
large project, indicate how long it took
to finish the task. For example, did it
take you 15 minutes or 35 minutes to
check in magazines? How long did it
take you to work up that lesson plan?
You may want to use a timer or a stop-
watch.
Purpose
Before beginning each activity, indi-
cate your purpose. If, for example, you
choose to call a sales representative at 2
p.m., what would you hope to accom-
plish? Do you want to relay information,
or do you want to schedule a visit? Or
perhaps you are making a call simply to
avoid a more important but difficult
task.
Results
Critique your work or activity. Did
North Carolina Libraries
fh
you accomplish what you set out to
achieve? Were you unhappy with the
results? Could you have done it better?
How long did it take? Were the results
worth it ? Did you reap any rewards?
Emotional response
This is very important. Describe how
you felt about each activity. Did you
enjoy the way you spent your time or
did you detest it? Were you resentful of
interruptions?
Ms. Miller then gives the partici-
pants a list of things to do to improve
the use of their time. The following are
a few of her recommendations:
Clear your desk
The only items needed in your desk
are a small notebook, a planner, a calen-
dar, post-it notes, an oin� and oout�
box, and a oto do o list. Having a clean
desk will save time and help you focus
on goals and priorities.
Handle each piece of paper only once
Go through the mail and the memos
from the office at once. DonTt stack
them on your desk. If you can get the
information from someone else, toss
the item. If you need to file an item,
mark the upper right hand corner with
a file name. If you canTt get to filing or
delivering the mail, place it in the oout�
box to be handled by a student or volun-
teer. Handle each piece of paper only
Once. Experts say that 80 % of what we
file is never used again, so when in
doubt, throw it out!
Make oto doo lists
Take three to five minutes to deter-
Mine the most important priorities of
the day. Assign priorities to tasks. Start
with the most important task and then
tackle the less important ones.
Control phone calls and visitors
Let the school secretary help with this
type of interruption. Leave times with
the secretary when you will return calls.
Also let the secretary know who should
be able to contact you immediately. You
can let sales representatives know when
you are available. When meeting with a
Visitor or a sales representative, try to
arrange the meeting in the main office or
some other space where you can leave
when you need to go. Talk standing up
So that the guest can be walked to the
door in a very nice way.
Delegate tasks
Delegate tasks that you perform on a
tegular basis. Volunteers and student
assistants are great at these tasks. Choos-
ing the delegatee carefully, outlining
the task clearly, and checking progress
frequently will make delegation more
productive.
North Carolina Libraries
Use sign-up calendars
Have a sign-up calendar that teachers
can use without having to interrupt you
for AV equipment.
Avoid perfectionism
Do not spend an inordinate amount
of time on unimportant details.
Be action-oriented and avoid
procrastination
Take action and do it NOW. Make
sure all reports are in on time. Do the
most difficult tasks first. Try breaking
them into smaller segments so that you
can feel that you have accomplished
something.
Develop teaching materials
Plan long-lasting resources for formal
classes, small groups, or centers, and
organize your lessons by skill. Add to
the file each year.
Use the computer
Prepare letters to parents, bibliogra-
phies, policies, and publicity items, and
save them for future modifications.
Summary
Six important survival skills have been
discussed in this article: public speak-
ing, writing goals and objectives, me-
dia/curriculum coordination tech-
niques, negotiating skills, stress man-
agement, and time management.
As professionals, we should be com-
petent in public speaking. Who knows
when you will be asked to do a presen-
tation at your school, school system, or
even at the state professional meeting?
Goal-setting skills are a must if we
are to have quality programs. Without
media/curriculum coordination, how-
ever, goal-setting skills have no context
in which to operate. The coordination
between the teacher and the media co-
ordinator is what drives a quality media
program.
We also need to learn negotiating
skills, but we must learn to accept that
we will never win all negotiations. This
realization may lead us to value stress
management. Again, we will never have
complete control of our lives. We shall
always be prey to the demon of stress,
but we can learn to control our stress
levels. Practicing time management
strategies helps by giving us control
over more of our time.
These techniques do not guarantee
a tranquil, stress-free environment where
everything always goes according to
plan. But they will give you a feeling of
control over your life that, in turn, will
show in your media program.
References
1 James C. Hume. oChurchill on the
Stump,� Civilization. January/February
1996): 44-45.
2 Roger Fisher, and William Ury. Get-
ting to Yes. New York: Penguin Books.
1981.
3 [bid., 3-9.
4 [bid., 11.
5 [bid., 18-19.
6 Herbert M. Greenberg, Coping with
Job. Stress. (New York: Prentice Hall,
1980), 7-34.
7 oTime Management� Workshop,
presented by Gloria Miller, December
Lge O9Ss
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Summer 1996 " 97
eS er Fe ae a See ee ea Oe ar ae ne Pee epee Te oe OS
oWhoTs Gonna Take out the Garbage
When ITm Dead and Gone?�:
y recent article (see ab-
stract in footnote) on the
meaning of leadership in
teams prompted an unusual
amount of interest and com-
ment by readers in different
types of libraries.1 Several con-
curred with my thoughts
about the uncertainty and imprecision
of working as managers with oempow-
ered� staffs. The response confirmed for
me that the dilemma of leading so-
called empowered staffs is just as widely
prevalent in traditional organizations as
it may be in one of oself-managing�
teams " the organizational model I
described in the article. It seems we are
all on the same journey in this era of
uncertain transition in the library work-
place and a subsequent greater reliance
on staff. Many of us have moments of
self-doubt in leading staff along an un-
predictable path; perhaps this is what it
feels like to olead by following.�
If the academic library ever was
something monastic " away from the
bothers of everyday life " it no longer
can be. Because we are insulated from
change by the academy, we were, and
perhaps some of us still are, more im-
pervious to change than other institu-
tions. But the academy, too, is under
stress, with change being called for at an
unprecedented rate by many stakehold-
ers, including parents, legislators, gov-
ernors, and foundations. Most of us
have no choice but to change. Like
sledge hammers, societal and economic
realities and the demands inspired by
278 " Summer 1996
New Roles for Leaders
by John Lubans, Jr.
technological opportunities are pound-
ing on our hallowed doors. A survey
report, oTo Dance with Change� from
the Pew Charitable Trusts, concludes
that change in higher education must be
engaged. If we demur to odance,� we
oJet someone else choose (our) partner
as well as call the tune.�
And, likewise, Massy and Zemsky
conclude, othe potential for increased
learning productivity through technol-
ogy is too great for higher education to
ignore. If colleges and universities fail to
adapt effectively, other kinds of institu-
tions will take up the challenge.�2
Often in discussions about what we
should be doing during what some
claim to be the end of the paper era and
the dawn of the electronic, we appear to
be in a state of denial. We speak of tran-
sition, while clinging to our personal bit
of reality, the way it is/was, and make
little progress toward the new era. oNo
one wants to read a book on a screen!� is
the imprecation we hurl into the gale
storm winds of the future. Yet, what
does the trend of declining reference
questions mean? What implications are
there for us in the factoid that elec-
tronic mail messages exceeded postal
mail messages by 10 billion in 1995?
When our users prefer the World Wide
Web to browsing the stacks, regardless
of the WebTs inefficiencies, what does
that portend?
We think that we are at the top of
what can be described by an S-shaped
curve, yet we are uncertain about when
and how to leap onto the next ascend-
ing curve.? Recently, we have tempered
the clash between the traditional and
the modern with calls for balance, a
moving toward the center, a DMZ in
which to avoid the conflict. Is this a re-
alistic compromise, or is it a political
one, more evidence of just how difficult
this change is going to be?
At Duke University Library, we
have sought to achieve an organiza-
tional resiliency to anticipate and meet
the changing needs of our users and to
seize upon the many information op-
portunities coming on line. We are do-
ing so through a team-based organiza-
tional structure, relying on Total Qual-
ity Management (TQM) or, as we call it,
Continuous Improvement (CI), con-
cepts to help us make the most of our
resources. Our approach is not unique,
but what sets our experience apart from
other organizational restructuring is
that we chose to assure greater team em-
powerment by cutting direct reporting
relationships to the Executive Group.
We did this to achieve a more nimble
organization than we thought possible
if we kept the old reporting relation-
ships in place. Over a span of two years,
we attempted to answer the question,
oWhat do managers do when the tradi-
tional supervisory strings are cut?� I
noted in the paper that:
It was as if we had removed the
communications wiring con-
necting the departments to the
administration and made that
communication, somehow,
North Carolina Libraries
2
wireless. The complication was
that we had yet to invent the
technology to do this; however
we were confident in our ability
to do so. The home teams and
quality circles, in spite of their
shiny new names, remained, to
a large extent, hard wired within
their working groups.
This unprecedented role for the Ex-
ecutive Group was problematic for more
than a few staff, supporters and detrac-
tors alike, and raised many questions
about the purpose and utility of the up-
per administration in a team structure.
One letter among those that I re-
ceived after the article came out reso-
nated for me. It came from a former
boss, Ellsworth Mason. He observed
that:
You obviously in the rethinking
(good for anything) defined
some inefficiencies that were
remedied. You give credit for
this to the new system (self
managing teams). Does it
actually deserve this?... If this
system works, you can easily be
replaced by someone with half
the skills, experience, and
knowledge you have, after they
have had specialized training in
a few fields.
His question about who should get
the credit held special meaning for me.
It crystallized that amorphous feeling in
the back of my mind while I wrote the
Paper " about my (and by extrapola-
tion, any leaderTs) role in achieving the
harvest of improvements that moved us
ahead of many of our peers in the speed,
volume, and capacity with which we
process materials for everyoneTs benefit.
I think that Ellsworth Mason was
pointing out the role that individual
leaders can play in accomplishing orga-
nizational objectives. Perhaps, I was dis-
counting too much the influence of
strong individual leadership. In reflec-
tion, I can argue with an increased con-
fidence that the individual does make a
major difference in whether a team or
department accomplishes what it is try-
ing to do. Individual leadership is the
Individual leadership is the
omake or break� aspect for
bringing about change.
North Carolina Libraries
omake or break� aspect for bringing
about change. Even when redistributing
power in order to achieve some organi-
zational goal, it is the leaderTs conscious
decision, hardly free of risk, to empower
selective staff by surrendering power, to
trust in them. So, while many of the el-
ements of a system of management, be
it TQM or MBO or Reengineering, can
be useful in improving and keeping an
organization moving, oon-site� leader-
ship probably has more to do with
achieving momentum than any one
osystem� of management.® In other
words, these systems are effective tools
in the hands of good leaders. The tools
themselves do not make anything hap-
pen, which, when you think about it,
explains why installations of any man-
agement system, without whole-
hearted executive support, always fail.
My view on the importance of lead-
ership has come full circle, or so it
seems. Some years ago, I gave a talk
about creativity and the uncertain value
of a leader taking the initiative when
the organization was literally stuck in
tradition. The example I used was about
a leaderTs dramatic display to an en-
trenched administrative staff that a new
process was vastly superior to the old
way. At the time, I thought this was
problematic because we were seeing a
demonstration of the leaderTs creativity
and daring, not the groupTs. I thought
then that such a demonstration could
lead to a dependency on the leader for
creative solutions. Now, I think that this
type of action may inspire one or two of
the oentrenched� to dare to do some-
thing, to be less afraid to venture. The
leaderTs taking action and carrying out
her conviction can make the difference
in an organizationTs moving forward.
So, what might be regarded as grand-
standing is actually leadership at the
highest level: Teaching and Encourag-
ing by example.
Peter Clayton, writing about inno-
vation in libraries, identifies the impor-
tance of leadership in the successful in-
troduction and acceptance of innova-
tion. To that he adds a new dimension
" the personal qualities and contribu-
tions of individuals appear to be a crucial
component (to the successful
adoption of a new process). In
his research studies, champi-
ons of the innovation were
not necessarily oleaders.�® For
me, this strengthens the point
about the power of individuals
in championing change. It
demonstrates the quintessen-
tial role of leaders providing
support for non-leaders as change agents.
As implied above, when we made
the major organizational shifts at Duke,
we did not experience an immediate
flowering of empowered teams working
in partnership with the upper adminis-
tration. Largely, what occurred during
the first year was a consolidation and
continuation of traditional approaches.
A few team leaders took the new distri-
bution of power and kept it within their
bailiwicks, ignoring to a considerable
extent the opportunity to work with the
administration in its new coaching ca-
pacity. This response to our sincere ef-
forts at empowerment was unexpected
and led us to wonder about the
consultantTs reassurances that oneTs
power would grow by giving it away! At
times, we felt like the hapless scientists
attempting to replicate the 1989 ocold
fusion� phenomenon.
At the same time, several team lead-
ers did embrace team concepts, working
assiduously at applying them in their
teams. Interestingly enough, they were
the first to express that they felt adrift
and that they were separated from the
University Librarian by the void that
had previously been filled by the ad-
ministrative group. For them, the com-
munication links were noticeably dis-
rupted. Those team leaders who could
take the larger organizational view felt
themselves short circuited but worked
closely with the new structure as best
they could. Deeper in the organization,
several leaders of support staff teams
have assumed a strong coaching and
mentoring approach with their teams; it
is among the self-managed support staff
teams that some of the most productive
benefits of team work are found.
While much progress has been
made by over two-thirds of the teams in
empowering staff, there remains some
unwillingness to look at oprocess.� This
lacuna occurs at the expense of improv-
ing the quality of our product, since
truly effective teams do not come about
by accident " the best ones address the
how of working together just as ear-
nestly as they work through the proce-
dures and responsibilities of their work.
I explained in the paper that my
job description was evolving into four
major categories: coaching, consult-
ing, encouraging, and leading. This
was in contrast to the management
norms of the past, going back at least
sixty years. PODSCORB, or planning,
organizing, directing, staffing, coordi-
nating, reporting, and budgeting, is
what managers do.T It is not that we
have stopped doing these traditional
Summer 1996 " 99
activities, but it is that the system in
which we work is no longer the same;
the traditional approaches are less
dominant.
Illustration 1 displays the most re-
cent iteration of my personally derived
taxonomy of what leaders at all levels
are learning to do.
Illustration 1
Changing Roles
Leading:
Eliminating barriers.
Catalyzing. (Stimulating the
consideration of alternatives)
Recommending (and persisting in)
_ fundamental changes to systems.
Walking about (being visible) and
regard as important.
Translating the leader's vision of the
forward
Coaching:
databased decisions.
Encouraging.
Challenging teams to question |
assumptions and goals.
have what it takes.
Consulting:
Intervening with troubled teams.
Managing the ohand offs� between
teams that are prone to fumbles.
I have spotlighted activities, under
each of the major categories below, to il-
lustrate and clarify the category and to
emphasize what is especially crucial to
help libraries engage, in positive ways,
the numerous opportunities for change:
Leading
Peter Senge suggests that leaders freed
up to spend more time on higher level
leadership roles should be focusing on
several systemic problems.® I have pro-
vided some library examples under
SengeTs rubrics:
Shifting the burden
An example, is using book dollars to pay
for staff during a budget cut. In some
instances, this could symbolize a losing
60 " Summer 1996
listening to what staff and customers
have to say, understanding what they
future into objectives that move us
Helping others to focus and to improve
their performance, especially in making
_ Bringing teams to an awareness that they
Investigating new ways of doing things
and bringing this information to teams.
sight of the purposes of the library and
spending its capital without taking a
hard look at other expenditure areas.
Instead of looking at long-range impli-
cations, the choice is made to mortgage
the future. I have seen that without
oleadership,� particularly a vision-in-
spired leadership, groups assigned bud-
getary responsibility will not be
able to free up as much as a one-
percent sliver to shift dollars into
new initiatives. It is not a ques-
tion of freedom or permission to
do this; it is the lack of decisive
and persuasive leadership to
counter the incrementalism, the
sacred cows, and the turf issues
that are present at any budget dis-
cussion.
Another less explicit example
is the practice (in large libraries)
of central human resources staff
solving personnel problems in-
stead of local managers dealing
with them and learning in the
process. Unintentionally, this
practice can remove from team
leaders a major challenge well
worth keeping " dealing with
problem:team members in pro-
ductive ways and, in doing so,
modeling for team members how
to do it.
Growth and underinvestment
An example in this category is the
stopping of a user education pro-
gram because it is not well re-
garded by staff and many of the
students. Given this response, the
rationale is that this form of mar-
keting our products is no longer
needed. This is a shortsighted ap-
proach, particularly if it does not
look at root causes of why stu-
dents and faculty do not relish a
library skills class. Maybe their disincli-
nation is caused by the way we teach.
The decision to stop a program can lead
to two side issues, an aggravation of
misuse and too little understanding of
how to find and use information criti-
cally. We also may be failing to reap, at
considerable institutional cost, the ben-
efits of enabling users with an improved
level of competency and independence.
Eroding goals
An example of an eroding goal is losing
sight of any of the very basic functions
in a library, such as getting books on the
shelves and keeping those shelves in or-
der. It is hard to imagine anything more
basic than that, yet slow shelving times
and out-of-order shelves are easily for-
gotten as core issues. What may have
been a odrop everything� mandate for
all staff has been relegated as a problem
for solution to the one group charged
with stacks maintenance, the Circula-
tion Department. The reasoning goes
that since oshelf failure� is institution-
alized, viz. people have always had dif-
ficulty finding books, it is the sole re-
sponsibility of the one department. This
failure of community diminishes our ef-
fectiveness, real and perceived, to our
clientele.
Coaching
Leaders may find their perspective out
of alignment with that of the staff they
are encouraging to accept an innova-
tion. Experientially, I think of being on
a rock slope and looking down that
slope across a crevasse recently tra-
versed. From where I sit, the crevasse
now looks like a small crack in the
ground, at most a few feet across, easily
crossed over in a single leap. I tend to
forget the fear and anxiety that stopped
me in my tracks an hour or so ago on
the other side. I forget what it took me
to conquer my inner fears. The staff
memberTs perspective, looking up the
slope, across the crevasse, is now mark-
edly different from mine: the gap is
jagged, dark, deep and wide. How do I
get her to make that leap, to engage the
called-for change?
How does a coach bring teams to an
awareness that they do, indeed, have
what it takes?? The experiential model
of learning, applied above, can be use-
ful to explain team work issues in a lan-
guage that still has some freshness to it.
Picture three rope circles, literally coiled
concentrically on the ground. The inner
one represents my comfort zone. This is
what I am used to doing, how I perceive
the world, how I look at others, what I
am comfortable doing. It is full of what
I know and what I value. The next
circle, a slightly larger one, is the stretch
zone, where I can experience new ideas,
new thoughts, new people, new struc-
tures and, new ways of looking at and
doing things. This zone includes pos-
sible shifts in how I regard the world, if
I am willing to stretch. It can be some-
thing silly, like peeling and eating a ba-
nana with no hands, or adventurous,
like the head of a department saying oI
donTt know� to a team expecting the
leader to know all. Or it can be some-
thing challenging, like reading a com-
pass and chart as a first-time navigator
sailing at night.
The rope circle at the outer edge rep-
resents unexpected change, major
North Carolina Libraries
enough to induce panic, a wrenching
away from my traditional norms and
expectations, demanding a sink or swim
adaptation to the conditions. Like a
thunder storm on a sunny day that
catches me on a ridge, exposed to the
lightning crackling all about. While I
might be challenged to find a survival
Strategy, my terror might also over-
whelm me to the point of panic. In the
workplace, an example would be being
asked to take on a new job, one with
high risks and some potential for failure.
Consulting
In Fourth Generation Management, Brian
Joiner writes of an especially relevant
quality of leadership, the questioning of
assumptions and traditions:
I can take any five problems
from anywhere in a company
and if I push deeper and deeper,
I find that they all stem from
the same core issues.
... Our work as managers is to
become detectives, pursuing
data to search for clues that lead
us to such flaws. Solutions are
often simple and obvious once
a flaw is isolated.!°
This is linked to finding ways to
simplify what we do. Complexity is
findable in the smallest function. It is of
course present in most systems, and
complexity will, without fail, have a
ripple effect on the overall system.
When someone delays for up to six
months the processing of book orders
because of elaborate checking mecha-
nisms, that has implications through-
out the library system, including a large
negative impact on the turnaround
time in getting materials to the shelves
and the users. Or if revision of some
process finds 99.7 % compliance with
standards (i.e., less than half of a per-
centage point error rate) and it takes
one and a half days to do this, we need
to know that this is time added to the
process and to the time it takes us to get
these items to users. We may quarrel
with the impossibility/desirability of
achieving Zero Defects, but at least we
should be knowledgeable about what it
may cost. Robert Henri, writing about
the art of applying oil to canvas, sug-
gests that, oThe easiest thing is the
hardest. It is harder to be simple than it
is to be complex.�!! Anyone who has
sought to look through the convoluted
flowcharts that most of us can produce
for library processes has some apprecia-
Coaching, metaphorically
(Excerpted, with permission, from an expeditionerTs diary)
| am near the top of the cliff face, secure as one can be on a narrow supporting
ledge of rock 80 feet above the quarryTs floor, littered with broken blocks of gran-
ite. | rest against my safety rope and wonder. The coach's voice hails me from above.
oSee the rope? Grab it and I'll pull you up!�
To the right, several feet away and up, there is a sturdy looking rope with a knot
tied in the end.
oYou'll have to jump to catch it� advises the voice.
Jump?
oTo the side. You can do it.�
What and leave the safety of this ledge?
oSure, | think you're ready to stretch yourself Try it�
What if | miss?
My first shaky try fails and | swing against the granite, cursing, scrambling back
to the safety of my ledge. | count my bruises and compose mysel£
| hear the encouraging shouts of my team mates.
The voice again, from above. oNice try. Think about where you want to go and
how to get there. Use your resources. Now, tell me a joke.�
| donTt want to tell anyone a joke.
oOK, take your time.� He hauls up the rope.
It gets quiet, the beauty of the day sinks into me.
Gee, there's got to be a joke | can tell. Oh, yeah, the one about the armadillos.
My tearn mates hoot and holler.
My coach lowers the rope.
| think about what it will take to make this leap.
| tell myself: oUp and to the side, and close to the cliff.�
With a prayer, | launch myself and soar like an eagle across the miles between
me and that rope.
North Carolina Libraries
oo
tion of his paradoxical view.
At Duke, one of the primary ap-
proaches to our achieving large produc-
tivity gains was questioning traditional
policies that were driving our work.!2
Probably of most importance to our
streamlining efforts was the reduction
of the well-intended but rococo like
complexity designed into our work.
Internal Customers
Especially with empowered teams, lead-
ers have a role of managing inside the
interstices, in the ono manTs land�
where teams overlap, like the overlap-
ping circles of a Venn diagram. Team A
can believe itself to be outstanding but
regards Team B, its internal customer, as
not working at an acceptable level. The
consulting role enters in because, in my
experience, the two teams rarely talk
about how they regard each other and
what difficulties (rework and fumbled
ohandoffs�) there are in the interstices.
Occasionally, this approaches an arro-
gance that can be debilitating to the or-
ganization because blame for problems
is placed on other teams and their
members rather than the actual root
causes. These root causes often exist in
the complaining team.
In this situation, Team A ohands
off� work to Team B and believes that
the work was done exceedingly well. In
truth, Team B may be finding Team ATs
work incomplete, irregular, and, at
times, overly demanding, creating
bottlenecks in Team B. Without two-way
communication about what the causes
are for this failure, Team A may wind up
castigating team B for its odropping the
ball,� its poor work flow, lack of under-
standing, and insensitivity to the needs
of Team A!
Tension builds since Team ATs criti-
cism of Team B is promptly fed back to
it via the organizational grapevine. Of
course, Team B may remain silent
(avoiding conflict) or it may send out
counter charges, along the grapevine,
about how Team A is actually the source
of the problem, etc. At the macro level,
this can be found in the institutionalized
but tacit tension between public and
technical services staff in many libraries.
It was situations like this, and many
of a less combustible variety, that led us
to develop the Internal Customer
Feedback form (see Appendix) for feed-
back and problem catching and resolu-
tion between teams. It works well when
used collaboratively by mature teams to
improve overall work flows for the or-
ganization. The process asks that each
Summer 1996 " 61
team understand that processes can be
improved and do require regular atten-
tion. By both teams focusing on the
process, personality conflicts can be
avoided and major redundancies
eliminated, work flow smoothed, and
improved turnaround times gained.
Non-intuitive learning for new
leaders
One of the staples of any successful
change effort is recognition by all of the
need for staff development and educa-
tional opportunities. Expecting a staff
to shift, intuitively, from a historic
model to another, without providing
the training and time for staff to under-
stand the what and how of the new, is
courting certain failure.
Because we had introduced new re-
sponsibilities for team leaders, we knew
that it was incumbent upon us to pro-
vide developmental feedback to the
team leaders, along with identifying ad-
ditional leader-training needs. We asked
staff several questions about how the
team leaders were doing (using a neutral
scale for scoring) and to show what staff
needs were in that team for training as
team members.
Our Home Team Leader Assessment
was based on the stated expectations for
both team members and leaders, with
clusters of questions covering the team
membersT perception about their
leaderTs:
1. job competence
2. application of continuous
improvement concepts (using
new models, factual approaches,
customer inputs, etc.)
. coaching abilities
. leadership
empowerment of team members
. customer service
For the most part, the staff demon-
strated positive support for their team
leaders, but also revealed some unfamil-
iarity with the terms used in the ques-
tionnaire. This underlined, once again,
our need to provide more training so
that everyone would understand the
new organizational model beyond the
superficial. Once understood, the
knowledgeable applications can result
in superior team performance. This suc-
cess then puts positive pressure on the
team to keep the process going " the
ante is raised for both the leader and the
members. Still, the feedback for most of
our team leaders was quite accurate in
pointing out genuine areas for improve-
ment. To date, we have resisted success-
fully the misplaced urging by some staff
62 " Summer 1996
to rank home team leaders according to
their scores and/or assign omentors� to
those receiving olow� scores!
Conclusion
While writing this article, I have real-
ized that when we work in a team-based
structure, it is not expected or appropri-
ate for leaders to resign themselves or to
be relegated to an organizationally sub-
ordinate position. When the power is
shifted, one can expect some rushing in
to fill the perceived power vacuum. Since
you no longer appear to have oit,� there
are people who will seek to reduce your
involvement even further. This can oc-
cur when staff misunderstand what
your role was in the first place and have
neither the inclination or experience to
move beyond this misinformed per-
spective. This is because there really is
no distinct management culture in the
library field, except for that of the hier-
archical model. For the most part, our
understanding of management is
grounded in the PODSCORB model, as
influenced by our mentor relation-
ships " some that can be exciting in
their vision of library service and some,
frankly, stultifying in what they suggest
libraries and library leaders are about.
Leaders have the opportunity (and
one could say the responsibility) to
drive desired organizational break-
throughs. The tough questions, the
hard (and career jeopardizing) choices
made, the arguments put forth that
shift the status quo " all take courage
and integrity. This is leadership, in the
finest sense. Without the vision or
knowing or wanting something differ-
ent on the part of leaders, little will be
accomplished. One of Duke libraryTs
major leadership actions was genuinely
empowering very good people for solv-
ing problems that we as leaders knew
had to be solved. The decision to turn
them loose was considered over a sev-
eral month period; it was not done hap-
hazardly. Our choice was based on the
model that we believed would give op-
timal value to the organization. We
knew from the start that most would
react in positive ways; those that we
expected would not, we thought could
be brought along. Besides, their loyal
opposition would be helpful in refining
the design of the new organization.
We decided in November 1995 to
reinstate the formal reporting relation-
ships. These relationships of course have
changed palpably and ineffably in sub-
stance and style during the two-year hia-
tus. The reinstatement feels like a change
for the better, but we recognize that
what we have is essentially a new rela-
tionship. That it is new is a measure of
how extensive the organizational
change has been. We reinstated this
measure of accountability for several rea-
sons. Among them was the inauguration
of a new university administration, one
with its own perspective on manage-
ment and leadership. And it mattered to
us that there were few others on campus
working with TQM strategies or self-
managing teams. The universityTs incipi-
ent individual performance appraisal
process, requiring supervisory osign
offs,� also played a role in our decision
to make staff accountable. But more im-
portant was the oexpressed desire of a
number of team leaders to reestablish
these relationships in order to provide
better accountability, communication,
and support. Thus, this action is meant
to strengthen the leadership, coaching,
encouraging, and consulting roles of the
(upper administration) throughout the
organization.�13
Our interpretation of the term em-
powerment is becoming more explicit.
We did this to clarify some of the con-
fusion about this word, which has had
the unfortunate fate, like any overused
word or phrase, of being rendered, in
effect, meaningless. To help understand
what is meant by empowerment, envi-
sion a pendulumTs arc with degrees in-
scribed all along it. For a few, empower-
ment means a revolutionary release
from accountability " everyone is his
or her own boss. In an organization of
over 200 people, anarchy is probably
the best description of the result of this
interpretation.
At the other extreme is a rigidly con-
trolled environment by the few in which
most staff have little leeway to deviate
from orders or written procedures or
from consulting the boss or oexpert� for
permission to act. In organizations com-
posed of intelligent, motivated staff, re-
stricting decisions to the few would be a
misuse of a quintessential resource "
the staffTs experience, skills, and ability.
Too-tight control has also been shown in
research studies to be counterproductive
and discouraging of any improvements
over the status quo.
The Perkins Library version of em-
powerment can be found somewhere
along the middle of the arc, well be-
tween the extreme interpretations. This
point is not static; it can and does
move, based on the situation. It has
been our intent all along (actually, since
our participatory efforts began in 1985)
that staff explore the various central
points on the empowerment arc and to
North Carolina Libraries
""
think about and to discuss the implica-
tions for team leader and team member.
This central point is well within the
parameters of MacGregorTs Theory Y.!4
In this interpretation, the respective re-
porting roles of team members and team
leaders do not change. The team leader
remains accountable and has the neces-
sary authority to carry out the work of
the team.
In closing, I have found a person-
ally relevant quotation for thinking
about our new role and the largeness of
our charge:
It is in the darkness of their eyes
that people lose their way, and
not, as they suppose, in any
darkness that shrouds the path.�
" Black Elk,
a Native American leader
Leaders can enlighten groups to
find their way, or they can choose to
believe that darkness does indeed
shroud the path. The three roles of lead-
ing, coaching, and consulting, once we
assume and understand them, can en-
lighten us and our colleagues during
this transformational era.
References
1 John Lubans, Jr., o~I AinTt No Cow-
boy; I Just Found This HatT: Confessions
of an Administrator in an Organization
of Self Managing Teams,� Library Admin-
istration and Management 10 (Winter
1996): 28 - 40. A personal perspective on
what managers do in an organization of
self-managing teams. Largely a case
study of the Duke LibraryTs organiza-
tional strategies from 1985 through
1995, it illustrates the complexities and
difficulties of shifting from the comfort-
able hierarchical model to a much looser
and flatter one of teams. Specifically, the
role of the upper administrative group is
examined when boss/subordinate rela-
tionships are eliminated. The conclusion
includes an assessment of this type of
research library organizational structure.
2 Pew Higher Education Roundtable,
oTo Dance with Change,� Policy Perspec-
tives, 5 (April, 1994) 12A; and William F.
Massy and Robert Zemsky, oUsing Infor-
mation Technology to Enhance Aca-
demic Productivity,� White Paper from
EducomTs National Learning Infrastruc-
ture Initiative (Washington, DC:
Educom, 1995), http://www.educom.edu.
3 Charles Handy, The Age of Paradox
(Cambridge, Mass.: Harvard Business
School Press, 1994), 50 - 59.
4 Lubans, 31.
5 John Secor and Lynne Branche
Brown, oDry Bones, Part 2,� Signatures:
YBP Occasional Papers no.2 (1995).
North Carolina Libraries
a
6 Peter Clayton, oImplementation of
Innovation: A Research Report,� Univer-
sity of Canberra, Faculty of Communica-
tion, Centre for Communication Policy
Research, Research Series, No. 1
(Canberra, Australia: University of
Canberra, 1995), 3.
7 Luther Gulick set forth the acronym
PODSCORB when he described the func-
tions of the executive in his 1937 paper,
oThe Theory of Organization� as cited in
The Encyclopedia of Management, edited
by Carl Heyel, second edition (New York:
Van Nostrand, 1973), 811-12.
8 Peter Senge, oThe LeaderTs New
Work: Building Learning Organiza-
tions,� Sloan Management Review 22 (Fall
1990)37= 23.
9 J. Sterling Livingston, oPygmalion
in Management,� Harvard Business Re-
view 88 (September-October 1988): 121-
130. While this centers on the influence
that leaders have for good or bad on in-
Appendix:
dividual development and performance,
it can be extrapolated for teams.
10 Brian Joiner, Fourth Generation Man-
agement (New York: McGraw, 1994), and
John Lubans, Jr., oSherlockTs Dog or
Managers and Mess Finding,� Library Ad-
ministration and Management 8 (March
1994): 139-49.
11 Robert Henri, The Art Spirit (New
York: Harper & Row, 1984), 167.
12 John Lubans, Jr. oA Decade of
Change: Improving Operating Efficiency
at Perkins Library,� Memorandum to Li-
brary Council, Duke University, Novem-
Det nlIOS,
13 Jerry Campbell, oTeam Leader Re-
porting Relationships,� Internal Memo-
randum to All Library Staff, Perkins Li-
brary, Duke University, October 27,
IO)
14 Douglas M. MacGregor, The Human
Side of Enterprise (New York: McGraw-
Hill, 1960).
Internal Customer Feedback
This is to help set out performance issues and to give feedback to and receive feedback
from your internal customers. An internal customer is defined as one to whom you
hand off work or information in a way that enables another to accomplish his or her
job. It is important to quantify the amount of work and information you give or get
from an internal customer so that some trends can be established to show improve-
ments and areas in need of change, so do not ignore the facts.
Step |. As a team, list out your internal customers. Identify those with whom you have
the most interactions that require rework or some significant clarification on your part
to complete the work.
Step Il. Send two of your team to talk with the internal customer about what they
believe are their operformance indicators,� i.e. what does " odoing a good job� "
mean for them.
Step Ill. At the meeting with the internal customer, identify the important points of
interaction (i.e., points where the exchange of materials or information affects signifi-
cantly the work of each team) and discuss performance norms. Communicate this
back to your team.
Step IV. Based on the results of your meeting with your Internal (IC) Customer, use the
nominal group technique of brainstorming and multivoting to identify actions your team
needs to take in two contrasting categories shown below. Quantify as much as possible.
1. OR 2.
What should we do less of?
We need less help here?
What could we be doing better
Problems?
What should we do more of?
We need more help here?
What are we doing well?
Successes?
How the IC can help us? How we can help the IC?
What does our IC like about weTre doing? What would our IC like to see us change?
What do we like about what our IC are doing? What would we like to see changed?
Step V. Share the results with the IC and ask for similar feedback to you, their IC. Do so
in a timely way, within a two-week span, preferably, so things remain fresh.
©1995 Duke University. Perkins Library. Implementation Planning Team
May 24, 1995
Summer 1996 " 63
Today's Graduate, TomorrowTs Leader:
Off to a Great Start!
ast year, 4,363 new graduates en-
tered the field of librarianship,!
and their main goal is getting a
job " any job! Add these to the
thousands already employed in a
very tight job market. Dr. Al
Jones, Director of Library Services
of Catawba College, recently challenged
these new professionals,
to be very critical and discern-
ing right up front and not to
apply for jobs which hold no
fascination or portend no sense
of self-fulfillment. Students
graduating from ALA-accred-
ited masterTs degree programs
are well-equipped to handle
the challenges of librarianship,
particularly the incorporation
of technological innovations
into traditional library service.2
As 1996 library school graduates
land their first jobs in media centers,
public and academic libraries, and pri-
vate businesses as well as the public sec-
tor, many will be setting goals " laying
the foundation for what can become an
exciting and fulfilling career in a dy-
namic profession. If we were to ask
these graduates their career goals, they
would likely reply that they desire to de-
velop expertise in a specialized area or,
perhaps, to sample a wide range of sub-
specialties within the library profession.
Surely, many of these newcomers would
envision themselves as leaders in yet
unknown settings: as library managers
or directors, as educators or officers in
professional associations.
Preparation for leadership does not
begin with attending library school
64 " Summer 1996
by Gerald V. Holmes and Mary Jo Howard
and entering a new profession. It be-
gins with developing personal and
professional goals along with the de-
sire to pursue those goals. In that pur-
suit, looking for opportunities to gain
skills, networking with people with
similar goals, and developing the cre-
ativity within are essential.
Richard Lidstad, Vice-President of
Human Resources for 3M, speaking to
the 1995 graduates of the University
of Minnesota Carlson School of
ManagementTs Emerging Leadership
Program, states that within his area,
othe number one issue globally is the
identification, assessment, and devel-
opment of leaders.�
For future library leaders, it is a must
to learn the profession through job ex-
perience as well as professional organi-
zations. One of the oldest groups
uniquely geared toward the new profes-
sional is the New Members Round Table
(NMRT) of the American Library Asso-
ciation (ALA).
New Librarians
Professional organizations can be over-
whelming to a beginner encountering
complex bureaucracy while navigating
large conferences. Small sub-groups
within such professional organizations
can provide windows into the larger
group and create a niche for that new
person anxious to start a career path.
New Members Round Table of the
American Library Association (NMRT-
ALA) is such a group " the entry point
within ALA for many " and is well into
its seventh decade, with a bright vision.
This vision, NMRTTs key ingredient, is
revealed in its mission statement that
reads in part:
to help the individual member
to become oriented to the
profession and to encourage
membership participation in its
organizations, national, state
and local; to promote a greater
feeling of responsibility for the
development of library service
and librarianship; and to assist
actively in the recruitment of
qualified persons for the
profession.*
In a 1983 article in American Librar-
ies, Beth Bingham points out that
membership in NMRT can also serve as
a steppingstone to a position of leader-
ship. In addition, R. M. Hersberger
states that,
another major ingredient in
successful library leadership is
the ability to create and
maintain an organizational
climate where new ideas are
welcomed. ... As part of
fostering this type of inventive
climate, the library director
should help focus and channel
ideas for change into meaning-
ful services and programs,
thereby demonstrating again
the compatibility of organiza-
tional and personal goals.®
As new librarians enter the profes-
sion and are employed in mid- and en-
try-level positions, how can they learn
the ropes? Obviously, on-the-job expe-
rience is a must. In addition, one of the
best ways is through contacts with more
North Carolina Libraries
experienced profession-
als in library associations,
whether specialized or
geographically-centered
groups. Librarians who
advance from entry-level
positions into middle
and upper administrative
positions frequently find
that these associations
and contacts are invalu-
able to their professional
development.
While contemplat-
ing the idea of leader-
ship, we consulted with
Dr. Edward G. Holley,
who retired in December
1995 from his position as
William Rand Kenan, Jr.,
Professor in the School
of Information and Li-
brary Science at the Uni-
versity of North Carolina
dui (Edney oxeitedi Gullit eB )icy
Holley responded with
the advice that he received from his
former teacher at the Peabody Library
School in 1949:
In the introductory course he
said that every new librarian
should join three associations:
the national association, ALA;
the state association, Tennessee
Library Association; and the
regional association, Southeast-
ern Library Association.
Membership in the three
associations would enable the
graduate to keep up with
developments in the field
through attendance at
conferences; meet other
persons who might have
ideas about solving current
problems; and continue to
learn about professional
trends through the journals
they published. That still
seems to me excellent advice.
I followed it, and wherever I
moved | always made it a
practice to join the relevant
library associations.�
Programs and Services
NMRT has many programs and op-
portunities that can enrich the new
librarian. NMRTTs Library School
NMRT Library School Outreach Committee, ALA-NMRT presentation to Kent
State University and Information Science Students, April 8, 1993.
From left to right: Adrienne Seba, Melizza Wagner, Gerald Holmes
(presenter), Richard Brhel, Jolene Miller.
of course, NMRT. Members of the
committee assemble current materials
and information for use by these vol-
unteers. NMRT volunteers relate well
to these student groups since member-
ship in the organization is limited to
those librarians or students in library
schools who have been members of
ALA for ten years or less.
Other committees that are respon-
sible for programs and services during
the ALA midwinter and annual confer-
ences include those in charge of the
mentor program, the Students to ALA
Reception/Social, Ex-
hibits Booth, Confer-
ence Orientation, the
NMRT PresidentTs
program, and publica-
tion of the conference
newsletter, Cognotes.
Each activity is de-
signed to encourage
full participation by
library school stu-
dents and new profes-
sionals during the
conference. Those
who feel the need for
an advisor or mentor
are encouraged to reg-
ister for the mentor
program during the
annual conference.
Susan AllenTs article,
oSpecial Attention to
New Members Pays
Off,� reinforces the
role that NMRTTs
commitment to active
participation by members leads to
omembership-retention� in the organi-
zation.T The quarterly newsletter, NURT
Footnotes, informs members of current
developments, news about other mem-
bers, career options and decisions, and
announces future programs of interest
to new professionals.
NMRT Career Support
Members also serve on NMRT commit-
tees that make awards and scholarships
available. One example is the Olofson
NMRT Social, oCelebrating 60 in High Style,� marked the sixtieth anniversary of the round
table, July 1, 1991.
Past Presidents appearing left to right: Karin Ford, Mary Marcum Evans, Charles Kratz,
Diane J. Graves, Marilyn Hinshaw, J. Linda Williams, June Breland, Beth Bingham, Fred
Glazer, Nancy M. Bolt, Marvin H. Scilken, Myrtis Cochran Collins, C. David Warren.
Outreach Committee maintains a
list of professional librarian volun-
teers willing to make presentations
to library school students on the
benefits of membership in ALA and,
North Carolina Libraries Summer 1996 " 69
Award, which provides money for a li-
brarian to attend the annual conference.
Recipients must have attended at least
one, but no more that five, ALA annual
conferences in order to qualify for the
Shirley Anne Olofson Memorial Award.
Established in memory of NMRTTs
former President, who was killed during
her term in a tragic automobile accident,
the award and endowment are made
available through the generous support
of OGLC.?
Another annual award administered
by NMRT is the EBSCO/NMRT Scholar-
ship, a $1000 award toward a masterTs
degree in a formal program of library
education. Available through the gener-
ous support of EBSCO Subscription Ser-
vices, the committee considers financial
need, professional goals, and academic
credentials before the winner is decided.
Finally, the 3M/NMRT Professional
Development Grant is an annual award
given to cover expenses of annual con-
ference attendance, and to encourage
professional development and participa-
tion by new librarians in national ALA
and NMRT activities. A record of accom-
plishments in professional development
is needed to qualify for this grant.
Membership in NMRT has been a
definite asset in the professional career
of its past presidents. For example, thir-
teen past presidents attended the ALA/
NMRT Social during the 1991 Annual
Conference in Atlanta. The event, oCel-
ebrating 60 in High Style,� marked the
sixtieth anniversary of the round table.
After the conference, several of the
past presidents commented on the
benefits they had realized as a result of
active involvement in the organiza-
tion. Two commented on NMRTTs
nurturing environment, which en-
courages creativity and vision.
Nancy M. Bolt, State Librarian
and Assistant Commissioner for Li-
braries and Adult Education for the
Colorado Department of Education,
commented that the organization has
been oinvaluable to her in her career
development.�!9 While an active
member and President (1975-76) of
JMRT, Nancy learned how ALA oper-
ates and how to get things done in the
immense professional organization.
She later became editor of JMRT Foot-
notes and served as President of the
Public Library Association (PLA), as
well as serving as a member of the ALA
Executive Board and the ALA Council.
Myrtis Cochran Collins, the Associ-
ate Librarian for Social Sciences at the
University of California, Berkeley, was
active in several JMRT offices before
66 " Summer 1996 North Carolina Libraries
becoming President (1989-90). Myrtis
stated that she could
say with conviction that Iam
more confident and sure of
myself when it comes to
pursuing and taking on
leadership roles in ALA, other
professional organizations and
in my current position. I
attribute a lot of my profes-
sional growth to JMRT. When
asked to run for JMRT Presi-
dent, I accepted because I
wanted to give back to the new
members of the organization
what I felt was given to me.!4
Networking
Another comment focused on NMRTTs
encouragement of new members to net-
work and meet new colleagues. Net-
working is defined as othe exchange of
information or services among individu-
als, groups, or institutions.�12 Marilyn
Hinshaw, Executive Director of the
Eastern Oklahoma District Library Sys-
tem, commented on her career develop-
ment after serving as JMRT President
(1976-77).
JMRT gave me a network of
contacts and the confi-
dence to believe I could do
just about anything I cared
to do. The second job of
my career was directly
based on a contact within
NMRT Board Leadership Development Breakfast, January
26, 1993. From left to right: Sharon A., Hogan,
Candidate for ALA President and former NMRT member,
Jenifer Abramson, 1992-93 NMRT President, and Elaine
Yontz, Chair, 1992-93 NMRT Exhibitor Contact and
Relations Committee.
JMRT. After that, the jobs
were based on my experi-
ence, but it was critical to
get that second job, which
built and enlarged my
experience. Both the
network of friends and the
confidence have played a
prominent part in my
library career.
All of the comments emphasize the
role that NMRT has played in the prepa-
ration of these individuals for leadership.
Many of the librarians who pursue active
involvement in professional library orga-
nizations early in their career benefit
from actively learning and participating
in the structure of the organization. Serv-
ing on committees and working closely
with librarians on projects builds trust
and enthusiasm for the project and the
organization. The comfort and success
of knowing that you completed the task
or project and that you expanded your
group of colleagues and friends is a ful-
filling experience. Items that embellish
resumes include completed projects
within an organization and colleagues
who can serve as references who will at-
test to the fact that you contributed to
the success of the project while actively
participating in the organization.
Conclusion
Membership in NMRT provides opportu-
nities for new librarians to get involved
in professional organizations. Member-
ship also creates a desire to
maintain active involve-
ment in the organization.
Individuals who enjoy
working on joint projects,
interacting with others in
the profession, serving on
committees, and assisting
others in completing com-
mittee assignments can
gain a great deal from
NMRT activities.
These newcomers de-
velop skills that will build
confidence in their own
abilities,;while prompting
others to participate and
increase their involve-
ment. New professionals
typically are encouraged
in their profession by the
support shown for NMRT-
sponsored programs by
the library community.
Ultimately, NMRT can be
the first step in an exciting
career full of opportunities
for leadership and advancement in the
library profession. To learn more about
the opportunities within NMRT, the fol-
lowing addresses and telephone num-
bers will serve as your first step:
" for the State Association, contact
the NMRT President of the North
Carolina Library Association, c/o
State Library of North Carolina, 109
East Jones Street, Raleigh, NC
27601-1023.
" for the Regional Association,
contact the NMRT President of the
Southeastern Library Association,
c/o Joe Forsee, Director of the
Division of Public Library Services,
156 Trinity Avenue, S.W., Atlanta,
GA 30303-3600.
" for the National Association,
contact the NMRT Staff Liaison at
the American Library Association,
50 East Huron Street, Chicago,
Illinois 60611 or call 1-800-545-
2433.
References
1 Fay Zipkowitz, oPlacements & Sala-
ries 94: New Directions for Recent
Grads,� Library Journal 120 (October 15,
1995): 26.
2 Plummer Alston Jones, Jr., Letter to
authors, December 12, 1995. :
3 Richard Lidstad, oThe Qualities of
Success: Leadership, Diversity, Commu-
nity Service and Career Development,�
Vital Speeches 61 (July 1, 1995): 560.
4 ALA Handbook of Organization and
Membership Directory 1992/1993. (Chi-
cago: ALA, 1992), 96.
5 Beth Bingham, oALA Unit Profile
No. 5: Junior Members Round Table,�
American Libraries 10 June 1979): 290.
6 R. M. Hersberger, oThe Challenges of
Leading and Managing Faculty Status Li-
brarians,� The Journal of Academic
Librarianship 14 January 1989): 363.
7 Edward G. Holley,Letter to authors,
December 1, 1995.
8 Susan Allen, oSpecial Attention to
New Members Pays Off,� Association
Management 38 (February 1986): 182.
9 Nancy M. Bolt, Letter to authors,
September 5, 1991.
10 Marlena Ward, oRetrieving the Past,�
NMRT Footnotes 19 January 1990): 1, 4.
11 Myrtis Cochran Collins, Letter to au-
thors, September 16, 1991.
12 Merriam WebsterTs Desk Dictionary,
1995 ed., s.v. onetworking.�
13 Marilyn Hinshaw, Letter to authors,
October 16, 1991.
Acknowledgments
Both authors would like to acknowledge
Mary Jo Godwin, Jenifer S. Abramson,
Cynthia Ryans, Dr. Al Jones, and Dr.
Edward G. Holley for the assistance and
encouragement that they shared with us.
A special thanks to Dr. Holley for the
wisdom and guidance that he has shared
with many. We wish him the best in his
retirement!
EE _ A
Contributing Members:
Dr. Benjamin F. Speller, Jr.
Martha Richardson, Southeastern
Library Network
Tom Broadfoot, BroadfootTs
Publishing Company
" NCLA RTSS Workshop "
Friday, September 27, 1996
Friday Center, Chapel Hill, N.C.
oThe Interconnected
Information Environment:
Perspective for Resources and
Technical Services�
Broadfoot's has TWO Locations Serving Different Needs
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Full Color Catalog (free upon request)
Summer 1996 " 67
Developing Excellence
in Leadership and Followership:
A Bibliographic Essay
Ibert Einstein reportedly said,
oThe significant problems we
face cannot be solved at the
same level of thinking we were
at when we created them.�!
TodayTs challenges require more
from each of us, whether as lead-
ers or followers. As Bennis and Nanus
pointed out in Leaders, oThe truth is
that leadership opportunities are plen-
tiful and within the reach of most
people.�2
All organizations that intend to
thrive, including libraries, must deal
with changing environmental condi-
tions requiring a higher level of leader-
ship and followership skills. A host of
external forces affect libraries, from the
information explosion (including the
Internet) to other technological innova-
tions. Competition from other informa-
tion providers is increasing. Funding
agencies are demanding greater ac-
countability. All of these forces have led
to increased demands upon libraries
and library workers for additional ser-
vices, skills, and expertise.
Many libraries have responded
to these demands by placing greater
emphasis upon customer service
and by downsizing operations.
These changes have resulted in flat-
ter organizations with increasing re-
sponsibilities for both support and
professional staff.
The management literature is
filled with articles and books on all
aspects of management and leader-
ship. One can find many defini-
tions of leadership in them; how-
68 " Summer 1996
by Janet L. Flowers
ever, these definitions usually list at-
tributes rather than provide a true defi-
nition. For this essay, the following defi-
nition of leadership is used: oThe leader
is someone who can attract and retain
followers.� By extension, a follower is
defined as someone who is influenced
by a leader. Virtually anyone who is
willing and able to develop the skills
that would attract others to him or her-
self can become a leader. Furthermore,
the ability to follow, or ofollowership,�
is important to the health of an organi-
zation. Followers play important roles
in organizations, roles that involve the
use of leadership skills.
Libraries and library workers, there-
fore, face two major challenges related
to leadership and followership. First, li-
brary leaders must tap the staffTs vast
potential to deal with the various forces
affecting libraries. The entire institution
benefits when it uses the staffTs intelli-
gence, knowledge of operations, and
understanding of customer needs. oIf
there is anything that the nineties have
already taught us, itTs that most people
are both leaders and followers. The
roles of leaders and followers are no
longer as clearly demarcated as they
used to be.�*4 One needs only to think
quickly about oneTs acquaintances to
realize that the library clerical worker
also might be the President of the local
PTA! Ora Library Technical Assistant
might be a noted poet. It is fortunate
that these creative and organizational
capabilities are available in libraries
given the abundance of issues and tasks
crying for leadership attention. It is ap-
parent that these staff members and
others express themselves more fully in
other areas of their lives outside the li-
brary. Could it be because of lack of op-
portunity and/or an unsupportive work
environment in the library? Adminis-
trators can encourage staff to develop
leadership and followership skills by en-
couraging them to take advantage of
training opportunities, and by making
such opportunities available.
Second, all library workers need to
Library workers know that, although the formal
mechanisms for widespread leadership are
in place in an organization,
much leadership takes place informally.
North Carolina Libraries |
=o
develop leadership and followership
skills that will enable them to partici-
pate actively in making organizational
improvements. Those who study hu-
man behavior have noted that most in-
dividuals do not use their full creative
or cognitive abilities. However, this does
not have to be the case. Louis Ravenhill
in The Last Days Newsletter tells about a
group of tourists who were visiting a
picturesque village. As they walked by
an old man sitting by a fence, one tour-
ist asked in a patronizing way, oWere
any great men born in this village?� The
old man replied, oNope, only babies.�
The fact that experts now commonly
accept the fact that leaders and follow-
ers can be trained is cause for optimism.
Robert Kelley, in his book on
followership, contends that oLeaders
are partners who simply do different
things than followers. But both add
value and both contributions are neces-
sary for success. But one is not more
important than the other.� This has be-
come increasingly evident in the library
environment as we rely ever more upon
the paraprofessional staff to run the
daily operations and the systems staff to
provide technical support. Paraprofes-
sional staff form a large percentage of
our work force in libraries and perform
many vital services. As Larry Oberg re-
ports, oToday, few areas of library work
are off limits to paraprofessionals, and
they perform most of our traditional or-
ganizational and archival tasks.�7
Library workers know that, al-
though the formal mechanisms for
widespread leadership are in place in an
organization, much leadership takes
place informally. Everyone is familiar
with the formal organizational charts
and the informal based-on-personal-ex-
perience with owho gets it done� chan-
nels used by those knowledgeable about
tives tocal= osystem: INFo teality,
followership and leadership are two
separate concepts, two separate roles.
They are complementary, not competi-
tive, paths to organizational contribu-
tion. Neither role corners the market on
brains, motivation, talent, nor action.
Either role can result in an award-win-
ning performance or a flop.�8
Characteristics of Excellence
Given the increased demands upon li-
braries and workers, award-winning
performances are required. As those
who watch the Olympic competitions
know, certain factors clearly lead to ex-
cellence in athletic accomplishments.
North Carolina Libraries
The overriding one is the carefully de-
fined and usually specific goals estab-
lished by the athlete when preparing for
the event. This theme of clearly defined
goals or mission statements is found in
much of the management literature.
Leaders and followers must consciously
evaluate and establish their personal
and work-related goals to achieve excel-
lence in either role.
Warren Bennis and Brent Nanus, in
their ground-breaking work on leader-
ship, Leaders: The Strategies for Taking
Charge, identified four areas of compe-
tency in great leaders. The first is atten-
tion through vision, which involves cre-
ating a focus for the followers. The sec-
ond is meaning through communication,
which means that leaders invent the
images and models through which this
vision is to be reached. The third is
trust, an essential ingredient in any
leadership role. Followers must know
the positions (or more importantly the
values) of leaders and be able to predict
their behavior to feel comfortable in fol-
lowing that leader. Finally, they point
out that leaders must have positive self-
regard, which oconsists of three major
components: knowledge of oneTs
strengths, the capacity to nurture and
develop those strengths, and the ability
to discern the fit between oneTs
strengths and weaknesses and the
organizationTs needs.�9
In The Power of Followership: How to
Create Leaders People Want to Follow and
Followerers Who Lead Themselves, Robert
Kelley identified one primary character-
istic of followers who exhibit excel-
lence. oWhat separates an exemplary
follower from someone who does really
good work is the notion of ~value
added.T ... It means making a positive
difference in accelerating the organiza-
tion toward its goals.�!° A good ex-
ample is the difference between a li-
brary worker who continues to perform
the same, perhaps no longer necessary,
service. The excellent follower, after
checking with library customers, would
propose a more relevant service. Exem-
plary followers are focused and commit-
ted. They learn as much as they can
about the organization and its custom-
ers. They ask questions about how their
work fits into that of their unit, their
department, their division, and the li-
brary as a whole. They check with their
supervisor to see how their work con-
tributes to his or her work and success.
They develop competence in tasks criti-
cal to the organizationTs success, such as
expertise in bibliographic control or
computer skills. They show initiative
by learning new skills, by taking on new
responsibilities, and by sharing new
ideas that would enhance _ the
organizationTs effectiveness.
Ways to Acquire Excellent Leader"
ship and Followership Skills
As shown in the preceding descriptions,
acquiring excellence involves commit-
ment, energy, and a dedication to learn-
ing and growing. Whatever our current
roles and circumstances, we must strive
toward development of those skills that
will enable us to do the best job pos-
sible. There are three sources of infor-
mation to help us reach our potential.
First, we should look to those staff
members who have made the transition
from ofollower� to oleader� and learn
from them. This transition could result
from a change in position or even just a
change in attitude and growth in under-
standing of how to make a different
contribution. From the examples cited
above, obviously those individuals mak-
ing these transitions accept the chal-
lenge of skills development and risk tak-
ing. We can learn from those who have
been in one role previously to gain per-
spective on othe view from the other
side� and to help others who wish to
make the transition. As Joan Bechtel
states in her article, oLeadership Lessons
Learned from Managing and Being
Managed,�
The experience of ~being
managedT and subsequently of
~managingT have led me to the
conviction that effective
leadership is best understood as
a service role or occupation ....
The leaderTs role is to nurture
cooperative relationships
among the workers while
making sure they have what
they need to enable them to do
their jobs most effectively. The
major focus is neither on the
leader, nor on the lead [sic], but
rather on the mission of the
library.!!
Shelley Rogers also notes in oOut of
Theory and Into Practice: Supervising
Library Employees,� that o... manage-
ment is an acquired art " and one that
usually improves with practice.o1!2
Secondly, we should consider mem-
bership and active participation in the
Library Administration and Manage-
ment Section of the North Carolina Li-
brary Association (LAMS/NCLA), whose
Summer 1996 " 69
mission is to provide oan organizational
framework for improving the practice of
administration in libraries and for iden-
tifying and fostering administrative
skill.�13_ LAMS/NCLA is not just for ad-
ministrators and managers; it is for all
library workers who want to improve
their management skills. The SectionTs
recent workshops targeted a broader
audience. In 1992, LAMS/NCLA spon-
sored the workshop: oEmpowerment:
Tapping EveryoneTs Creative Potential�
and, in 1994, oOut of Bureaucracy into
Leadership: Getting Things Done
Whether or Not You are in Charge.�
Both workshop themes recognize that
leadership occurs at all levels in an orga-
nization and the section has a responsi-
bility to provide training for all inter-
ested staff.
Third and finally, all can benefit
from wise use of the best general man-
agement literature to adapt and then
adopt the most relevant parts for prac-
tice in their own situations. From the
multitude of choices, this essay focuses
upon three areas to develop expertise in
leadership or followership: self-assess-
ment, influential skills, and the empow-
erment process.
Skills Development:
Self-Assessment
To improve as a leader or follower, one
must first examine oneself to develop a
greater self understanding. Gilbert
BrimTs book, Ambition: How We Manage
Success and Failure Throughout Our Lives,
is an excellent starting place for a gen-
eral understanding of our common
striving, struggling, and resolution of
skills issues throughout our lives. As
Brim states,
We have a basic drive for
growth and mastery that is
expressed in a variety of
specific ambitions. This is a
universal characteristic of
humans .... We prefer to live in
a way that keeps us at a level of
~just manageable difficulties.T
We want to be challenged. If
life is too hard, we try to ease
back; but, if life is too easy, we
try to create greater challenges
and put more demands upon
ourselves. !4
A good starting point is to examine the
successes and failures in our own lives
and how we have adapted to them.
As Larry Holman points out in 11
Lessons in Self-Leadership, oMoving to-
70 " Summer 1996
ward positive expectations and beliefs
about ourselves and our work " and, by
extension, about our teammates and
their work " is a process ... The first
step toward raising your expectations is
the same first step needed to form many
of the habits of success: Determine
what you want to do.� 15
Stephen Covey, one of the most
eloquent writers on excellence in lead-
ership, urges readers
to move from man-
agement of their time
around priorities to
management based
upon principles at
four levels: personal,
interpersonal, mana-
gerial, and organiza-
tional. CoveyTs book,
The Seven Habits of
Highly Effective People,
also outlines habits,
which, if internalized,
can lead to greater effectiveness as a per-
son and an employee. He believes that
ofrom [the seven habits] an individual
can effectively solve problems, maxi-
mize opportunities, and continually
learn and integrate other principles in
an upward spiral of growth.�16
An additional approach would be
to take continuing education courses.
Experiences such as those described by
Kathryn Deiss in her article, oPaying
Attention in Greensboro: The Executive
Women Workshop Experience,� are
good indicators of a staff memberTs will-
ingness to grow and change with the
organization. Deiss attended a work-
shop at the Center for Creative Leader-
ship in Greensboro, North Carolina, to
strengthen her self awareness and estab-
lish goals for her personal life and ca-
reer. She reported that
Part of this [program] asked
that we develop a few goals
(professional, personal, com-
munity, or family-oriented)
and that we establish a specific
plan to accomplish one of the
goals ... It forced us to think
about what it would take, how
long it would take, and about
how we would recognize
completion.� !7
Opportunities like these challenge us
to re-examine our own values, beliefs,
and goals and put them into the per-
spectives not just of our work but of
our lives.
Skills Development:
Ability to Influence Others
Stephen CoveyTs provocative work, Prin-
ciple-Centered Leadership, includes a
chapter entitled oThirty Methods of In-
fluence.� He submits that there are
three basic categories of influence: 1) to
model by example (others see); 2) to
build caring relationships (others feel);
... With flatter organizations,
fewer of us will be in charge,
but we will still need to know
how to influence change.
and 3) to mentor by instruction (others
hear).�18 He clearly believes that we in-
fluence by example, through relation-
ships, and by teaching.
Denis Waitley explains how indi-
viduals at every level in organizations
must reinvent themselves to maximize
their potential. According to Waitley,
effective self-leadership has become es-
sential as we live in an increasingly
knowledge-based world with rapid soci-
etal change. He emphasizes individual
responsibility. o... those who are aware
that they have the power of decision "
that they exert control over what hap-
pens to them " can choose more effec-
tive responses to change and to lifeTs
offerings .... The ~Why Me?T so often
heard today should be ~Try me!T�19
For those who consider themselves
followers, Geoffrey BellmanTs book, Get-
ting Things Done When You are Not in
Charge, provides valuable insights.
Bellman assumes that, with flatter orga-
nizations, fewer of us will be in charge,
but we will still need to know how to
influence change. He also presupposes
that even those in charge have limited
power. As Bellman says, oIf you are at all
like most of the other able people I work
with in the middle of large organiza-
tions, you are leading a lot less than you
proclaim you want to, and less than you
know how to. You have the potential
to do much more for your organiza-
tion and yourself than you are doing
now. You frequently hold yourself
back from action.�29 BellmanTs book
offers advice on getting other staff to
support your cause, obtaining greater
North Carolina Libraries |
bis
support from management in initiat-
ing change, and dealing with organiza-
tional politics and power. Furthermore,
it points out ways to increase your job
performance and personal satisfaction
at work.
Skills Development:
Empowerment Process
Much has been written about team-
based management, TQM, and other
approaches involving greater staff par-
ticipation in the decision-making pro-
cesses in organizations, including librar-
ies. However, while some organizations
report great success with these ap-
proaches, others are abandoning or
modifying them for their local situa-
tions. Both leaders and followers have
very important roles to play in the suc-
cessful empowerment process.
At its heart, empowerment involves
letting go of control by the manage-
ment of an organization. This letting
go, however, is not an anarchy. It is the
development of a process of mutual
partnership to meet an organizationTs
goals. We can learn a lesson regarding
empowerment issues within organiza-
tions from sandhill cranes. These birds,
which fly great distances across conti-
nents, apparently have three remark-
able qualities. They rotate leadership.
No one bird stays out in front all of the
time. They choose leaders who can
handle turbulence. Finally, while one
bird is leading, the rest are honking
affirmations of the others.
From organizations still entrenched
in hierarchy to those on the cutting
edge of TQM, there are some funda-
mental skills that must be developed
and used to be successful. The first is
the building and maintenance of trust
and respect between the leaders and fol-
lowers or team members. Often, how-
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... empowerment involves letting go of control
by the management of an organization. This
... is not an anarchy. It is the development of a
process of mutual partnership to meet an
organization's goals.
ever, even the most well-meaning
leader will revert to old-style manage-
ment by instruction rather than by re-
sults, thus undermining the followerTs
opportunity to expand his skills. The
Leadership Trapeze by Wilson, George,
and Wellins aptly describes the way
that managers and supervisors often
feel during these times of transition and
how they must dare to let go. oThe lead-
ership transition isnTt merely a matter
of numbers and bottom-line results. ItTs
also about profound personal change.
It involves much more than getting
skills and competencies; leaders must
learn how to think and feel differ-
ently.�21_ Leaders must learn to move
from being a commander to a coach.
This book diagnoses the stages that
teams, team leaders, and team members
(read followers) go through in the tran-
sition from a traditional to being a
team-based environment.
Second is the development of a
win/win attitude. Covey describes this
as oa frame of mind and heart that con-
stantly seeks mutual benefit in all hu-
man interactions. ItTs not your way or
my way; itTs a better way, a higher
way.�22 In his book, Leadership is an Art,
Max DePree suggests that followership
and leadership involve intimacy and
personal covenants that people make
with each other at work. Harking back
to the original meaning of the word
~leader,T he believes that leaders donTt
inflict pain; they bear pain.�23 Neal
Whitten, in Becoming an Indispensable
Employee in a Disposable World, advo-
cates that individuals use the following
measures to increase their empower-
ment:
1. Understand your job
2. Take more responsibility for
technical and business
decisions
3. Take ownership of your own
personal development and
career .... Believe that you
can make a difference.74
Third is the creation and mainte-
nance of a supportive work environ-
ment in which risk taking and initiative
are encouraged and rewarded. As Covey
proposes, oHelpful organizational sys-
tems greatly facilitate the fulfillment of
win/win agreements. Their systems
might include strategic planning, com-
pany structure, job design, communica-
tion, budgeting, compensation, infor-
mation, recruitment, selection, place-
ment, training, and development. Ina
helpful system, people receive informa-
tion about their performance directly,
and they use it to make necessary cor-
rections.�25
MUMFORD
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Summer 1996 " 71
Future Challenges: Incorporation
of New Skills into Personal and
Organizational Life
Given volatile internal and external
environments, library managers must
recruit new staff who exhibit the will-
ingness to change and grow to help in-
stitutions move successfully into the
next century. As managers look for
these individuals, credentials become
less of a predictor of success. Factors
such as the individualTs attitudes toward
change and personal growth can be
more revealing barometers of success.
Furthermore, as library workers
move toward greater participation in
leadership, current leaders must find
ways to change their assumptions and
paradigms about their roles, the roles of
others, and the organization itself. In
The Fifth Discipline: the Art and Practive
of the Learning Organization, Peter
Senge has provided excellent context
for organizations that must constantly
... the work of leaders
and followers is inextricably
intertwined.
assimilate new paradigms to survive.
He explains that oSystems thinking is
a discipline for seeing the ~structuresT
that underlie complex situations, and
for discerning high from lower lever-
age change .... All [of the disciplines
in his book] are concerned with a shift
of mind from seeing parts to seeing
wholes, from seeing people as helpless
reactors to seeing them as active par-
ticipants in shaping their reality, from
reacting to the present to creating the
future.�26
Managers and supervisors also must
develop new habits to replace the old
ones used in their relationships with
their followers. William Byham has
exposed the ostarts and fits� that ac-
company changes when an organiza-
tion is moving toward empowerment.
His book, Heroz, tells the story of factory
workers making arrows for knights to
use in their fights with dragons. It il-
lustrates how to go about either dis-
tributing power more evenly among
staff or taking more proactive roles as
a worker not in charge. Among many
tips in this fable are the following three
72 " Summer 1996
rules for how leaders should behave to-
ward others:
1. Maintain or enhance self-
esteem.
2. Listen and respond with
empathy
3. Ask for help and encourage
involvement.�27
Followers have responsibilities to
help their organizations in more vital
ways. Kelley advises followers to de-
velop two critical skills: independent
critical thinking and active engage-
ment.28 The exemplary follower thinks
for himself or herself separately from
the leader or other members of the
group. He or she also takes the initia-
tive in meeting the challenges despite
other staffTs level of followership or the
bureaucratic restraints. Kelley sees fol-
lowers as providing additional value
through becoming more goal-focused
and finding ways to make contributions
to the organization. These individuals
develop their expertise in ar-
eas beyond the scope of their
present assignment, volun-
teer to take on new duties,
and champion creative ideas.
As Kelley often declares, fol-
lowers can play absolutely
vital and transforming roles
in their organizations. To do
so, they must choose to look
beyond the narrow perspec-
tive of their own tasks and become ac-
tively involved in the success of their
organization.
Conclusion
This essay has posited three points: (1)
leadership and followership roles are
equally important; (2) staff can de-
velop skills in these areas; and (3) the
work of leaders and followers is so
closely related that they are mutually
dependent upon one another to
achieve the excellence needed in our
organizations today.
Both leadership and followership
are valuable contributions to our orga-
nizations; library workers can be influ-
ential while reaching their own goals,
those of others, and those of the organi-
zation. Most individuals can develop
the skills needed for excellence in lead-
ership and followership by paying par-
ticular attention to the experiences of
those who are in followership roles be-
cause these individuals have unique
perspectives to share. Another approach
is participation in organizations, such as
LAMS/NCLA, and attendance at work-
shops to learn from others who are fac-
ing the same skills issues. A third ap-
proach is through attentive reading and
consideration of the best in the current
general management literature and how
it might be applied to library workers
and library environments. Besides the
wide variety of resources cited in this
essay, New ones are produced daily, in-
cluding ideas on listservs such as
LIBADMIN and LIBPER-L. Continuous
learning is essential for excellence in
both leadership and followership.
Finally, the work of leaders and fol-
lowers is inextricably intertwined. Both
roles require many of the same skills.
Indeed, most of us move back and forth
between the two roles depending upon
the circumstance. Followership is any-
thing but a passive role. At the level of
excellence, it is a very active one, which
greatly supports the efforts of the desig-
nated leader. Both roles are essential
and interdependent. Ultimately, the
level of skill, motivation, and enthusi-
asm we each bring to our organizations
will determine both our own personal
and the organizationTs success. Given
the high quality of library workers in
this state and the willingness of many
to stretch to reach excellence in leader-
ship and followership, North Carolina
libraries are in good hands.
References
1 Stephen R. Covey, The Seven Habits
of Highly Effective People (New York:
Simon and Schuster, 1989), 42.
2 Warren Bennis and Burt Nanus,
Leaders: The Strategies for Taking Charge
(New York: Harper & Row, 1985), 222.
3 Robert Kelley, The Power of
Followership: How to Create Leaders People
Want to Follow and Followers Who Lead
Themselves (New York: Doubleday Cur-
rency, 1992), 46.
sabid nD
5 John C. Maxwell, Developing the
Leader Within You (Nashville: Thomas
Nelson, 1993): Introduction, unnum-
bered.
6 Tbid, 227.
7 Larry R. Oberg, oThe Emergence of
the Paraprofessional in Academic Li-
braries: Perceptions and Realities,� Col-
lege and Research Libraries 53 (March
1991): 100.
8 Kelley, 41.
9 Ibid, 61-62.
10 Kelley, 130-131.
" Joan M. Bechtel, oLeadership Les-
sons Learned from Managing and Being
Managed,� Journal of Academic
North Carolina Libraries q
Librarianship 18 (January 1993), 357.
12 Shelley L. Rogers, oOut of Theory
and Into Practice: Supervising Library
Employees,� Journal of Academic
Librarianship 19 July 1993): 154.
13 North Carolina Library Association.
Library Administration and Management
Section, Bylaws 2 January 1994): 17.
14 Gilbert Brim, Ambition: How We
Manage Success and Failure Throughout
Our Lives (New York: Basic Books,
1992) 33
1S Larry Holman, 11 Lessons in Self-
Leadership: Insights for Personal & Profes-
sional Success (Lexington, Kentucky: A
Lessons in Leadership Book, 1995), 254.
16 Covey, The Seven Habits of Highly Ef-
fective People, 52.
17 Kathryn J. Deiss, oPaying Atten-
tion in Greensboro: The Executive
Women Workshop Experience,� Li-
brary Administration and Management 7
(Fall. 1993):,235.
18 Stephen R. Covey, Principle-Centered
Leadership (New York: Summit Books,
TOOT) Poy
19 Denis Waitley, Empires of the Mind:
Lessons to Lead and Succeed in a
Knowlege-Based World (New York: Will-
iam Morrow and Co., Inc., 1995), 20.
20 Geoffrey M. Bellman, Getting Things
Done When You Are Not In Charge (New
York: Simon and Schuster, 1992), 16.
21 Jeanne M. Wilson, Jill George, and
Richard S. Wellins, with William C.
Byham, Leadership Trapeze: Strategies for
Leadership in Team-Based Organizations
(San Francisco: Jossey-Bass, 1994), 38.
22 Covey, The Seven Habits of Highly Ef-
fective People, 207.
23 Kelley, 35.
24 Neal Whitten, Becoming an Indis-
pensable Employee in a Disposable World
(Amsterdam: Pfeiffer & Company,
1995), 68-69.
25 Covey, 195.
26 Peter M. Senge, The Fifth Discipline:
the Art and Practice of the Learning Orga-
nization (New York: Doubleday Cur-
rency, 1990), 69.
27 William C. Byham and Jeff Cox,
Heroz: Empower Yourself, Your Coworkers,
Your Company (New York: Harmony
Books, 1994), 68.
28 Kelley, 125-26.
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The author wishes to thank Patricia Langelier
for reading the first draft of this paper.
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North Carolina Libraries Summer 1996 " 7%
"
POINT
Truly Effective Leaders Are Born,
Not Made
by Benjamin F. Speller, Jr.
oLeadership is the function of who you are.�
" Richard Ruhmann, oLeadership in a Changing World,� Business Leader 7 (January 1996): 6.
ccording to a December 9, 1995, editorial in The Economist, this basic principle is at the core of
effective leadership. oIn America, leadership has become something of a cult concept.� The
trend in assuming that everyone can be a leader has resulted in a significant vaccum of truly
effective leaders. As a result, leadership training centers are being developed at a significant
rate. Frank Freeman of the Center for Creative Leadership estimated for The Economist that
more than 500-600 colleges in the United States offer some type of leadership program.
This estimate does not include commercial organizations or professional associations.
True leaders are born, not made. They generally are open and have never met a stranger. They
have a sense of the importance of maintaining the self-esteem of others even in negative encounters
or in light of philosophical differences. They have the ability to focus on the broader world and look
for long-term impact. They can discern from what they hear the precise short-term and long-term
needs of their communities. They learn intuitively, at an early age, that timing is everything. They are
ready when a window of opportunity opens. True leaders are aware not only of their own motiva-
tions, but the motivations of their communities.
My professional experiences with individuals in positions of leadership , and those that I have read
about in the literature of librarianship, business, and politics, can be grouped into three categories:
1. Those who possess the capacity to inspire others to undertake initiatives, but lack the self-
discipline to translate their vision into sustained programmatic activity.
2. Those who possess exceptional practical discipline, but are unable to mobilize the communities
or constituent groups.
3. Those who possess both the capacity to inspire their constituent groups with a vision to organi-
zational transformation and the ability to lead a disciplined and structured business enterprise.
The libraries that impress me most are headed by individuals whose leadership skills place them in
the third category. The leadership qualities most broadly evident include:
Balanced competencies. They are perceptive community leaders and disciplined business managers.
Sense of vocation. They come to their work with a strong commitment. They do not see what they
do as a job or temporary activity.
Personal integrity. They operate aboveboard with a sense of personal integrity and have respect for
the contributions of others. They always acknowledge personally and publicly the contributions of
others.
Determination to succeed. They consistently make seemingly unworkable projects work because
of a stubborn unwillingness to give up on something in which they have a strong belief.
Collaborative work ethic. They stress working in partnerships and cooperatively with others in
their organizations and communities.
Eye for winners. They recognize an excellent resource, human or product, when they see it.
Results-oriented. They focus on finding solutions to problems rather than complaining about dif-
ficulties. They are more interested in long-term solutions.
Visionary. They focus on innovation and experimentation. Operational flexibility is also one of their
guiding principles.
When we identify individuals in our library programs, libraries, or professional associations who
are obviously born leaders, we should encourage them: (1) to acquire the knowledge and technical
skills and (2) to enhance their diplomatic skills to become our next generation of effective leaders in a
global environment.
74 " Summer 1996 North Carolina Libraries
Then LetTs Get Out
of the Way!
by Harry Tuchmayer, Column Editor
| he fact of the matter is, if Ben is right, and I tend to think he is, then we have a big
problem on our hands. If truly effective leaders are really born and not made, then
| there is too much genetic engineering going on!
Now its one thing in the world of politics. Spin doctors and deep pockets have
| much too much influence as it is to expect anything other than manufactured
leaders dominating the field. But why are the rest of us still trying to create these
| leaders out of whole cloth? The truth of the matter is, librarians are spending too much time
creating bad leaders, when we should be training good librarians.
Rather than wasting time on workshops and leadership institutes designed to build
future leaders, doesnTt it make more sense to focus our energies on preparing a core of
properly educated and well trained professionals? Because the problem isnTt with finding
leaders with vision, but with making certain we are all working towards the same vision.
Well trained librarians should already know what the goals of the library are and where
our profession is headed. And if they donTt, then letTs focus our energies on making certain
that they do. Adequately train the people you have, and if they still canTt do the job, get rid
of them. Recruit intelligent and capable people to become librarians and information
professionals. Pay them what theyTre worth. Then leave them alone to do the job they were
hired to do.
The problem has never been one of identifying individuals with leadership potential, the
problem is when we try to make them leaders. Because by definition, those who already
opossess both the capacity to inspire� and othe ability to lead� donTt sit idly by waiting for
others to give them the reins of power, they take it.
The real problem is when we try to make a leader out of an individual who possesses
Only one or two of the many traits that Ben so aptly identified as component parts of the
leadership personality. It doesnTt work!
Encouraging individuals to grow and develop is a wonderful thing, but donTt confuse
development with destiny. Potential is just that, potential. It is neither a predictor of success
or a guarantee of performance. Let the onatural leaders� come to the forefront on their own,
and stop forcing others to become someone the rest of us will regret was ever created.
LetTs be honest. Too many leaders are put in that position because they were once great
librarians. But being a competent bibliographer, cataloger or reference librarian has no
bearing on whether or not you can lead people into the future. And too often we make these
very people the leaders of our organizations.
A good leader must be someone who is capable of creating an environment that lets the
individual reach their full potential. He must allow subordinates to take informed risks, and if
necessary, learn by their mistakes as well as success. And finally, he must trust that the vision
he helped create, will be pursued by those who work in the organization.
Of course, its the ovision thing� that causes most of the problems. Why is it that two
dynamic and capable leaders can often have such varying views of the future. How do you
ever correct for those charismatic individuals who are capable of leading us in the wrong
direction, or quite possibly, on the road to ruin. What do you do when you have such a
leader, and he is leading us all astray?
My feeling is we often get into these messes precisely because we are too busy encourag-
ing those who have some of the qualities it takes to lead, without ever bothering to first
determine whether or not we know where it is they will lead us.
Maybe, just maybe, we should leave well enough alone and let nature take its course.
North Carolina Libraries Summer 1996 " 79
ee
SY ca edition x
Editor's Note: North Carolina Libraries presents this feature in recognition of the increase in excellent unsolicited manuscripts that merit
publication, but are not necessarily related to each issue's specific theme.
A Case in Point:
Individual Library Instruction for International Students
by Nan Watkins
estern Carolina University, a small comprehen-
sive regional campus with a student enrollment
of approximately six thousand, is one of the
sixteen senior institutions of the University of
North Carolina. It is situated in the unincorpo-
rated village of Cullowhee in the Blue Ridge Mountains.
With an international student population of less than two
percent of the student body, why would our library reference
staff make it a priority to support individualized bibliographic
instruction for students from other countries?
A majority of our international students are graduate stu-
dents, and most come from Asian and African countries. Al-
most none have experience using American libraries, and many
have limited ability using the English language. A minority of
students come from Europe and South America with varying
degrees of command of written and spoken English. When
left on their own in our library, most of these students do not
know where to begin. When I first joined the library staff thir-
teen years ago, a few international students managed to join
our regular library tours for freshmen, but they profited little
because of their limitations with the English language and
their lack of experience in American libraries. They were hesi-
tant to come to the Reference Desk for help; when they did
come, the staff had trouble understanding their requests, and
the students often did not have the background to compre-
hend the librarianTs reply. Despite these hardships, the inter-
national students remained persistent in their attempts to do
library assignments and research, and the librarians remained
unsatisfied with their ability to give them meaningful help.
Something had to be done.
The staff of our Reference Department identified the spe-
cialized needs of international students some ten years ago.
We came to realize that our roughly one hundred interna-
tional students were among the most dedicated and extensive
users of the library. Because we are a small school, we felt that
having one librarian take extra time at the beginning of each
semester to give the approximately twenty new international
students individualized library instruction would be an effi-
cient way to put the foreign students on a near-equal footing
with their American classmates. We hoped that by giving the
international students this specially designed library instruc-
tion, the future interactions between foreign students and li-
brary staff would be more effective, more sophisticated, and
more rewarding for all concerned.
Having been a foreign student myself, I offered to develop
76 " Spring 1996
a special orientation program tailored to the individual needs
of our international students. When I began developing this
program, I turned to the literature to see what help and advice
were available. One of the first studies on international stu-
dentsT library orientation was published in 1969 by Mary Lewis.
A few articles appeared each year during the 1970s. Then, the
1980s saw a large increase in foreign student enrollment with
a corresponding increase in library literature dealing with this
new challenge for librarians. Early in 1995, Allen Natowitz
examined eighteen articles written over the previous ten years
and put into perspective the current state of orientation for in-
ternational students. The articles ranged from practical sugges-
tions on how to present new material to foreign students, to
special classroom instruction for these students, to statistical
studies of the effectiveness of various programs. Nowhere did
I find a guide to individualized instruction. Thus, it was with
a combination of personal experience and reading the pub-
lished literature that I developed a program that suited the
needs of the students and staff at our library.
International students require that we understand their
different worlds of experience. We must remember that they
come from different cultural backgrounds and have different
social standards from our own. For students who have just
flown in from a distant foreign country, the culture shock is
great. They must deal immediately with a foreign immigra-
tion service, a foreign language, foreign money, a foreign cal-
endar, and a foreign educational system. They must adjust to
many subtle changes in daily life: different expectations con-
cerning punctuality and different ways of interacting with
people, including different roles for men and women. When
things get rough, they become homesick for their native coun-
tries, their own foods, and their own places of religious wor-
ship. Yet, these students know that they and their families
have made great sacrifices for them to come to the United
States for an education, and they want to make the most of
their time here.
Our goal for these new international students was to help
them become proficient in the basic skills required for using
our university library for their graduate or undergraduate stud-
ies. It was agreed that this would mean the students should
know the layout of the library; have a fundamental under-
standing of the LC classification scheme and what a call num-
ber is; have the ability to use the OPAC to find a book; under-
stand how to use a periodical index to find an article; know
how to locate the book and article on the library shelves; be
North Carolina Libraries
a ee eee ea eee
introduced briefly to those automated and paper resources
that would be appropriate to the studentsT fields of study;
know how to operate the copy machines and how to check
out circulating materials; know when to ask the librarian for
help when they were unable to locate what they needed.
During the past ten years that I have given instruction to
our international students, I have refined the technique and
made changes when new technology and resources required
them. Despite the great changes that have taken place in
college and university libraries during that time, four steps
remain basic to the instruction. They are as follows:
1. Identify the new international students at the
beginning of each semester.
2. Meet the students as a group and give them written
invitations for their individualized instruction.
3. Interview the students briefly when they come to the
library to make their appointments for instruction.
4. Give a library tour and instruction tailored to the
needs of the individual foreign students.
Before discussing these four steps, let me mention a few
general techniques that I have found effective in
working with international students:
e Plan to instruct from one to a maximum
of four students at a time; when there is
more than one student, it is preferable
that they be from the same country.
Two or three is a good number for
students who have low language skills,
for they can help each other understand
new concepts in their native language.
If there are more than four students,
they do not get much hands-on
experience, and they receive less
individual attention.
e Speak clearly, perhaps a bit more slowly than usual,
and do not use slang or jargon. Do not make jokes
unless your students are excellent speakers of
English. It is not necessary to raise your voice.
e Do not lecture, but converse with the students,
asking frequent questions that require responses.
The fact that the students often nod their heads
while you talk does not mean that they understand
what you are saying.
e Carry a plain piece of paper and a pen while giving
the tour and instruction, and write down important
words which are not familiar to the students. They
master new vocabulary more easily when simulta-
neously seeing and hearing the words.
e Give the students as much hands-on experience as
possible. It is helpful to stand with your hands
behind your back when demonstrating machines so
that the students will have the experience of doing
things for themselves.
e Be selective about what you choose to show the
students, and avoid overwhelming them with too
much information in a short period of time. Limit
each session to one hour.
e Sharpen your listening skills to be alert to various
foreign accents. If you cannot understand what a
student says, ask him/her to write it down.
e Keep patience and good humor in generous supply.
North Carolina Libraries
The first step of identifying the new students is achieved
with the help of the Director for International Students. At
the beginning of each semester, I attend the required Special
Orientation for International Students held the weekend be-
fore classes begin. There I meet all the new students, get a list
of their names, addresses, and phone numbers from the Di-
rector, and have the chance to talk with them informally. |
speak briefly to the group as a whole, emphasizing the impor-
tance of library assignments in their upcoming education in
the United States. I encourage the students to come for their
instruction alone or with fellow students from their own
country. During the first week of classes, each student is given
a written invitation to come to the Reference Department to
make an appointment with me for library instruction. I find
that a large majority of new students dutifully report. The few
remaining students, too shy or too busy or confused to come
by, I contact again, so that in the end nearly all international
students receive instruction.
When the students come to make their appointments, I
use the opportunity to conduct a brief interview with each
one; this helps me to determine his or her language skills,
course of study, and level of previous library experience. Ask-
We want them to know our staff is very
service-oriented and ready to help them
with their library research. This is usually in
contrast to what many of them have
experienced in their libraries back home.
ing them to tell a little about their backgrounds and study in-
terests helps to put them at ease and gives them the oppor-
tunity to talk about subjects that pose no threat to them. This
is also a wonderful chance to learn about library practices
around the world. We make an appointment to meet, and I
give each student a written slip stating the date, time, and
place we will meet. After the student leaves, I jot down the
pertinent information I need to plan my initial strategy for
instruction. If the student is from a remote university in
western China, for example, with no experience in using open
stacks, in typing, or in using machines found in our library, I
plan several separate hour-long sessions. If a student is from
the Netherlands with an excellent command of English and
with a more sophisticated library-use background, I plan a
tour and instruction which can probably be completed in one
good session.
I always begin the library tour at our kiosk showing the
library floor plan and highlighting the areas pertinent to the
needs of the particular students. At this point, I give a brief
discussion of our general philosophy of library use " that we
aim to give all students the basic skills to be self-reliant in do-
ing routine library operations. We also want them to know
our staff is very service-oriented and ready to help them with
their library research. This is usually in contrast to what many
of them have experienced in their libraries back home. With
this in mind, we take a walking tour of the library, and I in-
troduce the students to library staff whenever possible. These
introductions not only help break down the barrier of formal-
ity which many foreign students feel toward staff, but they
Spring 1996 " 77
also give staff members a moment of personal contact so that
future exchanges with the students run more smoothly.
At the point at which I show the students the reference
collection, I ask them what a call number is. Because they
rarely know the answer, I have an opportunity to give them
a one-page outline of the LC classification system. We begin
with the letters AE at the general encyclopedias and then con-
tinue through a few more letters " AY, B, BF, BL, etc. " until
they get the general idea of how the letters aid in arranging
the books by subject. Then we jump to the section of the
studentTs major " the Ts and technology, for example " so
that by actually seeing the books and circling the call num-
ber on the LC classification outline, the students will remem-
ber where to go for their chief reference needs. At this time,
I also show a few examples of subject encyclopedias, saying
they are generally shelved at the beginning of each new call
number. These encyclopedias are excellent tools for students
who do not have the background of an American education
and who need help in developing their English vocabularies.
After touring the refer-
ence section, we move
around the library through
the current, bound, and mi-
crofilm periodicals, taking
enough time for the newly
arrived students to master
the necessary jargon, and
stopping by the various
copy machines to teach the
students what a nickel is
and how to purchase a debit
card and make copies. We
visit the periodical indexes
and the various CD-ROM
stations, where I explain only general concepts and point out
specific indexes and databases which would be of use to the
students. We end the tour visiting the circulating collection,
the circulation desk, and any other particular departments of
the library such as the Map Room, Government Documents,
or Curriculum Library, which would be pertinent to the stu-
dents concerned.
The second phase of the orientation becomes more spe-
cific, with instruction on the OPAC and periodical indexes.
The level of instruction is geared to the experience of the stu-
dents. For those students who are unfamiliar with comput-
ers, the instruction may require patient attention while they
try their hand at locating sources in their fields. With auto-
mated sources changing so frequently, I try to introduce the
concepts of navigating through the online system, emphasiz-
ing the importance of being observant about where, and in
which database, the student currently is. For those with little
experience with computers, I recommend that they make time
for short, frequent practice sessions in the first weeks of
school, so that they begin to feel at home with the new sys-
tem before the crunch of term papers comes. The minimum
goal of this session is to enable the students to find a book,
with the aid of the LC Subject Headings in their major field of
study; to know how to use both a paper and an automated pe-
riodical index (InfoTrac); and to have an overview of the vari-
ous off-campus resources available to them. When the stu-
dents have located the citations for a book and a periodical
article in their various fields, they are asked to find the book
and the article on their own and to bring them back so we can
examine them together. We discuss briefly the bibliography,
78 " Spring 1996
It is humbling for the librarian to
realize how necessary it is to be
clear, concise, focused, and
perceptive of the studentsT response
during the actual instruction.
abstract, index, and any other salient features, helping the stu-
dents to evaluate the fund of information they have found.
It remains surprising to me how difficult this final assign-
ment of finding a book and an article can be. It becomes the
test of how much the students have comprehended in both the
tour and the instruction and how well the librarian has com-
municated with them. It is humbling for the librarian to real-
ize how necessary it is to be clear, concise, focused, and per-
ceptive of the studentsT response during the actual instruction.
mous in wishing to continue this special instruction. We
have found that individualized instruction for the inter-
national students at our small school is well worth the time
and effort invested. It yields a far more productive working
relationship between student and librarian than any group in-
struction we have tried. Our ability to help the international
students surmount their ohandicaps� of no American school-
ing and not having English
as a native language gives
large rewards in the form of
seeing them progress and
flourish in their university
experience in this country.
Feeling at ease in the library
is the key that gives these
students confidence in their
studies, which, in turn, is
crucial to their integration
into campus life as valued
university citizens who have
much to offer us all. For the
librarian privileged to give
international students individual instruction, the rewards are
great. In the vast majority of cases the students are highly mo-
tivated to learn, and they are quick and generous in showing
their gratitude for guidance received.
; n conclusion, I can say that our reference staff is unani-
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Language.� Research Strategies 6 (Fall 1988): 148-160.
Lewis, Mary Genevieve. oLibrary Orientation for Asian
College Students.� College & Research Libraries 30 (May
1969): 267- 272.
Liestman, Daniel. oImplementing Library Instruction for
International Students.� PNLA Quarterly 56 (Winter
1992): 11-14.
Liestman, Daniel and Connie Wu. oLibrary Orientation for
International Students in their Native Language.�
Research Strategies 8 (Fall 1990): 191-196.
Liu, Ziming. oDifficulties and Characteristics of Students
from Developing Countries in Using American Libraries.�
North Carolina Libraries
College & Research Libraries 54 (January 1993): 25-31.
Lopez, Manuel D. oChinese Spoken Here: Foreign Language
Library Orientation Tours.� College & Research Libraries
News 44 (September 1983): 265-269.
Macdonald, Gina and Elizabeth Sarkodie-Mensah. oESL
Students and American Libraries.� College & Research
Libraries 49 (September 1988): 425-431.
Mood, Terry Ann. oForeign Students and the Academic
Library.� RQ 22 (Winter 1982): 175-180.
Moorhead, Wendy. oIgnorance Was Our Excuse: BI for
Foreign Students Requires a Shift in Cultural
Perspective.� College & Research Libraries News 47
(October 1986): 585-587.
Natowitz, Allen. oInternational Students in U.S. Academic
Libraries: Recent Concerns and Trends.� Research
Strategies 13 (Winter 1995): 4-16.
OTHara, Molly. oBibliographic Instruction for Foreign
Students.� In Academic Libraries: Myths and Realities.
Proceedings of the Third National Conference of the
Association of College and Research Libraries, edited by
Suzanne C. Dodson and Gary L. Menges. Chicago:
ACRL, 1984.
Ormondroyd, Joan. oThe International Student and Course-
Integrated Instruction: The LibrarianTs Perspective.�
Research Strategies 7 (Fall 1989): 148-158.
Osborne, N. S. and M. H. Maier. oService to International
Users: The Case of a Brazilian Biologist.� Research
Strategies 10 (Spring 1992): 84-87.
Pearson, Richard C. and Rex Frandson. oLibrary Instruction
in a Multi-Cultural Setting.� Hawaii Library Association
Journal 40 (1983): 33-36.
Penchansky, Mimi B., ed. International Students and the
Library: An Annotated Selective Bibliography on the Theme
of the LACUNY 1988 Institute. New York: The Library
Association of the City University of New York, 1988.
Roberts, Anne FE. oIndonesians in the Library: Unity in
Diversity, or, One LibraryTs Experience.� The Bookmark
45: (Fall 1987) 42-46.
Sarkodie-Mensah, Kwasi. oDealing with International
Students in a Multicultural Era.� The Journal of Academic
Librarianship 18 (September 1992): 214-216.
. oIn the Words of a Foreigner.� Research
Strategies 4 (Winter 1986): 30-31.
Spanfelter, Deborah L. oTeaching Library Skills to
International Students.� Community & Junior College
Libraries 7 (no.2 1991): 69-76.
Wayman, Sally. oThe International Student in the
Academic Library.� Journal of Academic Librarianship 9
(January 1984): 336-341.
. oThe International Student in Your Library:
Coping with Cultural and Language Barriers.� In
Bibliographic Instruction and the Learning Process: Theory,
Style and Motivation, edited by Carolyn A. Kirkendall.
Ann Arbor: Pierian Press, 1984.
Spring 1996 " 79
" North Carolina State Parks System "
ith summer approaching and travel plans in
WV tsa and patronsT minds, oWired to the
World� visits the North Carolina State Parks
World Wide Web site. To reach this site, point your
favorite web browser to: http://ils.unc.edu/parkproject/
ncparks.html. When you connect to this site you will
receive the welcome page from the North Carolina State
Parks System Hyper Media Information Service. On the
welcome page are three Parks System links and two North
Carolina travel-related non-Park URLs.
The Parks System links are divided into three broad
categories: State Park and Recreation Areas, the North
Carolina Natural Heritage Program, and the Volunteer
Program. The State Park and Recreation Area has links to:
1) a Calendar of Events for NC State Parks, and 2) a
geographically based list of NC State Parks. The Calendar
of Events is further subdivided by month, and lists such
hot events as: Birdwatching 101 (the weekly two-mile
walk at the Eno River State Park); Wildflower Hike at
Jones Lake State Park; the Owl Prowl (also at Eno River);
the Dolphin Watch at Hammocks Beach State Park; the
MotherTs Day Hike at Pilot Mountain State Park ("Bring
your Mother and come celebrate MotherTs Day as we treat
her to a leisurely hike around Sassafras Trail�); the Turtle
Talk at Fort Macon State Park; Plants that Bite Back at
Carolina Beach State Park; and the Musket Firing Demon-
strations at Fort Macon State Park. Events listed seemed
to be exclusively in eastern parks for the month I
checked. I am not able to tell if this is normal and the
western parks donTt offer any events, or if the online
calendar had not been updated for the whole state for
the month of May when this was written.
The links to specific state parks (for example Mount
Mitchell State Park) provide the following information
about park facilities: Camping Sites; Education Programs;
Food, Drinks and Museum Shops; Trails, Picnicking
Facilities; Playgrounds; Cabin Rentals; Water Activities;
Rules and Regulations; and an e-mail address for more
information. The Trails listings give the number of trails,
length, activity level (from easy to strenuous), and any
special trails such as ones for Bikes and Bridles (for
horses, ponies, and I suppose mules if that appeals to
you!). Picnic information gives the number of areas,
facilities (grills, tables, rest rooms, drinking water avail-
ability) and shelter capacity (along with reservation and
cost information " often shelters must be reserved in
advance and a small use fee paid). Camping information
is divided into: Group, Backpack, Youth, Canoe, RV, Tent/
80 " Spring 1996
Trailer, and Primitive. Rates for camping and useful
information for the site (such as oCampers should be
alert to higher water conditions that could cause flood-
ing to the area�) are provided on the web page listing.
Hopefully, this data will be updated on a frequent basis.
The Water Activities section provides listings on opportu-
nities for swimming, fishing, boating (and boat rental),
and canoeing. Educational programs are listed by type:
Natural History Programs, Cultural Programs, and
Environmental Programs (such as the Environmental
Educational Learning Experience " Jomeokee Geology
program offered at the Pilot Mountain State Park). The
Food, Drink and Shop section provides information on
refreshment stand concessions and the hour of Museum
Shop operation.
The second area on the North Carolina State Parks
web system is the North Carolina Natural Heritage
Program page. The North Carolina Natural Heritage
Program oinventories, catalogues and facilitates the
protection of the rarest and the most outstanding
elements of the natural diversity of our state.� Major
database inventories that the program has completed are:
the Albemarle-Pamlico Estuarine Study, the Highlands
Ranger District of the Nantahala National Forest and the
Appalachian Trail Corridor, the Swift Creek project, and
the Department of Defense Installation Inventory. This
database contains over 14,500 records of Natural Heri-
tage sites in North Carolina alone. The Natural Heritage
Program section of the web page gives an overview of the
National Heritage Program (NHP), detail of the inventory
process, a list of information services available, and a
registry of natural areas and dedicated state nature
preserves. Through this web page you can also search the
North Carolina NHP anonymous FTP archive. This is a
clickable archive that contains the following: List of
Endangered Plant Species and Plant Species of Concern;
List of Endangered Animal Species and Animal Species of
Concern and List Format and Definition for Endangered
Animals List; and List of Endangered Communities and
Communities of Concern. These lists seem to date from
July 1995. Again, hopefully, annual updates will be
provided. This part of the State Parks web site also has
links to nineteen other state Natural Heritage and two
Canadian Provincial Conservation Data Centre web sites.
The third section of the North Carolina State Parks
System web page covers the State Parks Volunteer
Program. This section contains an overview and history
of the Volunteer Program, which dates back to the early
North Carolina Libraries
1930s. Current operation is under State Executive Order
48 of April 1980 that established policies governing the
use of volunteers in state agencies. This section is
illustrated with photographs of volunteers in action in
North Carolina state parks. The section ends with a list
of job descriptions for volunteers who are currently
needed, such as Campground Host, Astronomy Inter-
preter, Bird Specialist, Small Engine Mechanic, Photo/
Graphic Assistant, Clerk Typist, Trails Crew Leader, and
Grounds Worker.
The Parks web site concludes with links to two other
North Carolina-related travel interest sites: North Carolina
Discoveries " A Traveler's Journal and the North Carolina
Encyclopedia. North Carolina Discoveries is a web archive
version of the summer 1994 travels of Julie Ann Powers and
Roger Winstead that appeared in the print and online
versions of the Raleigh News and Observer. Here you click on
specific travel stories, such as the article about the town of
Oriental entitled: oCheap Burgers in Paradise� June 2, 1994
N&O). These are really neat travel visits " check them out.
The North Carolina Encyclopedia is an online resource of
information designed by the Division of State Library about
the opeople, government, history and resources of North
Carolina.� This site will be visited in a future oWired to the
World� column.
The North Carolina State Parks System web site is a
model of how useful information on state agencies can
be stored electronically and made available to the world
via the Internet. It provides useful, timely and well-
illustrated material. Library patrons will find this site
very informative and easy to use.
Now available! 1996 edition
WORKERST COMPENSATION
le PAW bP) ole) (4
UNDERSTANDING THE LAW IN NORTH CAROLINA
NEW INFORMATION FOR YOUR LIBRARIES:
¢ What to do if youTre hurt on the job
# How to protect your rights
# Recent changes in the law
©@ The NCOSH WorkersT Compensation Handbook told me
what I needed to know when I was hurt on the job. No one else
tells you about your rights.°%
" Bill, Fayetteville, N.C.
COST: $10.O00/COPY (postage included)
$ 5S.OO/COPY FOR TEN OR MORE
Chititisssiitsssiiilsssssssisssssi¢¢hsissssisddddddsddsdssssé
TO ORDER:
Call the NCOSH office and order by VISA or Mastercard,
or send a check to:
NCOSH ¢@ P.O. Box 2514 # Durham, NC 27715
(800) 64-NCOSH or (919) 286-9249
Asout THE AUTHORS ...
Augie Beasley
Education: B.A., University of South Carolina; M.A., Ed.S., Appalachian State University
Position: Media Coordinator, East Mecklenburg High School, Charlotte
Janet Flowers
Education: B.A., M.S.L.S., University of North Carolina at Chapel Hill
Position: Head of Acquisitions, Academic Affairs Library, University of North Carolina at Chapel Hill
Dale Gaddis
Education: A.B., Duke University; M. of Librarianship, Emory University
Position: Director, Durham County Library
Gerald V. Holmes
Education: B.S., University of North Carolina at Charlotte; M.S.L.S., University of North Carolina at Chapel Hill
Position: Assistant Librarian/Instruction Librarian, Training and Educational Services Department,
University of Cincinnati Libraries
Mary Jo Howard
Education: B.A., M. of Librarianship, Emory University
Position: Assistant Professor/Reference Librarian, William Russell Pullen Library, Georgia State University
John Lubans
Education: B.A., Lebanon Valley College; M.A.L.S., University of Michigan; M.A., University of Houston
Position: Deputy University Librarian, Duke University; Adjunct Professor, School of Library and Information Science,
North Carolina Central University
Nan Watkins
Education: B.A., Oberlin College; M.A., Johns Hopkins University
Position: Reference Librarian, Hunter Library, Western Carolina University
North Carolina Libraries
Spring 1996 " 81
ORTH CAROLINA
Dorothy Hodder, Compiler
f Abel helped Cain run for Governor of North Carolina, the results
would come out something like Answers to Lucky. In his third novel
(following Littlejohn and Fat Lightning), Howard Owen gives the reader
a tightly woven story about the extraordinary pain ordinary people
inflict on their closest relations, for the best reasons in the world.
Answers to Lucky is the story of Tommy SweattTs twin sons, Thomas
Edison, or Tom Ed, and Jack Dempsey, or Lucky. Sweatts were ~river ratsT in Port
Campbell, a fictitious town in fictitious Scots County, somewhere in Eastern North
Carolina. When Genie Balcom married Tommy Sweatt and stayed with him in the face
of her wealthy familyTs complete disapproval, Tommy determined that his sons would
amount to something to prove the Balcoms wrong. He put a baseball in their crib
when they were just home from the hospital, and drilled them constantly in sports
from then on. o~Boys,T Tommy would tell them over and over, ~you got to get up every
day mad at the world ~cause somebodyTs ahead of you. DonTt nobody deserve to be
ahead of my boys.�
Neither twin was ahead of the other until third grade, when Lucky contracted
polio. Although he recovered enough to walk with only a slight limp, and quickly
caught up his missed school work, Lucky might as well have been
invisible to his father from then on. Tommy turned all his relentless
energy on making a winner out of Tom Ed, and when LuckyTs teenage
resentment finally boiled over in a vicious attack on his brother,
Tommy had him arrested and didnTt bother to bail him out.
Answers to Lucky. Lucky drifted in exile for the next several years, eventually falling
: : : into college, marriage to a good wife, and uneventful domesticity.
Neprigne ia ipci@elline publishes iG Tom Ed went to Carolina, made money as a developer around Port
SAGs Se OO ISON ORC Oe Campbell, ran for mayor, and then set his sights on the GovernorTs
Mansion. When his regular campaign driver dropped out, Tommy
summoned Lucky to help his brother, and Lucky, wanting to repair the
distance between himself and his twin, complied. It is at this point
that Howard Owen begins his story, weaving back and forth between
the past and the present as the brothers become reaquainted against
the backdrop of LuckyTs memories.
Tom Ed has a couple of problems in his campaign. One is that parts of Westlake,
the development where he made his money, were plagued with ~shrink-swellT soil that
tended to crack the foundations of the houses. Another is that he cannot win the
election without the blessing of the Christian Right, but he is having an affair with
Susannah Morgan, trophy wife of Horace Morgan, his principal financial backer, and
has gotten her pregnant and paid for her abortion. Unfortunately, Susannah is so
indiscreet that Horace, Tom EdTs wife Lucinda, and Tommy Sweatt are all aware of this.
Any reader could tell that Tom EdTs ego will wreck his own house of cards, but Owen
skillfully prolongs the ride and throws in some unexpected twists.
Howard Owen has captured the nitty-gritty towns of North Carolina, the good old
boys at the barbeque fundraisers, the church halls, and the hotel lobbies. He under-
stands the politics, the race relations, the religion, and the hypocrisy. As he peels back
the layers of hurt in the Sweatt family and the layers of corruption in Tom EdTs cam-
paign, he makes some room for LuckyTs image of himself to heal itself, and he always
leaves room for humor. Recommended for public libraries and all North Carolina
fiction collections.
Howard Owen.
" Dorothy Hodder, New Hanover County Public Library
82 " Spring 1996 North Carolina Libraries
t last, aficionados of North Carolina biography can enjoy a full-length book
on the life of William Rand Kenan, Jr. Most natives recognize the name Kenan
and associate it with major philanthropical efforts such as the William R.
Kenan, Jr. Charitable Trust, Kenan Professorships, Chapel HillTs Kenan Sta-
dium, WilmingtonTs Kenan Plaza, KenansvilleTs Liberty Hall, and many others.
According to author Dr. Walter Campbell, Kenan was more than a generous
donor; he excelled as a scientist and businessman, who managed to handle the
tremendous fortune that family circumstances brought him.
A Wilmington native, Kenan entered the University of North Carolina at Chapel
Hill as an enthusiastic chemistry student. The UniversityTs history is woven in and
out of the biography since he spent so much of his life associated
with it. While studying under chemistry professor Venable,
Kenan was asked to analyze sludge taken from the waste of an
aluminum arc furnace in Spray, N.C. He found that the gas given
ica 1 off the sludge was ceili Salas useful in producing ee
Across FortuneTs Tracks: a discovery that spawned John Motley MoreheadTs Union
Carbide Corporation.
A Biogr aphy of Kenan had a promising career with the growing industry, but
William Rand Kenan Jr was sidetracked by the marriage of his sister, Mary Lily, to Henry
fi Morrison Flagler, the famously wealthy co-founder of the Standard
Chapel Hill, NC: The University of North Carolina Oil Company. KenanTs involvements with FlaglerTs businesses in
Press, 1996. 417 pages. $34.95. ISBN 0-80782268-X. South Florida and the Florida East Coast Railroad occupied most of
the remainder of his life.
Campbell carefully documents his work using family letters,
interviews, reminiscences, and public records. Much of the book centers on the
controversy involving the untimely death of Mary Lily and the Bingham family of
Kentucky. After FlaglerTs death, she married Robert Worth Bingham of Louisville. The
author is confident that he has solved the question of whether foul play was evident in
her death.
A Southerner, Kenan surprisingly settled in Lockport, New York, where he main-
tained a residence for sixty years. He spent much of his time in New York and Florida
taking care of the Flagler businesses. A successful businessman, Kenan continued to
surround himself with scientists. It was at his Lockport farms that he created the
nationTs largest and most advanced private dairy research farm. Here he died in 1965, a
lonely old man, leaving an estate worth $161 million dollars, of which $95 million |
� went to the Charitable Trust.
A ; This biography is recommended for all public and academic libraries with an |
Sea | interest in the history of UNC-Chapel Hill; of scientific industrialization; of railroad-
bn It ing; of Floridian hotels and resorts; of Wilmington and Duplin County, North Caro-
lina; of Lockport, New York; and of the lives of the Flaglers, Binghams, and Kenans and
their wealthy friends and enemies.
" Beverly Tetterton, New Hanover Public Library
orth Carolina is a state particularly proud of its history. Almost every adult
Tar Heel can name a dozen or more famous persons, places, or events in the
stateTs past. The Battle of Bentonville is likely to be among the first events
mentioned, yet although people know of the battle, few know much about it.
Reading Last Stand in the Carolinas can change that, for Mark L. Bradley has
written a comprehensive and accessible account of the Union
ArmyTs 1865 campaign in the Carolinas, and the climactic battle of
that campaign at Bentonville on March 19-21.
The Battle of Bentonville is a relatively neglected Civil War
Mark L. Bradley. story, in part because the two commanding generals, William T.
Last Stan d in th e Ca rolin as: Sherman and Joseph E. Johnston, gave little attention to the battle
; in their postwar memoirs. This silence at the top did not deter
The Battle of Bentonville. Bradley in his quest for the full story of Bentonville. He supple-
1st hardcover ed. Campbell, CA.: Savas Woodbury mented research in standard sources, such as The War of the
é Rebellion: A Compilation of the Official Records of the Union and
Publishers, 1996. 575 pp. $29.95. ISBN 1882810023. Confederate Armies, with the study of hundreds of diaries and
manuscript collections. He has combined that research with
Se Poe eee ees oes Ce eee eee ee extensive knowledge of the battlefield site to produce a work that
North Carolina Libraries Spring 1996 " 83
tells the story of Bentonville at the strategic, tactical, and personal levels.
Within the context of a conventional chronological narrative, he explains
the strategic significance of the action in the Carolinas, introduces the
leaders on both sides, details the resources at their commands, and brings all
the participants to the battle site. The three days of fighting are then
presented. The initial success of the Confederates, the shift of momentum
on the second day, and the failure of the Union forces to crush JohnstonTs
army are described. The thinking of the commanders, the sequence of
orders, the ebb and flow of each dayTs action, and the human consequences
of the engagement are covered. Bradley uses quotations from both official
documents and personal reminiscences to good effect on almost every page.
Last Stand in the Carolinas includes endnotes, an extensive bibliography,
and an index. The volume also contains three dozen maps by Mark A.
Moore. These maps are exceptionally clear and well done. They greatly
assisted this reader in understanding the lines of battle and the strengths and
vulnerabilities of the various units.
Bradley is a freelance writer and historian, and this is his first book. He
originally intended to write a complete history of ShermanTs and JohnstonTs
armies in the Carolinas, doing for military operations what John Barrett did
for civilian affairs in ShermanTs March through the Carolinas. As Bradley
conducted his research, he found that the story of Bentonville alone would
require a full book. The author is now working on a second volume that will
cover these same two armies from Bentonville until JohnstonTs surrender to
Sherman at Bennett Place on April 26, 1865.
Although the length of the volume is daunting, and Bradley is not a
writer of the caliber of James McPherson or Shelby Foote, Last Stand in the
Carolinas is likely to become the standard work on the Battle of Bentonville.
It is a necessary purchase for college, public, and high school libraries in
the state.
" Eileen McGrath, University of North Carolina at Chapel Hill
n his impressive new book Schooling the New South, University of North
Carolina at Chapel Hill History Professor James Leloudis (co-author of Like A
Family: The Making of a Southern Cotton Mill World) examines the develop-
ment of a statewide system of graded schools in Progressive-Era North
Carolina. The work centers on the struggle to move from the locally-
controlled common school to a statewide education system (ideally) based on
professionalism and standardization. The bookTs theme is the battle between
defenders of a local society based on tradition and parochial control and
those favoring a society governed by the marketplace, in hopes of training
good citizens for a modernizing New South.
Leloudis pays primary attention to the politicians, educators, and social
activists who shaped educational development at the turn of the
century. He gives detailed accounts of Edwin Alderman, Charles
Mclver, and James JoynerTs political-style campaigns to bolster
educational reform in local communities. The analysis of MclverTs
James L. Leloudis. founding of the Greensboro Normal and Industrial School for
c ; Teacher Training provides perhaps the most vivid reading in this
Schooling the New South: well-written book. The role of womenTs groups is also addressed.
Pedagogy, Self, and Society in Using the gendered metaphor of owomen as housekeepers,�
Leloudis argues that womenTs groups were very effective in over-
North Carolin a, 1880-1920. coming local opposition; by promoting slow, less overtly challeng-
ing changes (such as better buildings and grounds) and working
with local communities, they became othe reform movement's
passport into the otherwise insular world of the neighborhood
school.�
A disturbing paradox of Progressive-Era Southern school
reform was its ties to white supremacy. Leloudis points out that it
was the Fusionist government of the mid-1890s that opposed, and
nearly derailed, attempts for a statewide graded-school system.
This paradox is placed in clearer context in the chapter on othe
Chapel Hill: University of North Carolina Press,
1996. xvii, 338 pp. $39.95 . ISBN 0-8078-2265-5.
84 " Spring 1996 North Carolina Libraries
CS es
riddle of race.� Early 20th-century Democrats, particularly the Aycock
Administration, saw developing black education as crucial to a program of
race-based social control, diverting attention from questions of political
equality, and eventually, stemming black emigration. Together with North-
ern philanthropic groups, reformers promoted industrial education to train
blacks to be good workers and subservient citizens. Leloudis correctly argues,
however, that primary credit for the development of black education goes to
local black communities, which raised significant amounts of the necessary
money and often battled authorities for control over the direction of black
education. For all sides involved, schooling for blacks occupied a dangerous
middle ground between social control and the assertion of black group rights.
Schooling the New South is a work of first-rate academic scholarship.
Leloudis makes effective use of a wide range of archival materials and
secondary sources, and includes a detailed notes section, bibliography, and
index. This book is important reading for anyone interested in Southern
educational history and/or the Progressive Era, and is also very appropriate
for anyone with a general interest in North Carolina history.
" David A. Strong, Department of Sociology,
Indiana University, Bloomington
eptiles of North Carolina is a definitive piece of work that reveals just
about everything anyone would want to know about the subject. Pub-
lished for the North Carolina State Museum of Natural Sciences, the
book is a must-have for educators, researchers, reptile enthusiasts, and
natural history buffs.
William M. Palmer and Alvin L. Braswell.
Reptiles of North Carolina.
Chapel Hill: The University of North Carolina Press,
1995. xiii, 412 pp. $49.95. ISBN 0-807888-2158-6.
REPTILES
OF NORTH CAROLINA
lhe. le
ILLUSTRATIONS BY REP
Palmer and Braswell are without question outstanding
authorities on the subject of reptiles in general and North
CarolinaTs reptiles in particular. William Palmer is Director of
Research and Collections at the North Carolina State Museum of
Natural Sciences, and Alvin Braswell is Curator of Lower Verte-
brates at the Museum. Their combined twenty-plus years of work
in the field and laboratory have given them an insight into North
Carolina reptiles that few people, if any, can match.
Palmer and BraswellTs exhaustive study of the stateTs reptiles
constitutes a library in one volume. Far too large to call a field
guide, it belongs wherever work is being done with reptiles.
Where a field guide generally has a paragraph or two and a range
map for each animal it describes, Reptiles of North Carolina devotes
pages to the natural history of each of the 71 reptile species (21
turtles, 12 lizards, 37 snakes, and 1 crocodilian) alive in the state
today. Each entry describes the animalTs appearance, including
known variations of each species, and the habitats the animal
occupies with interesting notes about the animalTs habits. The
authors chose to use only metric measurements in their descrip-
tions, which may be a minor obstacle to some readers. The
narration is supported by outstanding pen and ink drawings by
museum illustrator Renaldo Kuhler, and the book includes an
excellent section of color photographs.
Reptiles of North Carolina is highly recommended for school,
public, and academic libraries, as well as for all natural history
enthusiasts.
" Andy Wood, North Carolina Aquarium at Fort Fisher
LL "
* Due to a computer glitch, Dorothy Hodder needs the addresses and phone numbers of all persons who have
reviewed, or are interested in reviewing books for this section. Please refer to Editorial Staff on page 43 for reply address. "
Thank you.
ne """""__"K
North Carolina Libraries
®
Spring 1996 " 87
dgar Wyatt states in his book Growing Up in Raleigh that children donTt change
much from one generation to the next. In a light, oral tradition of social history
Mr. Wyatt depicts a young boyTs life in a small capital city of a modest southern
state in the twenties and thirties. Some of the topics range backward to a time
not so distant in the South. Elderly warriors could still be seen rocking on the
porch of the Old Confederate SoldiersT Home. Other shadows of othe recent
unpleasantness� loom in the story of old Mrs. Baker, who always paid the eight-cent
fare for the streetcar with a dime, but refused to accept the change because the pennies
bore the face of Abraham Lincoln. Time did not move fast enough to blow away
tradition, and history crowded the streets of Raleigh.
Time and technology were, however, stirring. Telephones with numbers ranging
from two to four digits passed through the Raleigh switchboard.
Edgar M. Wyatt. The Smoke Shop on Fayetteville St. received the big league baseball
scores inning by inning on ticker tape, and the scores were then
Gr owing Up in Raleigh: Childhood written on a chalk board outside the shop " up-to-the-minute
Memories of Life in the Ca p ital City news for sports fans. Atwater-Kent radios beamed in oLittle Orphan
Annie,� Edgar Bergen and Charlie McCarthy; 78 RPM records
During the Great Depression. quickly spun out a tune on the Victor Talking Machine, better
known as the Victrola. Cars, which were still a novelty, were
Raleigh: Wyatt Classics, Inc., 1012 Vance Street, becoming an innate masculine preoccupation. Boys, then as now,
Raleigh, NC 27608, 1996. 146 pp. $14.95. No ISBN. could identify with alacrity the different makes of cars. Only the
OTHER PUBLICATIONS OF INTEREST
86 " Spring 1996
names were different: Hudson, Essex, and The Reo Flying Cloud.
Leisure time of sixty years past contrasts sharply with todayTs
activities and sports passions. Basketball was considered a osissy� sport! Contact
football in winter, and all day, drop-in, drop-out baseball games in summer occupied
the neighborhood kids quite well. Less intense exercises included marbles, which
required a special argot" otaws,� odinkies,� oaggies,� and osteelies.�
The basic traits of childhood do not change ~drastically over generations, but life
and activities in a given place do. Herein will lie the charm of related events for some
readers and the disinterest in the book for others. A child who will mature in the
second millennium could certainly marvel at the simpler, slower pace of the 1920s and
1930s. Another young reader accustomed to the stimulation of the information age
may not read beyond the first chapter. The bookTs most interested audience will be the
people who shared these times and this place. Growing up in Raleigh would be a social
history resource in an elementary or middle school and a trip down memory lane for
certain patrons of public libraries.
" Juanita Winner, Wrightsville Beach Elementary School
In See Rock City: A Story Journey Through Appalachia, Donald Davis spins more of the
delightful, folksy stories about boyhood in Sulphur Springs, North Carolina, that first
charmed readers in Listening for the Crack of Dawn (1990). (1996; August House Publish-
ers, PO Box 3223, Little Rock, AR 72203; 247 pp; cloth, $22.95; ISBN 0-87483-448-1;
paper, $12.95; ISBN 0-87483-456-2; audiobook, $12.00; ISBN 0-87483-452-X.)
To Make My Bread, Grace LumpkinTs novel (originally published in 1932) about
Appalachian mountaineers driven to work in the milltowns by hard times, has been
reissued in the University of Illinois Press series, The Radical Novel Reconsidered. It is
considered to be one of the major works on the Gastonia textile strike. (1996; Univer-
sity of Illinois Press, 1325 South Oak St., Champaign, IL 61820; xliii, 384 Pp; paper,
$14.95; ISBN 0-252-06501-8.)
Michael McFee, professor at UNC and editor of the fine anthology The Language They
Speak is Things to Eat: Poems by Fifteen Contemporary North Carolina Poets, has published
his fifth collection of poetry, Colander. His intelligent and unpretentious poems evoke
the lives of working Carolinians, campus scenes and politics, and homely instruments
like elevators, address books, pencils, and clotheslines. (1996; Carnegie Mellon Univer-
sity Press, Box 21, 4902 Forbes Ave., Pittsburgh, PA 15213-3799; 80 pp; cloth, $20.95;
ISBN 0-88748-224-4 ; paper, $11.95; ISBN 0-88748-224-4.)
North Carolina Libraries
The sixth and final volume of the Dictionary of North Carolina Biography, edited by
William S. Powell and containing 456 entries in the letters T - Z, completes the most compre-
hensive state project of its kind. Dr. Powell has worked on the Dictionary, which includes the
first detailed biographical information for many of the individuals profiled, since 1971, with
the help of approximately 1,500 volunteer contributors. (1996; The University of North
Carolina Press, PO Box 2288, Chapel Hill, NC 27515-2288; vii, 302 pp; cloth, $49.95; ISBN O-
8078-2225-6.)
A Boat For All Seas: The Simmons Sea-Skiff will charm boating enthusiasts and local histori-
ans. Written to accompany an exhibition at the Cape Fear Museum in Wilmington by guest
curator David W. Carnell and museum curator Barbara Rowe, this is a brief account of T.N.
SimmonsTs outboard motorboat, which he built in his Myrtle Grove shop between 1950-1972.
Adaptable for use in lakes, rivers, salt marshes, or the ocean, the Simmons Sea-Skiff has been a
favorite recreational boat all along the East coast. (1995; Cape Fear Museum, 814 Market St.,
Wilmington, NC 28401-4731; 32 pp; paper, $7.00; no ISBN.)
History collections in the state also will be enriched by Postcards of Old Wayne County, NC,
compiled by Sarah Manning Pope and Emily Newman Weil. It features full-sized, color
reproductions of picture postcards from Wayne County during the period 1905 to
1950, each with a descriptive paragraph. (1995; Wayne County Historical Associa-
tion, PO Box 665, Goldsboro, NC 27533; 67 pp; paper, $20.00 plus $3.50 shipping
and handling; no ISBN.)
WETS GLA In One Blood: The Death and Resurrection of Charles R. Drew, Spencie Love
The Death and ay traces the story of the famous black scientist Dr. Charles Drew. A pioneer re-
Resurrection of © a searcher on the use of blood plasma, Dr. Drew died in 1950 after an auto accident
Charles R. Drew in rural North Carolina. Although he was treated at Alamance General Hospital,
rumors quickly spread that he had died because a whites-only hospital had refused
him treatment. The author traces the origins of these rumors, in the context of
segregation. (1996; The University of North Carolina Press, PO Box 2288, Chapel
Hill, NC 27515-2288; xix, 373 pp; cloth, $29.95; ISBN 0-8078-2250-7.)
Harriet Hill tells the heartbreaking and uplifting story of the death of her teenage
son and the support she found in faith, family, and friends as they all grieved for
him in For the Love of Robert. (1995; Marblehead Distributing, 2408 Ridge Rd.,
Raleigh, NC 27612; vi, 113 pp; cloth, $12.00; ISBN 0-943335-05-1.)
True crime collections will have to have Deadly Goals: The True Story of an All-American
Football Hero Who Stalked and Murdered. Wilt Browning, sports columnist for the Greens-
boro News & Record, painstakingly traces the sordid path (marked by steroid-boosted body-
building and unpredictable rages) of Pernell Jefferson from his home in Benson, North Caro-
lina, to football stardom at Guilford College, to washing out after a brief training stint with the
Cleveland Browns. Along the way he charmed numerous women, only to degenerate into
jealousy, abuse, stalking, and eventually murder. (1996; Down Home Press, PO Box 4126,
Asheboro, NC 27204; 240 pp; cloth, $21.95 plus $2.00 shipping and $1.12 North Carolina sales
tax; ISBN 1-878086-55-3.)
A guidebook for public libraries with outdoors-loving borrowers is James BannonTs North
Carolina: A Guide to Backcountry Travel & Adventure. He covers the stateTs parks, forests,
swamps, lakes, mountains, and wilderness areas in detail, providing directions for accessing
the areas and contacts for maps and information where available, and describing outdoor
activities to be enjoyed. (1996; Out There Press, PO Box 62092, Durham, NC 27715; xviii, 386
pp; paper, $16.00; ISBN 0-9648584-0-1.) John Hairr concentrates on history in From
MermaidTs Point to Raccoon Falls: A Guide to the Upper Cape Fear River. (1996; Averasboro
Press, PO Box 482, Erwin, NC 28339; 123 pp; paper, $9.95 plus $1.00 shipping and handling;
ISBN 1-888879-50-S.)
Civil War collectors should notice Guns for Cotton: England Arms for the Confederacy.
Thomas Boaz offers an account of the blockade runners who supplied the Confederacy follow-
ing the blockade of Southern ports ordered by President Lincoln in April 1861. Little attention
is paid in this account to North CarolinaTs blockade runners, or to the role of Governor Vance.
(1996; Burd Street Press, PO Box 152, Shippensburg, PA 17257; 86 pp; paper, $9.95; ISBN 1-
57249-004-7.) Lee Jacobs of Salisbury has compiled personal accounts of Civil War soldiers,
officers, and civilians in Cry Heart, to help modern Southerners appreciate the heroism and
sacrifices of their forefathers. (1995; John Culler & Sons, PO Box 1277, Camden, SC 29020; 424
Se pathy 9299S, SN ee 0a)
North Carolina Libraries Spring 1996 " 87
Ae a Pan Oe aa ne eae eae oP eR an ene |
*Lagniappe (lan-yapT, lan� yapT) n. An extra or unexpected gift or benefit. [Louisiana French]
PP P' 8g
compiled by Plummer Alston Jones, Jr.
Empowering Managers and Leaders
in Times of Change and Transition:
A Videography
by Plummer Alston Jones, Jr.
Teachers and consultants responsible for training and motivating current managers and potential leaders are the
intended audience for this videography. While many of the videos selected for inclusion were produced for business
and industrial personnel, still others were produced solely for librarians. All contain information that will be useful in
any management setting. They are also appropriate for library school courses in library administration and manage-
ment and continuing education workshops for school, public, and academic librarians. All have been used in actual
teaching situations with enthusiastic response from the participants.
88 " Spring 1996
Anderson, Kare. Getting What You Want: How to Reach Agreement and Resolve Conflict Every Time.
Towson, MD: ALA Video/Library Video Network, 1993. $95 (10% discount for ALA
members). 19 minutes. 1-800-441 TAPE
Kare Anderson gives practical advice which is applicable in any confrontational situa-
tion. Believing that it is natural for people to resist change, which often leads to conflict,
Anderson presents her own philosophy that the best way to make people comfortable with
change is to show that people or groups they admire have already done something similar.
Anderson gives many insights and hints about how to respond positively and effectively in
confrontational situations involving angry and sometimes irrational individuals.
Barker, Joel Arthur. The Business of Paradigms. Burnsville, MN: ChartHouse International
Learning Corporation, 1990. $895. 38 minutes. 1-800-328-3789
. The Power of Vision. Burnsville, MN: ChartHouse International Learning
Corporation, 1990. $895. 30 minutes. 1-800-328-3789
The old adage that oyou get what you pay for� is abundantly true for these tapes
produced by Joel Arthur Barker in conjunction with ChartHouse International Learning
Corporation. Barker, an avowed and ardent futurist, introduces his philosophy of leadership
and management in an informative and polished presentation.
BarkerTs scripts and scenarios engage viewers as active participants in much the same
way that Edward R. MurrowTs interviews gave viewers that oyou-are-there� feeling. Viewers
are transported to exotic and dramatic settings from Venice, Italy, and Neuchatel, Switzer-
land, on the one hand, to Auschwitz, Poland, on the other.
The central concept of both videos is the philosophy that change in organizations and
individuals is positive, if anticipated and planned. The first mentioned video demonstrates
that models or paradigms of thinking about organizations are changing; the second es-
pouses the philosophy, based on the teaching of Victor Frankl and others, that organizations
and individuals with a positive vision of the future are successful in their endeavors when
those without vision fail.
North Carolina Libraries
Bissell, Ben. The Manager's Balancing Act: Paradoxical Management. Richmond, VA: W. R. Shirah,
1991. 44 minutes. 804-272-1979
. Managing Change and Transition. Richmond, VA: W. R. Shirah, 1991. $251. 44
minutes. 804-272-1979
. Pitfalls to Avoid in Dealing with Difficult People. Richmond, VA: W. R. Shirah, 1991.
804-272-1979
Holding the doctorate in psychology, Ben Bissell is a much-sought-after consultant and
engaging workshop leader. These tapes are recordings of presentations in front of audiences
composed of participants in his workshops.
Bissell reminds the viewer of a cross between the standup comic and the televangelist as
he consistently elicits smiles, even laughs, nods of approval, and enthusiastic applause, from
his audiences, both on screen and off. His philosophy, while based largely on a
commonsensical approach to human resources management, is nevertheless built on a
sound understanding of psychology and extensive observation of human nature at its best
and not so best.
Bissell believes that change is a S.E.E. (significant emotional event) that must not be
ignored in individual lives and organizational settings. Change can be positive when
employees are empowered and taught how to cope. The power of communication at all
levels of the organization is emphasized.
Coping with Change. Towson, MD: ALA Video/Library Video Network, 1993. $130 (10%
discount for ALA members). 22 minutes. 1-800-441-TAPE
Professional actors and practicing librarians team up to help library managers lead their
staffs through changes in the workplace. A six-step plan for coping with change is suggested:
(1) define the situation
(2) recognize the impact
(3) set a goal to be achieved
(4) explore your options
(5) make decisions
(6) evaluate and adapt
After a brief discussion of the purpose of each of the six steps, feedback from library manag-
ers in library settings where change has been successfully managed is shared.
A Library Survival Guide: Managing the Problem Situation. Towson, MD: ALA Video/Library Video
Network, 1986. $130 (10% discount for ALA members). 21 minutes. 1-800-441-TAPE
Intended as a vehicle for problem solving and decision making in the public library
setting, this video sets up problem situations for viewers to solve. The video has several
ostop tape� sections where there is a period for groups to discuss their reactions to the
scenarios and to offer potential solutions. Experts in librarianship, law, mental health, and
law enforcement give valuable insight into ramifications of different solutions to the
problem situations.
Lustberg, Arch. Controlling the Confrontation: Arch Lustberg on Effective Communication
Techniques. Towson, MD: ALA Video/Library Video Network, 1989. $99 (10% discount for
ALA members). 44 minutes 1-800-441-TAPE
Arch Lustberg, a communications expert and consultant, gives hints to an audience of
librarians on how to communicate the mission, goals, and objectives of the library effec-
tively in what could turn out to be a hostile confrontation with irate or frustrated patrons
and the inquisitive, sometimes accusative, media. The focus of the tape is on the public
library setting, but much of the content is relevant to school and academic libraries also.
Merritt, Connie. Total Quality Management in Libraries. Towson, MD: ALA Video/Library Video
Network, 1994. $99 (10% discount for ALA members). 26 minutes. 1-800-441-TAPE
Connie Merritt, a former critical care nurse and public health director, is currently an
international speaker on business and industry trends that are relevant to the private and
public sectors. She presents the essential goals of Total Quality Management (TQM) and
demonstrates how effective implementation of TQM can guide the library in a unified effort
to deliver excellent resources and services.
North Carolina Libraries Spring 1996 " 89
sow
1996 NCASL Conrerence
Aucust 7-9, 1996
MARKETSQUARE CONVENTION CENTER
HiGcu Point, Nortu CAro.ina
Preconferences, Wednesday, August 7, 1996
9:30 - 4:00:
The Delicate Balance: Multiculturalism and Its Resources
Co-sponsored by NCASL with The Public Schools of North Carolina and the NCLA ChildrenTs Services Section
Keynote Speaker:
Joseph Bruchac, well-known storyteller and author of such exciting teacher resources
as Keepers of the Earth and Keepers of the Animals, as well as childrenTs books like
Thirteen Moons on a TurtleTs Back, The First Strawberries, and A Boy Called Slow.
Sessions:
* Building a Technology and Print Multicultural Collection
* Finding the Best: Choosing Resources to Tell Each ChildTs Story
¢ Weighing Our Options: Technology, Books, or Both
*¢ Opening the Doors: Inviting Community Participation
1:00 - 4:00:
F.L.L.P. for Information Skills
presented by Alice Yucht, Rutgers
University and Technology Connection
NCASL Conference
Keynote Speakers Thursday, August 8, 1996:
Technology humorist Alice Yucht from
Rutgers University, who is on the editorial
board of Technology Connection from
Linworth Publishing. Her topic will be
L.I.B.R.A.R.Y P.O.W.E.R...Pep Rally for
School Librarians. She also will be doing a 45-
minute session on Thursday entitled oLibrary 101.�
Wil Clay, African-American childrenTs book illustrator,
storyteller, artist, sculptor and graphic designer, will be doing two 45-minute presentations
on Thursday. His book, The Real McCoy: Life of an African-American Inventor will be available
for purchase.
Featured Speakers August 9, 1996:
Floyd Cooper, illustrator of GrandpaTs Face by Eloise Greenfield; Brown Honey in Broomwheat
Tea, Jaguarundi by Virginia Hamilton, and How Sweet the Sound by Wade and Cheryl Hudson.
He is recognized nationally as an superb speaker as well as artist.
The keynote speaker for the Friday luncheon will be the editor of Omni magazine, Greensboro
native, Keith Ferrell.
Continuing Education Credit will be offered for this conference
Nee
NorTH CAROLINA LIBRARY ASSOCIATION
Minutes of the Executive Board
April 26, 1996
On April 26, 1996, the NCLA Executive Board met at the Graham Public Library.
Margaret Blanchard, Library Director, welcomed the board and provided refreshments.
These minutes from the meeting will be voted on at the next meeting of the Executive Board.
PresidentTs Report
President Fergusson called the meeting
to order and introduced Marsha Wells,
the new NCLA Administrative Assis-
tant. He distributed a draft of the
Personnel Policy and requested input
from the board. President Fergusson
also reported that the membership
renewals are coming in slowly, but the
Membership Committee has developed
some innovative plans to mount a
membership campaign.
President Fergusson distributed a
memo to the board which commended
Christine Tomec for the work that she
did during her tenure as NCLA Admin-
istrative Assistant. The memo also
detailed the process used to hire
Marsha Wells as the new Administra-
tive Assistant.
Minutes of the previous meeting
Were approved after some minor
corrections.
TreasurerTs Report
Wanda Cason was unable to attend the
Meeting due to family medical reasons,
but a TreasurerTs report was distrib-
uted. Robert Burgin asked about the
profits from the conference. President
Ferguson reported that the final details
were not complete, but it appears that
We did not make as much money as we
had hoped.
Nancy Fogarty asked about the tax
tefund from 1993. Marsha Wells said
that the refund was not shown in the
TreasurerTs report which was distrib-
uted. Also the cost of the computer for
the treasurer was not included yet.
When asked about the possibility
Of increasing subscriptions and income
North Carolina Libraries
- "
from NC Libraries, Frances Bradburn
said that for a couple of issues of the
journal we did not have an ad man-
ager. Also, a couple of large vendors
canceled their ads in journals through-
out the nation, including NC Libraries.
Nancy Fogarty asked about the
$65,000 in non-budgeted items in the
TreasurerTs report. Gwen Jackson said it
was a pass-through for grants which
the State Library administered.
Susan Adams raised questions
about figures for ChildrenTs Services.
President Fergusson asked her to
discuss the problem with the Treasurer.
Marsha Wells reported that the
new accounting software will be
installed in June and this will improve
financial tracking and reporting.
Administrative AssistantTs Report
Marsha Wells reported that member-
ship is down to 1541. There are 150
new members but 597 members have
not renewed.
President Fergusson said that
additional memberships will probably
come in as a result of NCASLTs confer-
ence. He said that the membership is
also down because members have not
yet adjusted to the new annual
membership process.
Section and Round Table Reports
ChildrenTs Services Section
Beth Hutchison reported that the
Section is working on a seminar to be
held Oct. 21 & 22 at Brown Summit.
The focus will be on different aspects
of storytelling in the library.
College and University Section
Kathryn Crowe reported that the
Academic Curriculum Librarians |
Interest Group is holding a work- |
shop on May 14 in Raleigh. The
topic is integrating technology into
the curriculum. The Section will
sponsor a workshop on October 18
at UNC Charlotte. The topic will be
the collaboration on technology
between librarians, faculty and
computer center staff.
Documents
Cheryl McLean reported that one of
the issues that their upcoming
workshop will address is the poten-
tial impact of the planned transition
to a more electronic Federal Deposi-
tory Library Program by the end of
FY 1998.
Library Administration and Manage-
ment Section
Robert Burgin reported that the
SectionTs board has discussed plans for
a fall 1996 workshop.
North Carolina Association of School
Librarians
Karen Perry reported that the Battle of
the Books Committee has released its
1997 list of 25 titles that will be
featured in the local and regional
Battle of the Books programs. The
ChildrenTs Book Awards selection was
made by thousands of children across
NC who voted for their favorite
nominee during the month of March.
The award for K-3rd Grade went to
Man Who Tricked a Ghost by
Lawrence Yep. The award for 4th-6th
Spring 1996 " 91
a Oa aT PRE IIE ete, OP RE we EA OE Ea Se eR EE |
grade went to My Teacher Fried My
Brain. She also announced that the
NCASL conference will be held August
7-9, 1996 in High Point.
Public Library Section
Sylvia Sprinkle-Hamlin reported that
the SectionTs board reviewed the
previous Biennial Conference and
determined that the sessions spon-
sored by the Public Library Section
were successful.
Reference and Adult Services Section
Stephen Dew reported that the RASS
board set these goals for the new
biennium:
1. To help members grapple with
policy issues relating to new
technology.
2. To promote understanding of
the new technology and its
effective use in reference adult
service.
3. To strengthen and enrich our
membership.
4. To increase cooperation with
other sections of NCLA
They also discussed the need for a
NCLA web page.
Resources and Special Services
Section
Janet Flowers reported that Lori Drum
has replaced Beth Gibbs as Secretary/
Treasurer. They are planning a fall
workshop entitled oThe Intercon-
nected Information Environment:
Perspectives from Resources and
Technical Services� on September 27 at
the Friday Center. The Section is also
planning a to conduct a membership
survey.
New Members Round Table
Sondra Oakley reported that they
are planning a workshop on search-
ing the World Wide Web for August
2 at Forsyth Technical Community
College.
NC Library Paraprofessional
Association Round Table
Renee Pridgen reported that the they
have arranged for Appalachian State
University to be a link site for the
oSoaring to Excellence II� teleconfer-
ence. Also, regional directors are
establishing contact people through-
out NC, concentrating on academic
and special libraries.
92 " Summer 1996
Round Table on Ethnic Minority
Concerns (REMCo)
Sheila Johnson reported that REMCo is
planning to publish two newsletters.
The committee also plans to host a
workshop in the fall of 1996.
Round Table on the Status of
Women in Librarianship
Betty Meehan-Black reported that the
Spring issue of MSMANAGEMENT will
include a Fabulous Ideas Contest. The
contest will provide ideas for future
workshops, newsletters and speakers.
They will print four issues of
MSMANAGEMENT.
Committee Reports
Conference Committee Report
Beverley Gass reported that the
committee had contacted the Conven-
tion and VisitorTs Bureaus in Charlotte,
Greensboro, Raleigh and Winston-
Salem. Based on the information
gained from the bureaus, the commit-
tee selected Winston-Salem as the
conference site.
Beverley Gass made a motion that
the 1999 NCLA Biennial Conference
be held in Winston-Salem at the
Benton Convention Center and
Radisson on September 21-24, 1999.
Gwen Jackson seconded the motion.
The motion was carried.
Beverley Gass also made a motion
that the 2001 NCLA Biennial Confer-
ence be held in Winston-Salem at the
Benton Convention Center. Robert
Burgin seconded the motion. The
motion was carried. The Board agreed
that NCLA and NCASL should attempt
to negotiate a four-year contract in
order to get better hotel rates.
Constitution, Codes and
Handbook" Ross
The committee met and approved
the appropriate changes to the
handbook as they had been man-
dated by the NCLA Executive Board.
These changes included bylaws
amendments, new financial proce-
dures, information about the
listserv, and membership. The
committee prepared a motion which
was offered by Beverley Gass,
stating that the Conference Hand-
book be added as an appendix to the
NCLA Handbook and that the
Conference Committee keep the
handbook up-to-date. The motion
was seconded by Frances Bradburn
and approved by the board.
Finance Committee
The committee has been charged to
odevelop centralized accounting of all
NCLA funds through application of
the principles and practices of fund
accounting and at the same time
guaranteeing protection for section
control of their portion of dues and
other revenues that sections generate.�
The committee has concluded that
cash basis accounting is acceptable to
auditors and the IRS if checks and
controls are deemed adequate and
complete records are available.
An accountant will be hired by fall
1996 to handle the 1997-1998 Biennial
Budget. The 1995 IRS 990 will be
completed by Thomas McDaniel, CPA.
The Committee recommends
that Sections should not be charged
for the Administrative AssistantTs
time. The Committee also distrib-
uted forms to Chairs of Sections and
Committees soliciting input for the
1997-1998 Biennial Budget. Finan-
cial Procedures for Operating Funds
will be implemented beginning July
-1, 1996. Pauletta Bracy made a
motion to make the NCLA rate for
mileage the same as the IRS rate for
travel expenses. Renee Pridgen
seconded. The motion was carried.
Governmental Relations
John Via reported that he asked NCLA
members to support National Library
Legislative Day on May 7. He also
reported that the Governmental
Relations committee is interested in
working with other NCLA committees
and sections on legislative issues.
Intellectual Freedom Committee
Gene Lanier reported that as the Chair
of the Intellectual Freedom Committee
he has been asked to make a number
of presentations recently. He also
assisted in writing and revising a new
interpretation of the Library Bill of
Rights on access to electronic informa-
tion. He has received a number of
requests for assistance from libraries
throughout North Carolina as well a
throughout the nation. He distributed
a list of books that have been chal-
lenged in North Carolina recently.
Literacy Committee
Pauletta Bracy asked Steve Sumerford
to discuss the potential grant for adult
literacy which will be awarded to some
NC public libraries. He said that the
final decision will not be made until
June, but the Lila Wallace ReaderTs
North Carolina Libraries
Digest Fund has received proposals
from four NC libraries for grants
ranging up to $250,000.
Marketing and Publications
Committee
Richard Wells reported that the
committee is planning a workshop on
creating effective publications. The
major emphasis of the committee is to
plan a state wide media campaign that
can serve all of NC libraries. The
committee requests that all NCLA
publications carry the NCLA logo.
Scholarships Committee
Edna Cogdell reported that scholarship
information packets have been mailed
to all of the library schools and the
Financial Aid Directors at NC colleges
and universities. Seventeen applica-
tions have been requested.
Special Projects Committee
About $7000 is budgeted for this year
for special projects and workshops.
North Carolina Libraries
Frances Bradburn announced that the
following people have been added to
the board: Kevin Cherry, Mel Burton,
Bill Fietzer and Diane Kester. The
theme of the Summer 1996 issue is
oLeadership in Libraries� and the
board has selected themes for all of the
issues through 1998.
ALA Councilor
Martha Davis reported that she would
like items for the NCLA chapter booth
at the ALA conference. She also noted
that NCLA is very respected by the
leadership of ALA.
She requested that we send our
contribution as budgeted for Freedom
to Read.
Southeastern Library Association
Nancy Clark Fogarty reported that the
SELA Executive Board met in Atlanta
on March 1, 1996. President Joe Forsee
presided. The primary agenda item was
a discussion of the future of the
Association. A motion to dissolve the
Association following the biennial
conference in October failed. A motion
Was made and passed for President
Forsee to appoint an ad hoc Future
Directions Committee to report to the
Board prior to July 15, 1996. The next
Conference will be October 22-26 in
Lexington, Kentucky.
North Carolina Libraries
Task Force to Study Governance
Dr. Marilyn Miller reported. The task
force was charged to ostudy the
present structure of the NCLA Execu-
tive Board in light of equitable repre-
sentation of the five library types
representing NCLA.� The task force
made the following recommendations:
(1) The Board of Directors of the
NCLA shall consist of the following
voting members :president, vice-
president, secretary, treasurer, past
president, three regional directors
and elected chairs of the College
and University Section, the
Community and Junior College
Section, NC Association of School
Librarians, Public Library Section
and the Public Library Trustees and
Friends of Libraries Association.
The non-voting members with
privileges of the floor are chairs of
other sections, committees and
roundtables, ALA Councilor, SELA
Representative and the editor of
North Carolina Libraries.
(2) A comprehensive orientation
should be developed and standard-
ized.
(3) A task force should be appointed
to develop a plan for leadership
training.
(4) The board should improve internal
communication.
(5) Conduct a self study of the board
to look at various aspects of the
way the board conducts its work.
Dave Fergusson commended the task
force for the extensive work they have
done and he suggested that we set up
small groups to study various key
sections of the report.
Frances Bradburn suggested that
we take recommendations #1 and #5
back to our boards, sections, etc. for
more discussion and that we also put
the TaskforceTs report on the NCLA
listserv.
President Fergusson requested that we
meet at 11:00 A.M. for an abbreviated
business meeting on August 7 and
then discuss the recommendations
from the Governance Task Force from
1:00-4:00. Beverley Gass suggested that
we should have a small group facilita-
tor for the meeting.
President Fergusson appointed a
study group to address recommenda-
tion #2 dealing with board orientation.
The committee will be a New Members
Round Table representative, Betty
Meehan-Black , Barbara Akinwole,
Steve Sumerford and Gwen Jackson.
New Business
Steve Dew made a motion that NCLA
establish a web page; Robert Burgin
seconded. The motion carried. Sue
Cody was appointed to investigate
setting up the web page.
"Submitted by
Steve Sumerford, Secretary
Tired of making
"permanent loans?"
fa Checkpoint
Tomorrow's Technology for Today's Libraries�"�
550 Grove Road « P.O. Box 188 + Thorofare, New Jersey 08086
(800) 257-5540 * TELEX: 84-5396 * FAX: (609) 848-0937
Ralph M. Davis
Sales Representative
P.O. Box 144
Rockingham, NC 28379
1-800-545-2714
Summer 1996 " 93
- "_"".! on, ~
"eesere eee "
PRESIDENT
David Fergusson
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
D_FERGUSSON@FORSYTH.LIB.NC.US
VICE PRESIDENT/
PRESIDENT ELECT
Beverley Gass
M.W. Bell Library
Guilford Technical College
P.O. Box 309
Jamestown NC 27282-0309
Telephone: 910/334-4822
x2434
Fax: 910/841-4350
GASSB@GTCC.CC.NC.US
SECRETARY
Steven L. Sumerford
Glenwood Branch Library
1901 W. Florida Street
Greensboro, NC 27403
Telephone: 910/297-5002
Fax: 910/297-5004
STEVES2241@AOL.COM
TREASURER
Wanda Brown Cason
Z. Smith Reynolds Library
Wake Forest University
PO Box 7777 Reynolda Station
Winston-Salem, NC 27109-7777
Telephone: 910/759-5094
Fax: 910/759-9831
WCASONG@LIB.WFUNET.WFU.EDU
DIRECTORS
Jacqueline B. Beach
Craven-Pamlico-Carteret
Regional Library
400 Johnson
New Bern, NC 28560
Telephone: 919/823-1141
Fax: 919/638-7817
Barbara Akinwole
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-2570
Fax: 919/733-8748
BAKINWOLE@HALDCRSTATENC.US
ALA COUNCILOR
Martha E. Davis
M. W. Bell Library
Guilford Tech. Comm. College
P. O. Box 309
Jamestown, NC 27282-0309
Telephone: 910/334-4822
Fax: 910/841-4350
DAVISM@GTCC.CC.NC.US
SELA REPRESENTATIVE
Nancy Clark Fogarty
Jackson Library
UNC-Greensboro
Greensboro, NC 27412
Telephone: 910/334-5419
Fax: 910/334-5097
FOGARTYN@IRIS.UNCG.EDU
EDITOR, North Carolina Libraries
Frances Bryant Bradburn
Information Technology
Evaluation Services
Public Schools of North Carolina
301 N. Wilmington Street
Raleigh, NC 27601-2825
Telephone: 919/715-1528
Fax: 919/733-4762
FBRADBUR@DPLSTATE.NC.US
PAST-PRESIDENT
Gwen G. Jackson
494 Breezy Point Road
Swansboro, NC 28584
Telephone: 919/393-2651
GJACKSON@UNCECS.EDU
ADMINISTRATIVE ASSISTANT
(ex officio)
Christine Tomec
North Carolina Library Association
c/o State Library of North Carolina
Rm. 27 109 E. Jones St.
Raleigh, NC 27601-1023
Telephone: 919/839-6252
Fax: 919/839-6252
CTOMEC@NCSL.DCR.STATE.NC.US
Ce
SECTION CHAIRS
CHILDRENTS SERVICES SECTION
Beth Hutchison
Public Library of Charlotte and
Mecklenburg County
301 N. Tryon Street
Charlotte, NC 28202
Telephone: 704/336-2409
Fax: 704/336-2677
BAH@PLCMC.LIB.NC.US
COLLEGE anp UNIVERSITY SECTION
Kathryn Crowe
Jackson Library
UNC-Greensboro
Greensboro, NC 27412
Telephone: 910/334-3215
Fax: 910/334-5097
CROWEK@IRIS.UNCG.EDU
COMMUNITY anp JUNIOR
COLLEGE LIBRARIES SECTION
Shelia Core
Surry Community College
P.O. Box 304
Dobson, NC 27107
Telephone: 910/386-8121
x317
Fax: 910/386-8951
NortH Carona Liprary ASSOCIATION 1995-1997 EXECUTIVE BoarpD
DOCUMENTS SECTION
(Term ends 1996)
Cheryl McLean
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-3683
Fax: 919/733-5679
CMCLEAN@HAL.DCR.STATENC.US
(Term ends 1997)
Barbara Levergood
Davis Library CB#3912
UNC-Chapel Hill
Chapel Hill, NC 27514-8890
Telephone: 919/962-1151
Fax: 919/962-4451
LEVERG.DAVIS@MHS.UNC.EDU
LIBRARY ADMINISTRATION anp
MANAGEMENT SECTION
Robert E. Burgin
North Carolina Central Univ.
1801 Fayetteville Street
Durham, NC 27707
Telephone: 919/560-6485
Fax: 919/560-6402
BURGIN@NCCU.EDU
NORTH CAROLINA ASSOCIATION
OF SCHOOL LIBRARIANS
Karen Perry
1000 Parkwood Circle
High Point, NC 27262
Telephone: 910/819-2870
PERRYK@UNCG.EDU
NORTH CAROLINA PUBLIC
LIBRARY TRUSTEES ASSOCIATION
Clifton Metcalf
56 Cedar Hills Circle
Chapel Hill, NC 27514
Telephone: 919/962-0331
Fax: 919/962-2279
PUBLIC LIBRARY SECTION
Sylvia Sprinkle-Hamlin
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
S_HAMLIN@FORSYTH.LIB.NC.US
REFERENCE anp ADULT SERVICES
Sue Ann Cody
UNC-Wilmington
601 S. College Road
Wilmington, NC 28403-3297
Telephone: 919/395-3688
Fax: 910/395-3863
CODYS@UNCWIL.EDU
RESOURCES anp TECHNICAL
SERVICES SECTION
Janet Flowers
Davis Library CB#3902
UNC-Chapel Hill
Chapel Hill, NC 27514-8890
Telephone: 919/962-1120
Fax: 919/962-4450
JANET_FLOWERS@UNC.EDU
ROUND TABLE CHAIRS
NEW MEMBERS ROUND TABLE
Carol Freeman
Allied Health Library
Forsyth Technical Com.
College
1900 Beach Street
Winston-Salem NC 27103
Telephone: 910/723-0371
x291
Fax: 910/748-9395
CFREEMAN@BULLNCDOC.CCNCUS
NORTH CAROLINA LIBRARY
PARAPROFESSIONAL ASSOCIATION
Renee Pridgen
Cumberland Co. Public Library
300 Maiden Lane
Fayetteville, NC 28301
Telephone: 910/483-1580
Fax: 910/486-5372
RPRIDGEN@CUMBERLAND LIBNC.US
ROUND TABLE FOR ETHNIC
MINORITY CONCERNS
Sheila Johnson
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
S_ JOHNSON@FORSYTH.LIB.NC.US
ROUND TABLE ON SPECIAL
COLLECTIONS
Sharon Knapp
Perkins Library
Duke University
P.O. Box 90185
Durham, NC 27708-0185
Telephone: 919/660-0185
Fax: 919/684-2855
SEK@MAIL.LIB.DUKE.EDU
ROUND TABLE ON THE STATUS
OF WOMEN IN LIBRARIANSHIP
Elizabeth Meehan-Black
Davis Library CB#3902
UNC-Chapel Hill
Chapel Hill, NC 27599-3902
Telephone: 919/962-1120
Fax: 919/962-0484
BETTY_MEEHAN-BLACK@UNC.EDU
TECHNOLOGY AND TRENDS
ROUND TABLE
Diana Young
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-2570
Fax: 919/733-8748
DYOUNG@HAL.DCR.STATE.NC.US
TT
il
|
North Carolina Library Association
94 " Summer 1996
North Carolina Libraries
EpDITORIAL STAFF
Editor
FRANCES BRYANT BRADBURN
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington Street
Raleigh, NC 27601-2825
(919) 715-1528
(919) 733-4762 (FAX)
fbradbur@dpi.state.nc.us
Associate Editor
ROSE SIMON
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
(910) 917-5421
simon@sisters.salem.edu
Associate Editor
JOHN WELCH
Division of State Library
109 East Jones Street
Raleigh, NC 27601-2807
(919) 733-2570
jwelch@hal.dcr.state.nc.us
Book Review Editor
DOROTHY DAVIS HODDER
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(910) 341-4389
Lagniappe/Bibliography Coordinator
PLUMMER ALSTON JONES, JR.
Corriher-Linn-Black Library
Catawba College
2300 W. Innes Street
Salisbury, NC 28144
(704) 637-4449
Pajones@catawba.edu
Indexer
MICHAEL COTTER
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328-6533
miccot@joyner.lib.ecu.edu
Point/CounterPoint Editor
HARRY TUCHMAYER
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(910) 341-4036
Advertising Manager
KEVIN CHERRY
Rowan Public Library
P.O. Box 4039
Salisbury, NC 28145-4039
(704) 638-3021
Kcherry@ncsl.dcr.state.nc.us
North Carolina Libraries
ChildrenTs Services
MELVIN K. BURTON
Gaston-Lincoln Regional Library
1555 E. Garrison Boulevard
Gastonia, NC 28054
(704) 868-2165
College and University
ARTEMIS KARES
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328-6067
artkar@joyner.lib.ecu.edu
Community and Junior College
BARBARA MILLER MARSON
Paul H. Thompson Library
Fayetteville Tech. Comm. College
PO Box 35236
Fayetteville, NC 28303
(910) 678-8253
Documents
MICHAEL VAN FOSSEN
Reference Documents
Davis Library CB #3912
University of North Carolina
Chapel Hill, NC 27599
(919) 962-1151
vanfosen.davis@mhs.unc.edu
Library Administration and
Management Section
JOLINE EZZELL
Perkins Library
Duke University
Durham, NC 27708-0175
(919) 660-5880
jre@mail.lib.duke.edu
New Members Round Table
RHONDA HOLBROOK
Glenwood Branch Library
1901 W. Florida St.
Greensboro, NC 27403
(910) 297-5000
N.C. Asso. of School Librarians
DIANE KESSLER
Durham Public Schools
808 Bacon St.
Durham, NC 27703
(919) 560-2360
kesslerd@bacon.durham.k12.nc.us
North Carolina Library
Paraprofessional Association
MELANIE HORNE
Cumberland Co. Public Library
6882 Cliffdale Road
Fayetteville, NC 28314
(910) 864-5002
Public Library Section
JEFFREY CANNELL
Wayne County Public Library
1001 E. Ash St.
Goldsboro, NC 27530
(919) 735-1824
jcannel@ncsl.dcr.state.nc.us
Reference/Adult Services
SUZANNE WISE
Belk Library
Appalachian State University
Boone, NC 28608
(704) 262-2798
wisems@appstate.edu
Resources and Technical Services
WILLIAM FIETZER
Atkins Library
UNC-Charlotte
Charlotte, NC 28216
(704) 547-2365
ali0Owhf@unccvm.uncc.edu
Round Table for Ethnic Minority Concerns
JEAN WILLIAMS
F.D. Bluford Library
NC A &T State University
Greensboro, NC 27411
(910) 334-7617
williamj@athena.ncat.edu
Round Table on Special Collections
MEGAN MULDER
Wake Forest University Library
PO Box 7777 Reynolda Station
Winston-Salem, NC 27109-7777
(910) 759-5091
mulder@lib.wfu.edu
Round Table on the Status of Women i
Librarianship
JOAN SHERIF
Northwestern Regional Library
111 North Front Street
Elkin, NC 28621
(910) 835-4894
jsherif@ncsl.dcr.state.nc.us
Technology and Trends
DIANE KESTER
Library Studies and Ed. Technology
East Carolina University
Greenville, NC 27858-4353
(919) 328-4389
Isddkest@eastnet.educ.ecu.edu
Wired to the World Editor
RALPH LEE SCOTT
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328-6533
ralsco@joyner.lib.ecu.edu
Trustees
ANNE B. WILGUS
N.C. Wesleyan College
Rocky Mount, NC 27804
(919) 442-2662
(919) 977-3701 (FAX)
Summer 1996 " 99
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le
OLA
The Last Chivaree
The Hicks Family of
Beech Mountain
Robert Isbell
Foreword by
Wilma Dykeman
Based largely on the
teminiscences of Ray
Hicks, a master teller
of Jack Tales, The Last
Chivaree creates a vivid
and unsparing portrait of Appalachian moun-
tain life in the first half of the twentieth
century,
'92 pp. $19.95 cl (0-8078-2266-3)
Across Fortune's Tracks
A Biography of William Rand Kenan Jr.
Walter E. Campbell
T oAn in-depth study
of the Kenan family
through three genera-
tions. ... Campbell
handles the compli-
cated, diverse, and
extensive business
activities of Kenan
very well. And he is
perhaps at his best in
© dealing with individual
personal relations
Within the Kenan family.�"Joseph Frazier
Wall, author of Affred I. DuPont: The Man and
8 Family
434 pp. $34.95 cl
(0-8078-2268.x)
CALL OR WRITE FOR A FREE CATALOG
Their Highest
Potential
An African American
School Community
in the Segregated
South
Vanessa Siddle Walker
Vanessa Siddle Walker
recounts the history T
of one rural North ntial
Carolina school that e Siatte Water |
succeeded in provid- emia ndaiat ial
ing a nurturing edu-
cational environment in spite of the injustices
of segregation. Focusing on the importance
of dedicated teachers and parents, this book
provides an important context for the on-
going debate about how best to educate
African American children.
276 pp. $34.95 cl (0-8078-2276-0)
$14.95 pa (0-8078-4581-7)
Race and the Shaping of
Twentieth-Century Atlanta
Ronald H. Bayor
oRon Bayor has demonstrated the frightening
intersection of race and policy in shaping the
city that boasted it was oToo Busy to Hate.T
This is an important study of the making"
and distorting "of a modern metropolis.�
"Julian Bond, University of Virginia
350 pp. $29.95 cl (0-8078-2270-1)
Fred W. Morrison Series in Southern Studies
Slang and Sociability
In-Group Language among College Students
Connie Eble
Based on more than 10,000 examples
submitted by EbleTs students at the University
of North Carolina at Chapel Hill over the last
twenty years, the book shows that slang is
dynamic vocabulary that cannot be dismissed
as deviant or marginal.
240 pp. $29.95 cl (0-8078-2279-5)
$14.95 pa (0-8078-4584-1)
Dictionary of North Carolina
Biography
Vol. 6, T-Z
Edited by William S. Powell
oThe most remarkable people of North
Carolina march across the pages of this
primer of historical personalities.T"Roy
Parker Jr., contributing editor, Fayetteville
Observer-Times
310 pp. $49.95 cl (0-8078-2225-6)
Yellow Dogs,
Hushpuppies,
and Bluetick
Hounds
The Official
Encyclopedia of
Southern Culture
Quiz Book
Compiled by Lisa
Howorth, with
Jennifer Bryant
Foreword by
Roy Blount Jr.
More than 800
questions along with
in-depth answers
that cover every
aspect of southern culture from alligators to
mulungeons to zydeco. From the same folks
who brought you the Encyclopedia of Southern
Culture.
140 pp. $9.95 paper (0-8078-4592-2)
Revolutionary Brotherhood
Freemasonry and the Transformation of the
American Social Order, 1730-1840
Steven C. Bullock
Steven Bullock traces Freemasonry from its
origins in Britain and its introduction into
North America in the 1730s to its near-
destruction by a massive anti-Masonic move-
ment almost a century later and its subse-
quent reconfiguration into the brotherhood
we know today. He places the movement at
the center of the transformation of American
society and culture, shaping the new nationTs
ideas of liberty and equality.
442 pp. $49.95 cl (0-8078-2282-5)
Published for the Institute of Early American History
and Culture, Williamsburg, Virginia
Chancellorsville
The Battle and Its
Aftermath
Edited by Gary W. Gallagher
Departing from the
traditional focus on
generalship and tactics, these
original essays address the
campaignTs broad context
and the implications of LeeTs victory and
revisit specific battlefield episodes that have
in the past been poorly understood.
288 pp. $29.95 cl (0-8078-2275-2)
Military Campaigns of the Civil War
Chancellorsvilé
THE UNIVERSITY OF NORTH CAROLINA PRESS
Chapel Hill Phone (800) 848-6224, Fax (800) 272-6817 http://sunsite.unc.edu/uncpress/
pom b3i.eC"_"
Fall 1996 Community of the Book \
Rosemary Arneson, Guest Editor
Winter 1996 Managing Technology ~
Pat Ryckman, Guest Editor Cy
Spring 1997 Regrowing Libraries
Suzanne Wise, Guest Editor
Summer 1997 Library Construction and Design
Phil Barton, Guest Editor
Unsolicited articles dealing with the above themes or any issue of interest to North Carolina librarians
are welcomed. Please contact the editor for manuscript guidelines and deadlines.
North Carolina Libraries, published four times a year, is the official publication of the North
Carolina Library Association. Membership dues include a subscription to North Carolina
Libraries. Membership information may be obtained from the Administrative Assistant of
NCLA. Subscription rates are $32.00 per year, or $10.00 per issue, for domestic
subscriptions; $50.00 per year, or $15.00 per issue, for foreign subscriptions. Backfiles are
maintained by the editor. Microfilm copies are available through University Microfilms.
North Carolina Libraries is indexed by Library Literature and publishes its own annual index.
Editorial correspondence should be addressed to the editor; advertisement
correspondence should be addressed to the advertising manager. Articles are juried.
