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2012

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Collection development,in the strict sense of fhephrase, may be a myih inmany libraries.

PresidentLELAND M, PARKDavidson College LibraryDavidson, NC 28036(704) 892-2000 Ext. 331First Vice-President/President-ElectPAULINE F. MYRICKMoore County SchooisBox 307Carthage, NC 28327(919) 947-2976Second Vice-PresidentM. JANE WILLIAMSDivision of State Library109 East Jones StreetRaleigh, NC 27611(919) 733-2570SecretaryROBERTA S. WILLIAMSTransylvania County Library105 South Broad StreetBrevard, NC 28712(704) 884-3151TreasurerEUNICE P. DRUMBox 40034Raleigh, NC 27604(919) 733-4488DirectorSHIRLEY B. McLAUGHLINAsheville-Buncombe TechnicalCollege340 Victoria RoadAsheville, NC 28801(704) 254-1921 Ext. 300DirectorJERRY A. THRASHERCumberland County PublicLibraryBox 1720Fayetteville, NC 28302(919) 483-1580Past PresidentMERTYS W. BELL5608 Scotland RoadGreensboro, NC 27407ALA RepresentativeEMILY BOYCEDepartment of Library ScienceEast Carolina UniversityGreenville, NC 27834(919) 757-6621NCLA EXECUTIVE BOARD1983-85SELA RepresentativeREBECCA S. BALLENTINEInstitute of GovernmentUNC-Chapel HillChapel Hill, NC 27514(919) 966-4130Editor, North CarolinaLibrariesROBERT BURGINSchool of Library ScienceNorth Carolina CentralUniversityDurham, NC 27707(919) 683-6485SECTION/ROUND TABLE CHAIRSChildrenTs ServicesKAREN M. PERRYArchdale-Trinity Middle SchoolBox 232Trinity, NC 27370(919) 431-6714College and UniversityROBERT N. BLANDRamsey LibraryUNC-Asheville, NC 28814(704) 258-6543Community and JuniorCollege LibrariesMARY AVERYLearning Resources CenterRowan Technical CollegeBox 1595Salisbury, NC 28144(704) 637-0760DocumentsSTUART BASEFSKYDuke University LibraryDurham, NC 27606(919) 684-2373Junior Members Round tableVIVIAN W. BEECH :New Hanover County PublicLibrary201 Chestnut StreetWilmington, NC 28403(919) 763-3303N.C. Association of School "Librarians :JUDIE DAVIE_ Department of Library Science/Educational TechnologyUNC-GreensboroGreensboro, NC 27412(919) 379-5100 Ext. 63Public LibraryJUDITH K. SUTTONPublic Library of Charlotteand Mecklenburg County310 North Tryon StreetCharlotte, NC 28202(704) 336-2660Reference and Adult ServicesLARRY BARRDepartment of Library andMedia StudiesAppalachian State UniversityBoone, NC 28608(704) 262-2243Resources and Technical ServicesBENJAMIN F. SPELLER, JR.School of Library ScienceNorth Carolina Central UniversityDurham, NC 27707(919) 683-6485Round Table for Ethnic MinorityConcernsMARY P. WILLIAMSJ. Y. Joyner LibraryEast Carolina UniversityGreenville, NC 27834(919) 757-6691Round Table on the Status ofWomen in LibrarianshipPATSY J. HANSELCumberland County PublicLibraryBox 1720Fayetteville, NC 28302(919) 483-8600TrusteesDOROTHY R. BURNLEY508 Ashe StreetHigh Point, NC 27260(919) 733-4838

tA. CAIOINO(O"IGSTABLE OF CONTENTSibyISSN 0029-2540Articles4 Introduction, Patsy Hansel and Harry Tuchmayer5 Building a Usable Library Collection, Harry Tuchmayer10 Balancing the Books, Valerie W. Lovett12 Approval Plans as a Method of Collection Development,Sallie E. Mann15 Faculty vs. Staff Selection: Collection Development in theAcademic Library, Eugene Huguelet17. The System of Allocations from the Book Budget atUNC-G, James H. Thompson20 Computers and Collection Development, George B. Viele23 Building a Serials Collection in an Academic Library,Joline R. Ezzell26 Development of a Collection: The Music Library at EastCarolina University, Geraldine Laudati29 Collecting North Caroliniana, Alice R. Cotten32 Developing Your Fiction Collection " RealisticallySpeaking, Frances Bryant Bradburn35 Collection Development in a Municipal Public Library,Robert C. Russell39 Collection Development in a Public Library Branch,Patrice Gaffney Ebert43 The Hatteras Library: A Small Unit in a Regional System,Anne D. Sanders45 Merchandising the Collection from the Small BranchPerspective, Barbara Cashwell47 LibrariansT Attitudes Toward Networking,Peggy ChapmanFeatures2 From the President, Leland M. Park52 New North Carolina Books61 NCLA MinutesCover: Joline R. Ezzell, oBuilding a Serials Collection in an Advertisers: American Library Association, pp. 31, 42; Baker &Academic Library,� North Carolina Libraries 43 (Spring 1985): Taylor, p. 3; ChildrenTs Services Section, NCLA, p. 19; Ebsco, p. 4;23-25. This issue features a number of observations on collection Freedom to Read Foundation, p. 4; McGregor, p. 38; Nationaldevelopment in North Carolina libraries. Georgraphic, p. 9; Phiebig, p. 8; Ruzicka, p. 22; University: Microfilms, pp. 22, 44.Volume 43, Number 1 Spring 1985

From the PresidentGovernmental Relations. This is the commit-tee that, when the legislature and the Congressare in session, stays on the move. There are daysplanned for librarians to opress a call� on theirrepresentatives in Raleigh, and the trip toWashington in April during National Library Weekis all set. With the fifth largest library associationin the country having highly visible membes ineach of North CarolinaTs one hundred counties, itis a formidable force when organized. Keep intouch with your section chairmen and/or LouiseBoone, who heads up the Governmental RelationsCommittee for NCLA. They can use your help tooStand Up For Libraries.�MsM Interviews. Be sure to catch the publi-cation of the Round Table on the Status of Womenin Librarianship, MsManagement. ItTs excellent,and the interviews with librarians of note in ourstate are uniformly interesting and informative.Jane Williams, Elaine Von Oesen, Dale Gaddis,Mattie Russell are just a few of the notables inter-viewed. And it makes you even more proud to be apart of this profession in North Carolina.Government Documents. There are thirty-five federal depository libraries in North Carolina,from the mountains to the coast. Their resourcesare vast and rich, and they work together in col-lection development and resource sharing. A newNorth Carolina State Documents Plan has beenwritten delineating the organization of the mate-rials and how they may be accessed by everyone.Jaia Barrett (Duke), Jean Porter (NCSU), and Rid-ley Kessler drew up the plan. If you donTt have acopy for your library, write Mr. Kessler, theregional depository librarian, at Davis Library,UNC-Chapel Hill.New Scholarship Fund. Elsewhere in thisissue you will find the exciting news of a gift toone of our sections, NCASL, of $5,000 by NCLApresident emerita Eunice Query to establish yetanother scholarship fund for library school stu-dents. Miss Query has worked hard for libraryeducation for decades; in her retirement she hasproved that she opractices what she preached.�2"North Carolina Librariesstand up forlibrariesNORTH CAROLINA LIBRARY ASSOCIATIONWe are most grateful for her continued supportand especially for her friendship. We are proud toclaim her as a colleague par excellence.Spring Workshop. April 12-13 will find NCLAhosting its annual spring workshop at GreensboroCollege. We are entering the home stretch of thebiennium, and this is an important time for com-mittees, the executive board, and section officersto meet and make plans for the October confer-ence and other activities during the next severalmonths. All meetings are open; join us.Raleigh Conference. Pauline Myrick and hercommittee are working hard on the fall confer-ence in Raleigh. Speakers for the general sessionsand banquet will be announced soon, and I thinkyou will be most pleased. Sections are firming upplans for their meetings, and exhibitors are beingcontacted. (Ask salesmen if their firms will berepresented; contact Bill Kirwan at Western Caro-lina for information.) It is a great undertaking toput a conference together, and NCLA has a repu-tation for outstanding ones. Plan to be there:October 2-4.Membership. Renewals for membershipshave been mailed by treasurer Eunice Drum inthe last several months. If you received one, besure to renew right away. You donTt want to missany issues of North Carolina Libraries, Tar HeelLibraries, ballots for officers (which will bemailed in late Spring), or information about theconference. Besides, NCLA needs you!Tag News. A librarianTs car made the newsrecently! Martha H. Davis, library director of theRockingham County Public Library, has recentlyinstalled a new CLSI LIBS 100 circulation systemin her libraries. Mrs. Davis is so pleased with thesystem and so interested in spreading the word inher county about the librariesT new venture inautomation that she has oLIBS-100� as her carTslicense plate number. Check the Winter 1985 issueof Newsletter of Library Automation (p. 15) for asuper picture.Next Executive Board Meeting: Greensboro,April 12-13, 1985.Leland M. Park, President

Ordering books shouldn't be a maddeningexperience.Dealing with an inflexible book supplier is no teapatty.That's why so many librarians prefer to deal withBaker & Taylor For over 150 years we've been listen-ing carefully and responding with economical andcustomized methods to help librarians get the mostfrom their budget.We've developed time-saving, cost-effective programslike our Continuation Service, Book Leasing Systemand Approval Program. And our electronic ordering ser-vices like BalaPHONE® BalaSYSTEMS�"� and LIBRIS II�"�are state of the art. All have been developed with thehelp of professional librarians who understand theneeds of todayTs libraries.So whenever you have any questions about how toimprove your book ordering services, ask Baker &TaylorYou can expect some very straight answers. And that'sno fairy tale.EXPERIENCE YOU CAN DEPEND ONCall or write us now BAKER & TAYLORfor more information. a GRACE companyEastern Division, 50 Kirby Avenue, Somerville, NJ 08876 (201) 722-8000 Midwestern Division, 501 S. Gladiolus Street, Momence, IL 60954 (815) 472-2444Southern Division, Mt. Olive Road, Commerce, GA 30599 (404) 335-5000 Western Division, 380 Edison Way, Reno, NV 89564 (702) 786-67001985 Spring"3

IntroductionPLAINANDSIMPLEOur physical size and financial strength"necessary to makeand honor commitments"indicate the successful workingrelationships we have with thousands of libraries worldwide.But the plain truth is, simply, that it is our sensitivity toyour unique requirements, and our flexibility in providing anexhaustive and relentless effort for total customer servicethat is our real strength.We want to work with you"to help you provideexceptional patron service, which is your strength.We can help. Write today"EBSCO SUBSCRIPTION SERVICESThe Serials Professionals=e\As the following assortment of oobservations�demonstrates, there are no hard and fast rulesconcerning collection development. Collectiondevelopment happens in libraries. Some librar-ians take a fairly cavalier approach to it, some arevery serious about it, most probably operatesomewhere in between.This variability in approach lent itself to anissue devoted to oobservations� from a number oflibrarians on collection development themes. Weasked for an assortment of short observations(not full-length articles) that might raise a feweyebrows and generate some debate in the librarycommunity. What we present to you fulfills part ofour original design; it is left up to you, the reader,to complete the project.8000 Forbes Place, Suite 204Springfield, VA 22151(703) 321-7494/321-9630Harry TuchmayerNew HanoverPublic LibraryPatsy HanselCumberland CountyPublic LibraryIf the right to express your ideas is important to you...then you can help fight suppression of free expression.Freedom to Read FoundationThe battle is an important one. Todayreports of attempts to censor booksand information are at record highs.Any book, magazine, photographor other material can be the targetof would-be censors from the left,right or center.Your membership in the Freedomto Read Foundation can make adifference in protecting the free flowof information and ideas"the basicprinciples of the First Amendment.The Foundation is a 14-year-oldorganization of librarians, lawyers,educators, booksellers, authors,publishers and other concerned citi-zens who have joined together tosafeguard the tradition of-free expres-sion in America. The Foundationprovides legal and financial supportto those at the frontline of censorshipchallenges.Your membership in theFreedom to Read Foundation will:¢ help support librarians across thenation who are beleaguered byraids on our libraries* expand the freedom to read byoffering legal and financial helpin cases involving authors, pub-lishers and booksellers* entitle you to the Freedom to ReadFoundation News, a quarterlynewsletter on censorship trends,current court cases, legislativedevelopments, and reportsof successes in bouts with censors.Books and ideas aren't dangerous...but information restraints on a freepeople are. Protect the future ofthe First Amendment. Join theFreedom to Read Foundation.Yes, | want to become active in theFreedom to Read Foundation.My membership check for $is enclosed. This tax-deductiblecontribution entitles me to vote forFoundation trustees and to receivethe quarterly Freedom to ReadFoundation News.$10 student $100 sponsor$25 regular$50 contributing0 $500 patron$1000 benefactorNameAddressCity State ZipPlease make checks payable toFreedom to Read Foundation andmail to Freedom to Read Foundation,50 E. Huron St., Chicago, IL 60611.Seen ss a,4"North Carolina Libraries

Building a Usable Library CollectionHarry TuchmayerLibrarians have lost touch with their collec-tions. When new advances in management theorycalled for participatory management practicesthat took the employeesT needs into account,librarians were quick to become opersonnel man-agers.� When automation continued to blossom,We became oinformation scientists.� And it shouldcome as no surprise to see that as those in educa-tion return to basics, we too find ourselves think-ing along similar lines.But does a return to basics in the libraryworld really mean returning to the three Rs?Libraries are, above all else, a place for books. Butwhat kind of books should be there? In the past,conventional wisdom had it that libraries shouldbe the storehouses of great literature and impec-Cable scholarship. Our mission was to educateSociety and offer to the community a place wherethose who wanted to could familiarize themselveswith ohigh culture,� as a means towards self-im-provement. Paperbacks were unheard of andPulp novels rarely raised their otrashy� heads inthe stacks. We wanted readers"but we wantedthem on our terms. Somehow, we were more con-cerned with building a collection that we as pro-fessionals could be proud of than we were withbuilding one that could and would be used.Today all libraries, not just public libraries,are at the crossroads. We are faced with ademanding clientele and a publishing industrythat is producing more and retaining less. Weneed to be responsive to these demands by sup-plying our customers with the books and mate-rials they want and need when they want andneed them.Cornerstones to Collection Building: Identify-ing Your Users and Their NeedsEach library serves a distinct community ofusers. Identifying who these users are and whattheir needs may be is not an easy task. However, itis the necessary first step in attempting to build a"--"_"".Harry Tuchmayer is Head of the Technical Services Depart-Pag of the New Hanover County Public Library in Wilming-m.usable library collection. How do we identify userneeds? How do we assess strengths and weak-nesses of a library collection geared towards serv-ing these needs? Certainly such methods ascommunity surveys, user surveys, and analyzingcirculation records will all have certain bits ofinformation that can be used to build a librarycollection, but we need to do much more thanthat. We need to pinpoint areas both in nonfictionand fiction where customer demand is present.Business libraries have successfully identifiedtheir customersT needs by utilizing SDI services(selective dissemination of information) as a wayof earmarking new information and routing it tothose people who would be most interested inhearing about it. They have succeeded by knowingwhat projects certain employees are working onand where their fields of interest lie. Libraries,both public and academic, should do similarthings. Branch librarians, for instance, instinc-tively offer this type of service when they informregular customers of the publication of HaroldRobbinsTs latest novel or the arrival of an interest-ing historical biography. ShouldnTt we use thisapproach"our knowledge of all our customersTreading habits and interests"in deciding on thepurchase of titles? We need to build viable nonfic-tion collections in areas of interest to our clien-tele. This means buying multiple copies of goodhow-to books for the public library. It means buy-ing multiple copies of the standard scholarlysource for the history student at the undergradu-ate institution. The fact remains that somewherein the backs of our minds, we have always beenable to identify the needs of our customers. Theproblem is that we have been ounwilling� orounable� to supply them. Unfortunately, many ofus believe, or were taught to believe, that thequantity of titles is more important than theappropriateness of the volumes we have.Traditionally, academic libraries, especiallythe four-year institutions, have shied away frommultiple copies of a particular title. The incentivehas always been to buy as many distinct titles aspossible. But does this really serve the clientele?Does it do the undergraduate any good to find an1985 Spring"5

esoteric title on the American Revolution whenany one of three standard sources would havebeen perfectly acceptable for the report heneeded to write? Keeping up with the scholarshipin the field, communication with instructors, fig-uring out what courses are offered, and whatrequirements are being asked of the students, allplay an important part in helping the librariandecide which materials to purchase. Similarly, inthe public library, numerous areas can be identi-fied as being obottomless pitsT"areas where anunending number of titles could be provided to amultitude of customers. The question becomes,oShould we provide multiple copies of goodsources or look for one more copy of one moretitle to fill this need?� Librarians ought to spendthe time necessary to select standard titles inthese areas and then purchase multiple copies ofthem. This will ultimately provide the customerwith a better selection of materials and a greaterlikelihood of obtaining them. Quality serviceresults from quality collections, and quality col-lections are built not by the number of titles heldbut by the usefulness of the titles in the collection.Building a collection that meets customersTdemands does not mean buying otrash.� Rather,we should look at collection building in much thesame way as any major department store looks atmerchandising. Quality stores exist and thrivewhen their stock meets the varying needs of thecustomer. In the same fashion, the library has anobligation to provide its customers with all oftheir literary entertainment and informationneeds. The local department store has no problemcarrying Pierre Cardin and Liz Claiborne clothingon racks across the aisle from Levis and odesigner-less� brand labels. Why should we in the libraryworld see a problem with multiple copies of JnSearch of Excellence and Come Love a Strangercoexisting on the new book shelf? Building a usa-ble collection is synonymous with developing aquality collection. It requires a commitment onthe part of the library to actively purchase andcollect from the entire range of published mate-rials.Process of Collection Building: Selection andAcquisition of MaterialsIdentifying what your customers want is onlythe first (and perhaps easiest) step in building ausable collection. Selecting the appropriate mate-rial and guaranteeing its prompt delivery andspeedy access by the customer complete the pro-cess.6"North Carolina LibrariesWhat we select has a direct bearing on howwell our library is used. Unfortunately, in manylibraries the selection process is far removed fromthe demands of the customers. In many academiclibraries, faculty selection constitutes the bulk ofthe monographic selections; in many public librar-ies, selectors are enticed by salesmen and seducedby reviews. Nowhere in this process are the con-cerns of the primary users of material placed atthe forefront of the selection process.Reviews in such publications as Booklist,Library Journal, and most scholarly journalsoffer competent and sound advice concerning theoquality� of the items in question, yet they provideus with this information months after the date ofrelease. Add to this the lag time involved in theordering and processing procedures of mostlibraries, and we are confronted with delays inreceiving onew� materials that reach upwards ofsix months. Does it benefit any of our customerswhen they wait months for the next Robert Lud-lum bestseller or an academic work by the leadingscholar in the field?Building a collection that meetscustomersT demands does notmean buying otrash.�Of course, libraries have developed omecha-nisms� to deal with this, so we buy bestsellingauthors without the benefit of reviews and estab-lish approval plans and blanket orders for booksby renowned publishers in specified disciplines.Why the dual standard? Why subject the rest ofour collections to this standard of oquality� whenwe turn our heads in the case of some of our mostheavily used, or most extensively purchased,materials? Part of the answer is knowledge"weintuitively know what our customers are lookingfor. And part of the answer is time and the recog-nition that speed matters. It matters because ourcustomers demand it and the publishing industryrequires it.Short publishing runs and the ever-increas-ing demands for timely information on the part ofall library customers have changed the groundrules for the selection of materials. We must ordermaterials based upon prepublication announce-ments and reviews; speed up the selection processby creating selection oteams� or committees thatare responsible for the selection of materials for

the entire system; streamline the ordering processby centralizing the selection process; and reducethe time it takes to process materials by recogniz-ing that Technical Services is, first and foremost, apublic service.How do we accomplish this? First, let usdemand that the periodicals that supply us withreviews shift their emphasis to prepublication.Vendors have already recognized this need bypublishing monthly magazines that omirror� PW.Why not insist that Choice, LJ, Booklist, and oth-ers offer prepublication reviews? Why not requestthat scholarly journals run their own reviewsfrom galleys? Use the prepublication sources thatare available and use them heavily. Advertisingbudgets, author tours, and publication runsinform us of the potential demand any title willsee. We should stay attuned to these demands,both real and potential, and devise alternatesources of information on books. Keeping in touchwith what the local bookstores sell is a good start-ing point. Local talk shows, popular magazinesand upcoming community events also reflect yourClienteleTs interests.Let us revamp our selection processes to bestmeet these challenges. First, the public libraryshould create selection teams that meet regularlyand decide the fiction and nonfiction book selec-tion for the entire system. The team should be of aManageable size (three to four maximum), meetonce every three weeks, and represent all areas oflibrary service, openly soliciting and encouragingSuggestions for purchase from all interested staff.Allocate a specific dollar amount to be spentSolely on mass market paperbacks. Make this theprimary responsibility for each branch librarian.This will allow them to immediately satisfydemand for current literature"a demand thatalready exceeds 20 per cent of most public librar-iesT total circulation.2 Otherwise, do away withhard and fast budget allocations for each branchand instead purchase to meet demand. Reasona-ble guidelines should be established, dependingon the libraryTs budget and service requirements.Cut down on time-consuming bibliographic check-ing by staying ahead on orders, centralizing theprocess of selection, and utilizing different chan-nels for ordering items. Make arrangements withlocal bookstores to buy paperbacks at a maxi-mum discount. Use your standard high discountvendor for all current purchases and establishdifferent procedures for those items earmarkedas collection redevelopment.Priority must be given to processing newMaterial quickly. Stop relying on technical serv-ices departments as backups to traditional publicservices and instead realize that fast turnaroundtime és a public service. Providing new material toyour customers before, or at least at the sametime as, the local bookstores do informs yourclientele that the library does service their needs.(It also reduces the need to buy additional copiesof many titles by getting a head start on thereserve list.)Making the selection of material a priorityoperation of library services is the ultimate goal ofthe process of collection building: the emphasisshould be placed upon staying current, providingWe must reduce the time ittakes to process materials byrecognizing that Technical Serv-ices is, first and foremost, apublic service.your customers with the information that theywant, when they want it.Collection Building as a Total Library Policy:Guaranteeing That the Books Get UsedBuying current material that is in highdemand is only part of the process of building ausable library collection. Oftentimes, needschange and holes develop in our collections. Or, asis more often the case in heavily used sections ofthe library, our collections either cannot supportthe demands of the customer or have lost a goodpercentage of the material through attrition. Forwhatever reason, it is important that the entirecollection, both nonfiction and fiction, be exam-ined and evaluated on a regular basis. The objec-tive is to identify strengths and weaknesses in thecollection and to make recommendations forweeding and purchasing of materials in order toupdate the holdings.Each member of the professional staff shouldbe assigned specific areas of the collection. Amajor part of each personTs responsibility wouldbe to personally examine the holdings and look atthe changing activity of the items in that section.Then a detailed report could be prepared to iden-tify which specific areas need to be weeded, wherethe collection appears to be strong or weak, whatareas contain sufficient materials to meet appar-ent demand and what areas need further strength-ening. These reports should be organized aroundspecific LC or Dewey class numbers and a priorityranking of areas deemed most in need of materialshould be provided. The collection development1985 Spring"7

librarian could then review these reports againstcirculation statistics broken down by specificclass number. Then some final recommendationsconcerning where the library should begin its col-lection redevelopment process can be made.The by-product of this detailed attention tothe collection is three-fold. First, it aids in thepurchasing of new materials by reaffirming areasof high demand. It also indicates to those respon-sible for certain sections why the library does notneed to purchase just another good title in anarea of low demand. New purchases in theseareas can therefore be tailored to meet variousneeds and a realistic attempt at developing atruly obalanced� collection"one where the libraryhas the appropriate amount of good materialavailable in all areas of the collection"can bemade.Second, it reminds us that library collectionsare not static. Unlike our own personal collectionsof books, library material has a high level of attri-Why not insist that Choice, LJ,Booklist, and others offer pre-publication reviews?tion. One cannot reasonably expect all the mate-rials we have purchased over the years to eitherstill be available (items do get lost, stolen, or dete-riorate beyond use), or be worth having in thecurrent collection.*Finally, it brings the entire professional staffback in touch with the primary purpose of thelibrary. Librarians not only need to be aware ofwhat our customers want"we need to be con-stantly aware of what we have to offer them. Thistype of attention to the collection is not designedto produce better librarians but better libraries. Anice by-product, of course, is that it does producebetter librarians.Our goal, as professionals, is to build a usablelibrary collection that meets the needs of our cus-tomers. This goal is our overriding objective, andwe must accomplish it with the same zest andenthusiasm we have put into automation andmanagerial concerns. This is not to say that posi-tive trends in personnel management and auto-mation have not been beneficial to the libraryworld. They have, but the emphasis needs to beshifted to make them beneficial to the process ofcollection building. Let us restore the importanceof this activity to the profession. Library schoolsmust stress collection development as the corner-8"North Carolina Librariesstone of the profession; library administratorsmust emphasize this activity among their staffs;and reference and technical services librariansmust devote as much time and energy to this aswe have to automation. Libraries can meetdemand and build quality collections at the sametime. It doesnTt necessarily take money; but it doestake time and commitment. Only when weapproach collection development with this com-mitment to excellence will we begin to develop atruly usable collection.References1. IngramTs Advance Magazine offers the best example of thistrend. Other vendors, such as BrodartTs T.0.P.S. (Titles of PrimeSelection), Baker & TaylorTs Forecast, and WaldenbooksT Best-seller, carry similar publications.2. New Hanover County Public Library circulation statistics forthe year 1984 show that over 22 per cent of the main librarycirculation figures are a result of mass market paperbacks. Fig-ures for the branches exceed 50 per cent.3. Active weeding is recommended for all libraries, academicand public, with the exception of those libraries truly designedto support major research operations, primarily Ph.D.-grantinginstitutions.FOREIGN BOOKSand PERIODICALSCURRENT OR OUT-OF-PRINTSPECIALTIES:Search ServiceIrregular SerialsInternational CongressesBuilding Special CollectionsALBERT J. PHIEBIG INC.Box 352, White Plains, N..Y. 10602

Your K-3 students will loveSet XI of Books for YoungExplorers " full-colorbooks about real-lifesubjects. Teacher'sguide included.NEW! FROMNATIONAL GEOGRAPHIC...Start K-3 students on a lifetime of reading»with Set XI of Books for Young Explorers!S�"�= 1975, teachers, librarians, andparents have purchased four millionBOOKS FOR YOUNG EXPLORERS to:© Awaken a childTs curiosity withsparkling photographs, lifelike paint-ings, and lively text;® Answer childrenTs questions shouttheir world with basic facts on scienceand natural history; ___ @ Encourage youngsters to read withbooks of comfortable length (32 pages)and convenient size (8%4" by 11.);© Withstand heavy school use with |durable paper, hares 8 and -- sted MedaeSet Xl of BOOKS FOR YOUNGEXPLORERS gives your K-3 readersthese four exciting volumes:Exploring the Seashore, where each waverolls in with new treasures.Baby Farm Animals and how farm chil-dren help take care of them.What Happens at the Zoo, an excitingbehind-the-scenes look at zoo life.The Wonderful World of Seals and Whalesexplores the behavior of sea mammals.And when youngsters want to knowmore, the More About... teacher's guidRete oe ne questions, :and the More About. .How to Order: This four-book setin library edition, with catalog cards._ teacher's guide,is yours for the low price of:Only $12.95 _(plus postage and handling)No. 00533 Library Edition.ISBN 0-87044-533-2__Order today"toll free!(800) 368-2728(Call weekdays 8:30 a.m. to 4:00 pm___ Eastern time.)For information about other seoBOOKS FOR YOUNG EXPLORERS,: waite to:: beeaphieEducational ServicesWashington, D.C. 20036 _1985 Spring"9

Balancing the BooksValerie W. LovettBetween 1982 and 1985, Wake County PublicLibraries became one of the premier public librarysystems in the United States. It redirected itsbook selection policy and used a rapidly growingbook budget to create unparalleled circulationgrowth among American public libraries in thepast three-and-a-half years. Its creative ap-proaches to the challenges offered by growth canbe examined by others wishing to create a pro-ac-tive library system whether or not a rapid growthdynamic exists.Growth does not guarantee the progress oneanticipates. The initial years of book budgetexpansion at Wake County are an example of thissituation. From FY 1979 through FY 1981, thebook budget increased 60 per cent, but book cir-culation only increased 13.5 per cent. During thistime a six-month cataloging backlog existed, bookselection lagged months behind bookstore availa-bility of titles, long waiting lists queued for bestsellers, and the entire process choked on paper-work. Clearly, the library system did not use theopportunity provided by budget growth to givebetter service to the community. It merely con-tinued to do what it had previously done.Before the Wake County system could pro-gress, it had to recognize that growth creates newsituations that must be dealt with through alter-native approaches to library operations. Newapproaches must be relevant to the goals andobjectives of the library system; otherwise themanagement process will make changes that areno more relevant than maintaining the statusquo.Rapid increases in Wake CountyTs bookbudget highlighted two areas in which changehad to occur in order to capitalize upon thatgrowth. First, the technical services departmentcould not continue its current practices in thesame manner and handle the increased bookpurchases. The option of increased staff was notavailable. Second, the book selection philosophyand its concomitant procedures had to be reex-amined because the available new funds were notValerie W. Lovett is Assistant Director of the Wake CountyPublic Libraries in Raleigh.10"North Carolina Librariesproducing proportional increases in circulation.Both areas were addressed during FY 1982.The new library director, Tom Moore, set a per-formance objective for technical services thatbooks were to leave that department fully pro-cessed within five days of receipt. This objectiverecognized the public service need of havingmaterials promptly available to the public.This objective forced the technical servicesstaff to examine every aspect of the acquisitionsand cataloging process. During the analysis, allprocedures were flowcharted and questionedfrom this perspective: oDoes this proceduredirectly benefit public service? Is it a procedurethat has lost its meaning over the years? Is itbeing done for internal reasons that are not costbeneficial? Is it being done because it is a stand-ard technical service procedure but not necessar-ily relevant to public libraries in general or thislibrary specifically? If we stop doing this, or do itanother way, who will notice and will the differ-ence directly improve public service?�Between 1982 and 1985, WakeCounty Public Libraries becameone of the premier public li-brary systems in the UnitedStates.Some of the major changes implemented bystaff were: (1) using the available accounting sub-system of the on-line ordering system to do allaccounting, thereby eliminating all paper files;(2) eliminating individual branch book budgetsand instructing branches to buy what theyneeded; (3) converting the shelflist to a title fileand combining all on-order/in-process files withit, thereby simplifying searching procedures forthe order section, cataloging, reserves, and ILL;and (4) removing the accessioning process fromthe book flow by ceasing to add accessionnumbers to holdings information.

Changes made in WakeTs technical servicesdepartment showed positive results. In 1982 thedepartment processed 53,474 books. In 1985 itwill process 104,000 books with fewer staff.These are not traditional solutions to techni-cal services production problems; however, giventhe stated objective, technical services foundinnovative ways to reach the objective withoutdiluting the quality of its product. Indeed, techni-cal services operations must contribute to thetimely availability of materials, not impede them.The same statement can be made about thebook selection and acquisitions process of alibrary system. Unlike its approach to the opera-tions problems of the technical services depart-ment, library administration initially addressedthe existing problems in book selection andacquisitions from a philosophical basis. From theanalysis of book budget growth vs. circulationgrowth, from the data collected during a system-wide inventory, from the reserve lists for popularmaterials, and from the comments by libraryusers, it was evident that the library system wasnot purchasing materials in a way that satisfiedPatron demand.ESTechnical services operationsmust contribute to the timelyavailability of materials, notimpede them.CL """"" seWith this information in hand, the adminis-trative staff had extensive discussions about thedirection book selection should take. An exami-nation of the Baltimore County Public Library'sapproach to book selection favorably impressedthe administrative staff. Thus, the administrationmoved from the philosophy of the traditional bal-anced collection to a philosophy of demand buy-ing, i.e., providing current patrons the materialsthey want and need in sufficient quantity so thatthey are reasonably certain of finding that mate;rial when they come into the libraries. Therefore,the collection is balanced based on user needsrather than on arbitrary standards of collectioncomposition.Putting that emphasis into practice requiredrestructuring the entire selection and order pro-cess. Selection was centralized into a book selec-tion committee, meeting weekly and composed ofadministrative staff and branch heads. Batchordering for all branches was reintroduced, there-by improving upon the efficiencies achieved in theorder section the previous year. Pre-publicationpurchasing from ads was accelerated. Everythingnecessary was done to insure that Wake hadenough copies of a book in its branches by thetime that a bookstore was displaying the samebook.A decision to purchase a title is based uponthe question of the quantity that is needed in thesystem. It is as important to purchase 4 copies ofAllen GinsbergTs Collected Poems as 297 copies ofJoe McGinnissTs Fatal Vision.The selection process has been an evolution-ary one. One cannot implement demand buyingwithout making mistakes. Procedures havechanged over the past three years as the entirestaff has become more experienced in the pro-cess, and we expect change to continue. What hasnot altered is the philosopy behind the selection"that public libraries exist to provide the publicwith the materials that they want to read andthat public use is the yardstick by which a librarysystem measures and evaluates its performance.Examining Public ResponsePublic response to the redirection of theselection philosophy can be examined. From FY1982 to FY 1985 the book budget of the librarysystem grew 112 per cent (from $406,980 to$861,700). Projected circulation growth throughthe same period is 113 per cent (from 1,080,993 to2,300,000). This is a measurably better perform-ance in materials selection than the 60 per centbook budget growth vs. 13.5 per cent circulationgrowth in the preceding three fiscal years. Theproportionality of the two growth rates is a validindication that Wake County is on the propercourse. However, it appears that the system hasreached the crossover point for these figures. Inthe future, circulation growth should be greaterthan book budget growth as a cumulative resultof better book selection and collection manage-ment.Rapid growth in a book budget is not a pre-requisite condition to demand buying. Any librarycan examine public response to its purchasing bylooking at its circulation figures in a variety ofways"circulations per capita, population growthvs. circulations growth, potential circulation pro-jection vs. real circulation, and so forth. If theexamination does not show an active and increas-ing response to book purchases in the use of thecollection, that library should not be satisfiedwith its performance. It should re-examine itsphilosophy of buying, remembering that it isaccountable ultimately to its paying customers,the taxpayers, for effective use of their tax dol-lars.1985 Spring"11

Approval Plans as a Methodof Collection DevelopmentSallie E. MannOver the past four decades, the subject ofbook selection has occupied a prominent place inthe professional literature of librarianship. Fewtopics have been so consistently under pro-fessional scrutiny as the process by which librarymaterials are selected and acquired.oHerman Fussler, when he was director oflibraries at the University of Chicago, voiced thisopinion: ~I venture to say that (a) the most impor-tant, and (b) one of the most difficult activities in... a [research] library is the selection of booksand other materials.T Harvard librarian Kayes[sic] Metcalf expressed a similar view in 1950:~The greatest single problem in acquisition fora research library ... is the selection of newbooks ...T Speaking before an international audi-ence in 1967, J. Periam Danton stated his convic-tion that book selection ~is the most fundamental,the most challenging and the most indispensablefunction of a library.T He added that ~aside fromthe fundamental consideration of budgetary sup-port there are no matters of greater importancefor the library"and its patrons.T Another writer,James Skipper, then assistant director of librariesat Princeton, expressed precisely the same opin-ion in saying ~I can think of no higher responsibil-ity of a library than to build the best possiblecollections, with the resources available.�!oWith the feeling of professional pride andresponsibility for book selection running so deepin the ethos of librarianship, it is understandablethat academic librarians have viewed with con-cern selection techniques which tend to shift theresponsibility for book selection from the libraryto other individuals or agencies. Especially havelibrarians been skeptical of commercial agencieswhich offer to select or pre-screen books for indi-vidual libraries. Traditionally ... academic librarycollections have been built jointly by librariansand faculty members ... Historically, in many col-leges and universities primary responsibility forSallie E. Mann is Education Librarian for the CurriculumMaterials Center at East Carolina University in Greenville.The full paper was presented at the NCLA Resources andTechnical Services Section mini-conference in WhisperingPines in September 1984.12"North Carolina Librariesbook selection has been vested in the academicdepartments, while in others this function wascarried out almost entirely by librarians. Betweenthese two extremes, a broad spectrum of selec-tion practices has developed, delineated by var-ious combinations of shared responsibility. Regard-less of where the ultimate decision-making author-ity for book selection lay, however, the actualselection process almost always involved a sepa-rate decision, either by faculty members or librar-ians, for each title added to the library. Thusacademic library collections were the cumulativeresult of hundreds upon hundreds of individualdecisions.�A pattern of selection has been slowly evolv-ing in which an increasing amount of scholarlylibrary materials are being acquired more or lessautomatically through a variety of acquisitionprograms known as blanket order plans, gather-ing plans, and approval plans. Though these var-ious programs differ somewhat in purpose andscope, they all are designed to supply mass quan-tities of books without the library staff initiatingindividual orders. These purchasing plans areessentially an agreement between a library and anagent or publisher in which the library agrees topurchase all of a certain set of publications or toselect from books sent and return any unwantedbooks.Almost all research libraries active in acquisi-tions have found it necessary to set up approvalplans for books published in the United States,Latin America, Western Europe, and other coun-tries or language areas of particular interest totheir curriculum. These plans, which are definedin nature and scope by the needs of each particu-lar institution, have been necessitated by the ever-increasing numbers of contemporary publicationsthat have made it almost impossible for anylibrary to order these multitudes of titles on anindividual basis. Since unwanted titles can bereturned, these comprehensive plans do notobviate the principles of selection. The library hasan opportunity to review what titles are to comeand what others are required before the volumesactually arrive.

Divided OpinionThe published literature shows divided opin-ion on the question of whether these plans actu-ally improve the overall acquisition programs ofthe libraries they serve. Proponents of approvalplans point out that they are practical, providefor better evaluation of the material in question,deliver books soon after publication, speed up theacquisition process, reduce clerical costs by theconvenience of single billing and elimination ofSingle orders, minimize bibliographic checking,and assure broader coverage of current mono-graphs. They also argue that, by providing auto-Matic coverage of certain categories of newpublications, approval plans free librarians andteaching faculty to concentrate their selectionefforts on the more obscure items and on retro-Spective collection building.On the other hand, these plans are not with-out critics. Opponents maintain that the masspurchasing plans tend to produce canned libra-ries"all having virtually the same collections"and that most plans fail to supply multiple copies,so additional ordering is required. Critics claimthat it is difficult to determine whether particulartitles will be received and that evaluation is moreELFew topics have been so con-Sistently under professionalscrutiny as the process bywhich library materials areSelected and acquired.EEEdifficult and time-consuming because books arefrequently received before scholarly reviews areavailable. Some maintain that by participating inthese programs, academic librarians may actuallybe slowly abdicating their responsibility to buildstrong collections geared to the unique needs of agiven academic community. This would be partic-ularly true in cases where the library staff fails toevaluate carefully incoming books or neglects tofollow up the approval plan with individualorders for books missed by the dealerTs selectionnetwork.Blanket orders are, in effect, a broad basedstanding order. Examples of blanket orderswould be agreements to purchase everything pub-lished by a university press or all new books pub-lished in a designated subject area from a selectedpublisher, Normally, a characteristic of a blanketorder is that the library must pay for and keepwhatever material is sent.Approval order plans, on the other hand, arebooks sent by arrangement, or if you will, oonapproval.� These plans are set up so thatunwanted volumes may be returned. They areusually initiated as an attempt to speed up andmake more efficient the acquisition of new publi-cations, usually on a rather broad scale. A typicalexample would be asking a jobber to supply alibrary with all publications in English, selectingspecific subject areas to be covered. Within theframework of broad subject categories, exclusionswould be determined; for example, no fiction, nomedicine, or no lower-level textbooks. The majordifference between blanket and approval plans isthe option to select and return books not wantedto the jobber.To cope with acquisitions problems, aca-demic libraries have implemented blanket ordersand approval plans. Traditionally, book selectionin academic libraries has operated under thestrong influence of the teaching faculty. Pressuresto acquire even greater quantities of materials ina time when there is an increasing number oftitles from which to select have produced a trendaway from faculty selection and title-by-titleordering of books. Consequently, a larger role inselection of materials is being given to librariansas a result of heavier reliance upon blanket ordersand approval plans for book acquisition. Somelibraries have developed a corps of bibliographers,each with one or more subject areas for whichthey are responsible. They initiate book ordersand are responsible for the depth and mainte-nance of the collection in their respective areas.Approval plans are becoming more the rulethan exception for selection in large academiclibraries. Summarizing a report on approval plansof forty-four academic libraries, Norman Dudleyreiterated the need for careful review of approvalmaterials received. He indicated othat if materialsare not reviewed with thought, discrimination,and some measure of professional expertise, ifclose contact fails to be maintained with biblio-graphic sources, and if new orders are not gener-ated, then it is likely that the library will lose itsflexibility and fail to meet its responsibility torespond to changes in the academic environ-ment.�3RaneyTs StudyLeon Raney conducted a study of the effectsof a domestic approval plan on book selection in agiven academic library. His study simulates theapplication of a commercial approval program toa medium-sized academic library for the purpose1985 Spring"13

of determining how closely approval plan selec-tions relate to the existing pattern of book selec-tion in that library. The investigation wasdesigned primarily to answer the question: Is itpossible to program the selection mechanism ofone of the leading domestic approval plans insuch a way that it will automatically supplywithin certain categories a high percentage of thetitlés that would have been acquired by a givenlibrary through conventional acquisition meth-ods, and at the same time screen out a high per-centage of titles that would not have beenselected through conventional methods? Thestudy addresses the question of general adapta-bility of such a program to the existing pattern ofbook selection in a medium-sized library.In RaneyTs study, he states that oit wouldseem reasonable to conclude that the adoption ofan approval plan would not per se result in betterbook selection or an improved acquisition pro-gram at the participating library, although thepotential for both would seem to be present in theprogram simulated in the study. If an approvalplan were entered into after a thorough review ofstrengths and weaknesses of the library collec-tion, if in the process an effort were made to cor-rect deficiencies of the present selection mech-anism, if librarians and faculty members workedjointly in developing the library profile, if flexibil-ity of the dealerTs profiling technique were fullyexploited, if titles pre-selected by the approvalsystem were reviewed with the same discrimina-peOpponents maintain that themass purchasing plans tend toproduce canned libraries.| RC EYtion that is applied to other library acquisitions,and if libraries and/or faculty members continueto select appropriate titles which are not coveredby the approval system, then the approval pro-gram could serve as a focal point for overallimprovement in the selection and acquisitioneffort.�4Approval plans are an established methodfor the acquisition of books and have been made apart of many academic librariesT acquisitions pro-grams. An approval plan can be a collectiondevelopment tool that begins in the acquisitionsdepartment. The acquisitions role is emphasizedin two results of the study done by KathleenMcCullough, Edwin Posey, and Doyle Pickett:14"North Carolina Librariesothat % of the librarians responding said theirplans were initiated because they were believed tobe an efficient acquisitions tool and that acquisi-tions department personnel were involved ininitiating the plans nearly 60% of the time as con-trasted with collection-development personnel,less than 20% of the time. Because of the ultimatefunction of an approval plan, the collection devel-opment role should be strengthened both in prac-tice and in subsequent research and discussion inthe literature.�Acquisitions is the point at which an approvalplan procedure starts; collection development isthe piont at which it ends. It is possible, given staffand time, to organize the special proceduresneeded for an approval plan into a reasonablyefficient routine, at least for those proceduresthat are under the control of the acquisitionsdepartment. If the approval plan ultimatelyserves collection development well, the additionaleffort needed to administer it is justified.oThe professional staff must become prac-ticed at approval plan apologetics and exegeticsand at mediation among the various interestedparties: teaching faculty, selection librarians,vendors and processing staff.� An understandingof approval plans is important to any acquisitionslibrarian, whether or not he works in depth withsuch plans. To understand these procedures is tounderstand some of the important techniques ofacquisitions. The financial crunch of the present,which promises to extend into the future, will nodoubt mean that the days of the grandly sweepingacquisitions of all appropriate titles in given areasmay be over. On the other hand, the continuationof approval plans with carefully constructed pro-files, limited and and closely defined, can serve asa viable method of collection development if theyare constantly monitored to assure that the pro-file reflects the needs of the institution and ifselection is done systematically and conscien-tiously with the user in mind.References1. Leon Raney, oAn Investigation into the Adaptability of aDomestic Approval Program to the Existing Pattern of BookSelection in a Medium-Sized Academic Library� (Ph.D. disserta-tion, Indiana University, 1972), 2.2. Raney, 3.3. G. Edward Evans and Claudia White Argyres, oApproval Plansand Collection Development in Academic Libraries,� LibraryResources and Technical Services 18 (Winter 1974): 41.4. Raney, 243.5. Kathleen McCullough, Edwin D. Posey, and Doyle C. Pickett,Approval Plans and Academic Libraries (Phoenix: Oryx Press,1977), 124.6. McCullough, et al., 131.

Faculty vs. Staff Selection: CollectionDevelopment in the Academic LibraryEugene HugueletSeveral questions come to mind immediatelywhen considering what should be the most pro-ductive method of managing the development ofan academic library collection (i.e., the process offund allocation and item selection): oHow can thisactivity, which takes place in a very complexorganization, be reduced to a list of acceptableguidelines that will allow for a consistent ap-proach to collection growth?� oHave basic princi-ples governing this process in academic librariesbeen established and proved valid?� oSince everyacademic library operates, or should operate, tofulfill the particular needs of its parent institu-tion, could a set of general principles serve theindividual library as it works to establish itsunique collection development strategy?� oWhereshould collection development responsibilitiesreside, with faculty or with librarians?�Most academic librarians have more thanlikely considered these and many other relevantquestions, and some have developed firm ideas(solutions?) that they feel should guide year-to-year, or decade-to-decade, collection develop-ment programs. All have, of course, qualified theiranswers with what are perhaps the primary vari-ables in all such considerations: size and historyof the library; characteristics of the institutionthat the library serves; and the existence of coop-erative arrangements, potential and/or actual,with other libraries. Many would probably agreethat, even in these days when the automation oflibrary operations appears to be the foremosttopic under consideration in the literature and inOperating budget requests, the most importantquestion, considering its implications for librarysuccess or failure, still concerns the way a libraryproceeds to develop the most efficacious local col-lection of materials for the academic communitythat it serves. Certainly no other question con-fronting an academic library deserves more pro-fessional attention, effort, and (oine hopes)Insight. Computer-based operations are no doubtdesirable and unquestionably necessary, espe-cially in larger libraries; but it helps to bereminded that the basic measure of a libraryTsEugene Huguelet is Director of the William Randall Library atthe University of North Carolina at Wilmington.effectiveness has been, and will be, the quality ofits own collection in terms of its stated mission.In view of the apparent complexities anduncertainties underlying the collection develop-ment process, how should a library go about thismost vital process? Or, to put the questionanother way, what should be the basic premise inany policy developed to guide the use of givenresources to accomplish the goal of achieving themost effective collection possible"a obalanced�collection that will satisfy adequately the mostimmediate needs of the academic community?Regardless of the size of an academic library, itappears obvious that effective collection devel-opment should be based on a policy that estab-lishes, in concrete terms, a cooperative effortamong faculty, librarians, administrative staff,and students. Each of these four components ofthe academic community should have an explicitprocedure for adding titles to the collection easilyand with a minimum of bureaucratic delay. Witheach of these groups participating in title selec-tion, the collection will grow according to the cur-rent needs of the community for which the libraryoperates. It is probable that a collection develop-ment system based on such a broad community ofinvolved participants will result in a collectionthat reflects the particular interests andstrengths of the institutionTs research and instruc-tional program.It is difficult to see how the academic librarycollection can remain an effective tool in the edu-cational program without systematic title selec-tion by faculty in each discipline that the librarymust support. It is especially important forfaculty to concentrate their selection efforts onthe acquisition of current publications. Regard-less of the bibliographical expertise of librariansin a given discipline, they cannot always remainaware of current research and _ instructionaldirections taken by the individual faculty mem-bers working in the discipline. It is true that someacademic departments are, at certain points, lessinterested than others in building the library col-lection; however, this situation can be counteredby a persistently strong library effort to encour-age the slower departments to participate effec-1985 Spring"15

tively. More importantly, it is also true that, givenby policy a large share of the responsibility fordetermining what their library contains, the largemajority of faculty will contribute willingly andeffectively to the library's collection developmentprogram.Allocation ProcessIn libraries where funds for new materialsare limited, academic departments or schoolsmust receive an annual allocation for new mate-rials; and this allocation process can be one of themost difficult tasks faced by the library director.Perhaps the most effective method"one thatallows the library the year-to-year flexibility thatit requires"is to have allocations determined bythe library director in consultation with thechairperson of the faculty library committee,reviewed by the entire faculty library committee,and with a final review by the chief academicofficer of the institution.Equally important in the collection develop-ment process is the contribution of the libraryTsprofessional staff, especially those who areassigned to the public services areas. Because oftheir daily interaction with users, public serviceslibrarians are in an excellent position to developan in-depth awareness of the degree to which thecollection responds to current needs and require-ments. Making sure that the collection is respon-sive to usersT needs should be one of their mostimportant ongoing duties. Given their particularvantage point for a detailed knowledge of thetotal collection, this group is perhaps in the bestposition to make the most effective retrospectivepurchasing decisions. Definite annual allocationsshould be made available for this group in orderto formalize and facilitate their work in the selec-tion process. It is crucial that public serviceslibrarians accept responsibility for developingand maintaining an ongoing dialogue with facultyin all matters pertaining to the collection devel-opment effort. If librarians are indeed partnerswith the faculty in the educational process, thiscooperative effort in collection development willproceed as an inevitable outcome of their collabo-ration.A procedure for acquiring materials requiredby the administrative staff of the academic com-munity should be established and made readilyavailable. Allocating funds directly to this large,varied group, which is usually outside of the regu-lar library-faculty communications channels,might be impossible; therefore, the library direc-tor should plan to have a fund available for this16"North Carolina Librariespurpose. A large effort should be made to com-municate to this group the library's responsibilityto serve its needs as well as the needs of theinstructional staff and students. Ordering andnotification procedures should be explicit, and apersistent effort should be made to encourageadministrative staff to contribute to the collectiondevelopment program.The academic library should always establisha definite procedure for receiving and actingupon title requests submitted by students. Ofcourse, many student recommendations mayprove to be inappropriate for the collection; how-ever, a very large number will be highly desirabletitles that were overlooked by faculty and librar-ians. Very few public relations activities cangenerate more goodwill toward the library thaninviting students to have an active role in thedevelopment of the library's collections. This pol-icy can lead more and more students to refer tothe library as oour� library rather than othe�library"a development that can only help thelibrary in its effort to remain the center of theintellectual life of the student body that it serves.Student recommendations can be received in asuggestion box located in a heavily-used part ofthe library or through the public services librar-ians who work with students on a daily basis. Italso helps to have a library director whose officeis easily accessible and always open for discus-sions of new titles with enthusiastic, motivatedstudents.If it is accepted that effective academiclibrary collections can be best developed througha well-coordinated cooperative effort by faculty,librarians, administrative staff, and students,what kind of collection development policyshould govern the process? It would seem advisa-ble to establish a policy that concentrates on facil-itating this cooperative effort rather than toemphasize, for example, numbered levels of pur-chasing activity among the various Library ofCongress classification groups. Over the years,given such a cooperative joint effort, the obal-anced� collection"that is, a collection that ade-quately satisfies the general requirements of thetotal academic community"will begin to takeshape. At least the library might be assured that,to a certain extent, the collection is growing indirect response to current user requirements forinformational resources. The level of successachieved in fulfilling these requirements is theprimary measure of the effectiveness of the aca-demic libraryTs contribution to the educationalprogram of the institution.

The System of Allocations from theBook Budget at UNC-GJames H. ThompsonThe CriteriaRoughly 25 per cent of the book budget at theUniversity of North Carolina at Greensboro wasdesignated in 1984-85 for allocation to the aca-demic departments for their use in orderingbooks and new serials subscriptions for thelibrary ($260,430 of a total book budget of$1,045,201); the remaining 75 per cent wasretained for allocation within the library. Elevencriteria have been accepted by the university'sFaculty/Student Library Committee as factors tobe used in these departmental allocations. Thesecriteria are as follows:1. The strengths and weaknesses of the col-lection in the different disciplines as defined bythe library's Collection Development Committee.2. Consideration of an annual statement oflibrary needs described in general terms by eachdepartment head or dean and submitted to thelibrary director each spring. In this statement ofneeds, the department head or dean describesnew research emphases, new faculty with differ-ing research needs, the adequacy or inadequacyof past allocations, and the like, which he or shewishes to be considered in the coming yearTs allo-Cation.3. Spending patterns in the recent past in thevarious disciplines as reported by the AcquisitionDepartment. From this report it is determinedwhether departments and schools have encum-bered all of their allocation in previous years andwhether they have shown the need for more bookfunds or less.4. The number and level of degrees offered inthe various disciplines and the number of degreesawarded.5. New degree programs and areas of studybeing planned or recently adopted.6. Increase or decrease in the number ofCredit hours offered by each school/departmentat both the undergraduate and graduate levelsbased on studies received from the Office of Insti-tutional Research.James H. Thompson is Director of the Jackson Library at theUniversity of North Carolina at Greensboro.7. Degree of reliance of the school/depart-ment on library materials.8. The effect of joint-ordering, which oftensupplements cross-disciplinary programs.9. The supplementing of subject areas bylibrary ordering from the library general andstanding order funds.10. Attention to excessive costs of librarymaterials using average per-volume prices ofhardcover books from Publishers Weekly, theLibrary of Congress, and vendors.11. Amount of continuing library fundsrealized by schools/departments for ongoingserials in their disciplines from the built-in serialsbudget of the library.The SystemThe library fiscal year extends from July 1 toJune 30 of each year, but the book ordering orencumbrance year begins on March 1 of each yearand continues to the end of February of the nextyear. The reason the encumbrance year ends onFebruary 28 is that in a world-wide book orderingprogram, it takes the remainder of the fiscal yearto receive all books and invoices and pay all billsby June 30, as required by the state. A depart-ment may begin ordering from its allocation onMarch 1 of each year (the encumbrance yearTsaccounts having been closed for the precedingyear the day before) even though the exactamount of oneTs allocation is not known untilbudget figures for the next fiscal year are releasedthe next July. It is a reasonable assumption toconclude by March of each year that the bookfunds available for the next fiscal year will not besubstantially less than in the present year. On theother hand, to be certain that there are notexcessive encumbrances in the spring and earlysummer, no department is allowed to encumbermore than 65 per cent of the amount representedby the present yearTs allocation before Septemberof the following summer, at which time a secondallocation is made. This second allocation com-pletes the commitments from a book budget thatby that time (September 1) is known in detail. InJuly of each year, at the beginning of or shortly1985 Spring"17

after the start of the new fiscal year, exact budgetfigures are announced for the new fiscal year.These figures are usually quite close to the pro-jected figures estimated in February and March ofthe previous year (the beginning of the bookordering year), because in the first year of a bien-nium the budget recommendations of the Gov-ernor and the Advisory Budget Commission havebeen published by February and in the secondyear of the biennium the biennial budget hasalready been tentatively approved by the previoussession of the General Assembly. With these firmfigures in hand, the library director is then in aposition to allocate the remaining book funds atthe beginning of the fall semester.These two allocations guarantee balancedbook ordering over the course of the entire yearsince funds are made available in the spring andin the fall. Moreover, there is the stipulation that asubstantial portion of a departmentTs allocationmust be encumbered in a given book orderingyear (March 1-February 28) by December. If thatis not the ease, a department may lose funds,which will then be transferred to other needs.Funds not encumbered fully by February 28revert automatically for immediate reassign-ments. The allocated funds may be used by thedepartments for the ordering of new books ornew serials subscriptions. The initial one, two, orthree year subscription for serials is taken fromthe department allocation; the continuing costsare absorbed in the Serials Fund, a part of theongoing built-in funds retained by the library.The ProceduresThe university's Faculty/Student Library Com-mittee, on recommendation from the librarydirector and the Collection Development Com-mittee of the library, allocates to each academicdepartment 65 per cent of its previous allocationat its meeting in late February of each year. Thisamount is intended to satisfy the needs of thedepartments until the next September 1 at whichtime the second allocation will be made, exactbudget figures then being known. Before the endof the spring semester, each academic depart-ment head submits to the library director astatement of book/serials needs for the next yearexpressed in general terms. In this statement ofneeds, a number of issues are addressed (newprograms, adequacy of last yearTs allocation, newfaculty and new specialties, the changing natureof the discipline). The library director alsorequests a study of credit hours (undergraduateand graduate) offered that year by each depart-18"North Carolina Librariesment compared to the previous year from theOffice of Institutional Research. Shortly after thebeginning of the fiscal year, July 1, the CollectionDevelopment Committee of the library meets toexamine these documents, in addition to internalstatistics and reports and its own perceptions,and to recommend to the library director thesecond and final allocations for the year. The Col-lection Development Committee applies theeleven criteria cited above. The library director,after his examination of these recommendations,Faculty participation in collec-tion building is a healthy signof faculty interest in the libraryand is something to be encour-aged.passes them on to an Allocations Subcommitteeof the university's Faculty/Student Library Com-mittee. Very early in the fall semester, aroundSeptember 1, these recommendations are taken tothe full library committee at its first meeting ofthe year for approval.Each academic department appoints a li-brary representative who coordinates book andserial ordering in that department and counter-signs each order card. Some departments havelibrary committees that meet and regularly dis-cuss library matters, but the formal contactbetween the library and the academic depart-ments is the departmentTs library representative.Monographic orders are sent directly to theacquisitions department; serial orders are sent tothe Serials Department and ordered only afterfull justification for need has been examinedalong with sample copies by the Collection Devel-opment Committee.There are built-in commitments retained bythe library that are, in effect, library allocations.These funds are the serials fund for ongoing sub-scriptions, roughly 50 per cent of the total bookbudget; the library general fund for the orderingof current monographic publications in all disci-plines to assure that the major output of the lead-ing publishers is acquired each year; the collec-tion development fund for the purchase ofretrospective material used mainly in filling ingaps in the collection; the reference fund for thepurchase of reference books; the documents fundfor the purchase of currently published non-depository documents and retrospective sets; thereplacements fund; the library directorTs contin-

gency fund for the acquiring of high priority itemsthat become available unexpectedly for a limitedperiod of time; and the standing order fund forpurchasing of books from the major universitypresses and other publishers with whom thelibrary has standing orders. As stated above,these built-in commitments consume roughly 75per cent of the total library book budget.Each departmental library representativeand each librarian responsible for one of theinternal allocations receives a monthly account-ing record from the head acquisition librarianreporting his departmentTs encumbrances andexpenditures to date.An AssessmentThe criteria and procedures described abovemay seem complex, but actually they fall intoplace very easily over the course of the year. Theallocations system takes time because it is subjec-tive in that neither an automatic formula nor tra-ditional allocated amounts are used. On the otherhand, the system is fair in its subjectivity, and ithas the flexibility of changing from year to year asthe programs and priorities of the universitychange. Some universities have passed in recentyears from a shared faculty-library ordering sys-tem to one which relies entirely on library biblio-graphers. It is the feeling on both sides at UNC-Gthat faculty participation in collection building isa healthy sign of faculty interest in the library andis something to be encouraged. The interchangebetween faculty library representatives andlibrary staff is an important part of the collegialityevident at this university between the teachingfaculty and the library, and it provides to a veryimportant group of faculty an insight into thework of the library staff. This close feeling andunderstanding has resulted, in part, in suchbenefits as meaningful faculty status for profes-Sional librarians, the election of librarians toimportant positions in faculty government, andthe very supportive role of the university's LibraryCommittee for the program of the library ratherthan an adversarial role as is the case on somecampuses. Some may say that this conclusionoverstates the importance of this shared librarian/faculty responsibility, but I would argue, havingwatched the system develop over the last fifteenyears, that collaborative efforts such as this doindeed engender a sense of equality and respectfrom the teaching faculty for the librarians.Other benefits of the system include thecommencement of the book ordering year fromMarch 1 instead of September 1 ensuring thatbook ordering over the course of the year is bal-anced and consistent, with several checkpoints(September 1, December 1, February 28) to verifythat all funds are equitably and fully encumberedand spent on time. Theoretically the LibraryCommittee of the university has the authority toallocate the book budget, but in practice it hasnever questioned to any significant degree therecommendations brought to it by the CollectionDevelopment Committee of the library and thelibrary director. In effect, therefore, the system iscontrolled by the library staff and director.In conclusion, the allocations system atUNC-G, which developed experimentally over theearly and mid 1970s, has reached a level of finetuning which now meets the needs of a medium-sized research university."""""= * """CHILDREN and LIBRARIESAn Investment in Our FutureChildrenTsServicesSection NCLAIs currently selling notepads for $1.00.Proceeds will go to pay program ex-penses for the Oct. T85 NCLA Confer-ence.The pads are 8% X 5%, have 50 pageseach, and are available in pink, green &yellow.Order from: Rebecca TaylorCollege Sq. Branch Library330 S. College Rd.Wilmington, NC 28403$1.00 + 50¢ postage and handling.1985 Spring"19

Computers and Collection DevelopmentGeorge B. VieleCollection development, book selection, theacquisition of materials"what is it all about? Atthe Greensboro Public Library we have beenattempting to establish or maintain book collec-tions that reflect actual use. Our endeavors arebased on computerized circulation records for afour-year period.Table I shows actual user demands as a percent of the non-fiction circulation of selectedindividual Dewey Decimal categories. It should benoted that all non-fiction categories show onerelated consistency for the Greensboro PublicLibrary and its branch system, that consistencybeing that demand for a given subject categorychanges very little from year to year. The compu-ter-generated data we have gathered clearly sup-port F.W. Lancaster's position that othere isconsiderable built-in inertia associated withlarger communities� whose interests change, butvery slowly.!Table II presents usage of five of ten DeweyDecimal divisions. The data again show little fluc-tuation or change from year to year in the publicTsreading habits.In 1983, when building the book collection forthe new branch that was to be opened in GuilfordCollege that fall, we developed the one hundredDewey categories percentagewise based on thecomposite circulation records of three branchesand the main library. A study of demographiccensus data indicated that the similar socio-eco-nomic data of that community warranted theapproach taken. In other words, the amount ofshelving space for each Dewey Decimal divisionand the per cent of non-fiction books in each ofthe one hundred categories were determined byour circulation-usage study.The use of a computer in any facet of collec-tion development or maintenance results in aconstellation of considerations for the librarian.The basic consideration, however, is buying booksthat reflect the actual demands of borrowers.Usage data can easily be computer generated. Itcan also, of course, be done manually.George B. Viele is Director of the Greensboro Public Library.20"North Carolina LibrariesRaw data, regardless of how obtained, mustbe organized or compiled in some way that willfacilitate usage. Consequently, we add the circula-tion for the one hundred non-fiction categories,compute the average or mean, and find thestandard deviation for each category.A balanced book collection is brought closerto reality when past usage data serve as a basisfor allocating money for books. Believing this, thewriter developed a book budget formula fordetermining how much book monies are to bespent for the various non-fiction areas at theGreensboro Public Library. The formula involvesthe use of the following:1. The standard deviation of each of the non-fiction categories.2. The sum of all the standard deviations ofall one hundred categories.3. A percentage of the total monies allocatedfor books at the Greensboro Public Library.4. The average cost per hardback volume persubject category (source - The BowkerAnnual).5. The total number of hardback volumespublished per subject category (source -The Bowker Annual).6. The total value of all hardback volumespublished (source - The Bowker Annual).The book budget formula for categories ofone standard deviation or more is:(9)0 = The standard deviationDC = The Dewey Decimal category2 = The sum of all Dewey Decimal categoriesM = Money for non-fiction at the GreensboroPublic LibraryA= Average cost per volume in a subjectcategoryV = Number of volumes published in a sub-ject categoryTC = Total cost of all volumes published

aTABLE ILocation - Benjamin Branch(in per cents)Mali (ofS olin iiaye wig yor Bl ae Se tel neh Der eS eeCategory 1980 1981 1982 1983790-799 93 85 8.1 8.6610-619 6.9 7.0 hel 7.0330-339 2.4 2.5 2.5 2.5910-919 5.6 5.2 54 54810-819 oft 27. 3.1 3.0LLBy taking the square root of the productsfound we are able to balance out any unusualvariations that may exist in a given area, which, ifnot compensated for, would distort or undulyinfluence the allocation for a given subjectcategory. Examples of possible variations includean unusually high average cost per volume, anexceedingly large number of titles published in agiven subject category, or high actual circulationas compared to other categories.Here is an example of the formula at work. In1984 the Greensboro Public Library was allocated$50,000 for the general book collection. Incalendar year 1983, 84.3 per cent of the adult cir-culation at the library was non-fiction. Thus$50,000 times .843 gave the amount to be spentfor non-fiction, namely, $42,150.The top fifteen demand categories consti-tuted 45.08 per cent of all non-fiction circulation.Multiplying .4508 times $42,150 produced a pro-duct of $19,000, which is the oM� in the formula.The sum of the standard deviations for cate-gories one standard deviation or more above theMean was 24.4. The sports/recreation category,790-799, was 2.65 standard deviations above themean. Plugging the 2.65 and the 224.4 into theformula, we have2.65""~ }_ $19,00024.4The remaining data were obtained from atable on page 375 of The Bowker Annual, 23rdedition. The table showed the average per-volumeprices of hardcover books for the years 1977-1982.Looking under the sports/recreation category, wefound that the total price for this category (aver-age cost times number published) was in 1982$9,159.99. The grand total price for all non-fictionbooks in 1982 was $738,724.98. Using these fig-ures, we end up with the formula being com-pleted.2.6524.4$19,000$ 9,159.99$738,724.98$19,000[ (1086)(s19,000 ) ][ (012) (19,000) |¥( 2,025.4) (228 )4 461,791.2$679.55 or $680, the amount to beallottedfor sports/recreation in fiscal year 1985.Using the Viele formula, we have an oppor-tunity to spread the book budget in a manner thatassures the eventual success of achieving a bal-anced book collection.Does this writer recommend this formula toother librarians? The answer is an absolute no!The calculations are long (not hard) and timeconsuming unless the librarian uses either a cal-culator or a computer to do the computations.But, perhaps, once every ten years down the trailof book acquisitions would be worthwhile.EDTABLE IILocation - Benjamin Branch(In per cents)EE per CCS)Category 1980 1981 1982 1983700's 23.8 Daa 21.0 22.3600's 25.2 27.0 28.0 27.6300Ts 14.2 13.5 13.8 13.8900's 15.7 16.7 16.1 16.2800's 7A 6.7 68 6.9EE1985 Spring"21

You will never know until you take that firstgreat step toward building better balanced bookcollections through computer-generated dataand mathematical formulas applied to bookbudget allocations.References1F,.W. Lancaster, oEvaluating Collections by Their Use,� Collec-tion Management 4 (Spring/Summer 1982): 16.This publicationis availablein microformfrom UniversityMicrofilmsInternational.Call toll-free 800-521-3044. In Michigan,Alaska and Hawaii call collect 313-761-4700. Ormail inquiry to: University Microfilms International,300 North Zeeb Road, Ann Arbor, MI 48106.Cape Fear Union List of SerialsThe sixth edition (1984) of the Cape FearUnion List of Serials is now available. The UnionList includes approximately two thousand serialstitles held by Cape Fear area libraries, includingFayetteville State University, Fayetteville Techni-cal Institute, Command Reference Center andMain Post Library (Fort Bragg), Methodist Col-lege, Pembroke State University, Base Library(Pope Air Force Base), and Cumberland CountyPublic Library and Information Center.CFLA would like to extend special thanks toBarbara Beattie, Cape Fear Valley Medical Center,for her work in compiling this yearTs list. The list isavailable for $7.00. Orders may be sent toCape Fear Library Associationc/o Barbara BeattieLibrary ServicesCape Fear Valley Medical CenterP.O. Box 2000Fayetteville, NC 28302An invoice will be mailed along with the list.pe catyate | Souk Inc.WHAT DO YOU LOOK FOR IN A BINDERY?e Your collection deserves the bindingexcellence attained through 226 yearsexperience.Certified by the Library Binding Institute,we Offer you a choice.Select Class oA� binding or try our Superflex.) Both are fully guaranteed in materials andWie) adnate larsiall oFSERVICE, QUALITY, AND FAIR PRICES... THE RUZICKA WAY.Come by for a personal tour of our facilities.(OF-1) Molen danccmcolmey-latlelU | -lese911 Northridge Street * P. O. Box 21568 * Greensboro, North Carolina 27420Telephone (919) 299-753422"North Carolina Libraries

Building a Serials Collectionin an Academic Library:Joline R. EzzellOne observation about building a serials col-lection in an academic library that can imme-diately be made is that it is a very difficult task. Orto be more precise, it is difficult unless the libraryhas enough financial support to purchase all theserials that are wanted and needed for the collec-tion. In view of the number of titles publishedworldwide and the costs of these titles, are thereany academic libraries so endowed today? Assum-ing that there are not, all of them will find them-Selves having to choose between title A requestedto support academic department X and title Brecommended to enhance a course taught indepartment Y. These are tough choices that mustbe made on other than a subjective basis and thatmust be justified.Part of the difficulty of selecting serials forthe collection stems from the very nature of thesepublications. They are ongoing and so is thecommitment made when a decision to subscribeis reached. When new serials are added to theCollection, the length of the list of titles on sub-Scription increases as does the amount of moneyexpended for them. Without regular review andevaluation of the serials collection, resulting inCancellation of titles deemed no longer necessaryto the institutionTs objectives, the expandingSerials budget can result in reduced funds avail-able for the purchase of monographs. Eachlibrary should have such a program of regularevaluation of its serials on subscription, to judgewhether they remain useful to the institutionTsCourses of instruction. If the initial selection hasbeen made without the benefit of a sample issue,such examination is even more important. ManyJournals change title, issuing body, frequency, orSubject matter over time; some do it within thefirst year, so that volume 1, no. 4, may be quitedifferent from volume 1, no. 1, which was thebasis for the decision to subscribe. In many aca-demic libraries, the subscription continues auto-matically, despite both these changes and aSteady increase in the subscription price; titlesContinue to be received and housed when theySe |Joline R. Ezzell is Head of the Serials Department at the DukeUniversity Library in Durham.may no longer be appropriate for the collection.Evaluation of the serials collection often comesonly when forced by budget restrictions thatnecessitate the identification of titles for cancella-tion in order to buy new serial titles or mono-graphs.Building the serials collection is hard work,then, because of the decisions that have to bemade and because, in most cases, of their lastingimpact. The task may be more difficult because ofthe lack of a sufficient number of knowledgeablepersonnel to select materials from all disciplinesin which classes are taught and research is done.Collection development, in the strict sense of thephrase, may be a myth in many libraries. Forthose that have had neither collection develop-ment staff adequate to select materials consist-ently in all subject areas over the life of the librarynor written collection development policies andguidelines, the serials collection may be a productof the particular interests of the selectors, be theyfaculty or staff. The quantity, as well as the qual-ity, of the serials collection in any particular dis-cipline will be a result, in large measure, of theinterest or disinterest of the selectors.Faculty SelectionIn past years, much of the collection devel-opment in academic libraries was done by facultymembers, who took great interest in this activityand conscientiously built the library's collection intheir subject areas. The majority of the presentgeneration of faculty, however, do not considerthe selection of library materials to be theirresponsibility and find themselves too busy withother duties to recommend materials for librarypurchase on a regular basis. Their selection islimited to an occasional title needed for coursereserves or their own research. The responsibilityfor collection building, then, becomes the library's.In many institutions where selection of materialswas primarily an activity of the faculty, librarystaffing is not sufficient ot take on this extra duty.Staff time borrowed from the reference, circula-tion, or cataloging departments is likely to beinadequate for consistent, thorough collectionbuilding. A knowledgeable, thoroughly trained1985 Spring"23

staff sufficient in numbers is required for thismost important task. Identification and selectionof serial titles is time-consuming and requiresstaff members the majority of whose time is dedi-cated to collection development activities. Theselection, optimally, should be done by those whohave taken the time to gain a feel for the totallibrary collection"its strengths and weaknessesand its special collections.Identification of new serial titles requiresgood communication with serial publishers whowill be willing to send announcements of newjournals in the libraryTs fields of interest as well assample copies. It requires reading the librarySerials are ongoing and so isthe commitment made when adecision to subscribe is reached.literature, which frequently carries announce-ments of forthcoming publications, and the litera-ture in the subject area for similar information.Interested faculty can also be helpful in alertingthe library to new journals that they have learnedabout through colleagues who are serving as edi-tors or authors. Though sources of reviews of newjournals are few, they can be helpful as well.Assuming that provisions can be made forthe recommendation of serial titles to be added tothe collection, where does the final decision-mak-ing responsibility lie? Is everything that is recom-mended ordered? Most likely not, unless thelibrary is extremely well endowed. Because of theongoing commitment made when a serial sub-scription is placed, review of recommended titlesis usually more rigorous than that given torecommended monographs. There are a variety ofoptions for making final decisions. Recommenda-tions of faculty may be accepted automatically,whereas those of library staff may be reviewed.Final decisions may be made by one or more col-lection development officers, by a committee oflibrary staff, or by a committee composed oflibrary staff, students, and faculty. Whatever themode chosen, the goal must be to provide a serialscollection that supports the teaching and re-search needs of the academic institution"easy tosay but much more difficult to effect when facedwith decisions to be made about individual titles.QuestionsSome of the questions that each personcharged with the responsibility of selecting fromamong recommended serial titles must answer24"North Carolina Librariesare the following: Does the library collect mate-rials of this type of in this subject area (e.g., news-letters, Oriental music)? To what extent does itcollect them? Will this title help to provide bal-ance of opinions on this topic? Are there existingcooperative collection development agreementswith other libraries that will affect this decision?Do we receive other serials on this subject thatcould be cancelled in exchange for this one? Whatis the quality of this title in relation to the othersdealing with the same subject? What is the actualuse of the other library titles on this subject? Doesthe college or university plan to develop a pro-gram of instruction in this subject area? Does thecollege or university plan to reduce the enroll-ment in this discipline? What courses would thistitle support? How many titles of this type (e.g.,regional literary magazines) are needed in the col-lection? How many, and which, recreational mag-azines are needed in the periodical collection?Where is the journal indexed? Should the serial beretained permanently? Can the issues be bound,or are they made of newsprint? Should they beretained in paper copy and bound? Is microformavailable? Should the title be retained perma-nently only on microform? If it is published in aforeign country, should air mail delivery berequested? ,The basic determination to be made throughthe posing of these questions is the value of aparticular serial in relation to its cost, the otherserials to which the library subscribes, and theinstitutionTs programs of instruction. Some of thequestions may be answered in written, regularlyCollection development, in thestrict sense of the phrase, maybe a myth in many libraries.updated collection development policies. Thoseconcerning the plans of the institution can beanswered through good communication with thecollege or university administration. Questions ofthe titleTs usefulness to particular academicdepartments can be answered through consulta-tion with faculty members, who are usually quitewilling to provide advice concerning specificserials even when they are not able to do selectionthemselves. Having an active library representa-tive in each teaching department can be quiteuseful in this regard.Some librarians have predicted that theserial as known today will not exist in the future.!They believe that journals will be published only

electronically. Those librarians who now focustheir attention on building serial collections willinstead in the future assist patrons in searchingelectronic databases for needed information, ac-cording to this scenario. One writer predicted in1980 that it would be at least five years beforethere was any major shift from printed to elec-tronic journals. Considering the progress made todate and the many questions remaining to beanswered about electronic journal publishingStaff time borrowed from thereference, circulation, or cata-loging departments is likely tobe inadequate for consistent,thorough collection building."""""(copyright; rewards, both tangible and intangible,to authors; and standards for telecommunica-tion), it is likely to be at least another five yearsbefore such a shift is made and unlikely that allSerials will be published electronically. In themeantime, even as we plan for the utilization ofelectronic journals in academic libraries, we willcontinue to build serial collections. Consequently,we will continue to need individuals with goodjudgment, who are knowledgeable in the subjectsin which they select, familiar with the existing col-lection, and alert to new or revised institutionalprograms. Serving as the foundation to this entireprocess is a comprehensive, frequently revisedcollection development policy.References~Meredith Butler, oElectronic Publishing and its Impact onLibraries: A Literature Review,� Library Resources and Techni-cial Services 28(January/March 19840: 41-58.2A.E. Cawkell, oElectronic Information Processing and Publi-shing"Problems and Opportunities,� Journal of InformationScience 2(October 1980): 192.Instructions for the Preparationof Manuscriptsfor North Carolina Libraries1. North Carolina Libraries seeks to publish articles, bookreviews, and news of professional interest to librarians inNorth Carolina. Articles need not be of a scholarly nature,but they should address professional concerns of the librarycommunity in the state.2. Manuscripts should be directed to Robert Burgin, Editor,North Carolina Libraries, School of Library Science, N.C.Central University, Durham, N.C. 27707.3. Manuscripts should be submitted in triplicate on plain whitepaper measuring 8%4"x11".4, Manuscripts must be double-spaced (text, references, andfootnotes). Manuscripts should be typed on sixty-space lines,twenty-five lines to a page. The beginnings of paragraphsshould be indented eight spaces. Lengthy quotes should beavoided, When used, they should be indented on bothmargins.5. The name, position, and professional address of the authorshould appear in the bottom left-hand corner of a separatetitle page.6. Each page after the first should be numbered consecutivelyat the top right-hand corner and carry the author's lastname at the upper left-hand corner.7. Footnotes should appear at the end of the manuscript. Theeditors will refer to The Chicago Manual of Style, 13th edi-tion. The basic forms for books and journals are as follows:Keyes Metcalf, Planning Academic and Research LibraryBuildings New York: McGraw, 1965), 416.Susan K. Martin, oThe Care and Feeding of the MARCFormat,� American Libraries 10 (September 1979): 498.8. Photographs will be accepted for consideration but cannotbe returned.9. North Carolina Libraries is not copyrighted. Copyright restswith the author. Upon receipt, a manuscript will be acknowl-edged by the editor. Following review of a manuscript by atleast two jurors, a decision will be communicated to the writ-er. A definite publication date cannot be given since anyincoming manuscript will be added toamanuscript fromwhich articles are selected for each issue.Issue deadlines are February 10, May 10, August 10, andNovember 10.stand up forlibrariests NORTH CAROLINA LIBRARY ASSOCIATION1985 Spring"25

Development of a Collection: The MusicLibrary at East Carolina UniversityGeraldine LaudatiAlthough seven yearsT experience (whichincluded primary responsibility for material selec-tion and budget management in music libraries)preceded my appointment as music librarian atEast Carolina University in 1982, I was surprisedat the extent of challenge presented by the rathersmall special collection. At the core of the prob-lem was the Music Library's history and its uniqueposition as the universityTs sole branch library.As is the case with many academic specialcollections, the Music Library began as a depart-mental collection: the School of Music purchasedsound recordings and some scores, typically ofthe ~performance editionT genre, and housed themin the department, where they would be morereadily available to music faculty and students. Atthe same time, Joyner, the university library, col-lected and housed most monographs and serialsabout music and some scores, including many ofthe large and expensive collected works editionsand anthologies. The situation was altered as aresult of the 1973 accreditation visitation by theNational Association of Schools of Music, whichrecommended consolidation of music materialsinto a single collection. The School of Music wasthe recommended repository site due to the phys-ical distance"a ten-minute walk across cam-pus"between the school and Joyner Library, andthe association justified its choice on the basis ofthe locationTs being the most appropriate to thelargest community of users.By 1976, a branch library policy was drawnup by university administration, and the MusicLibrary was officially designated as an adminis-trative branch of Joyner Library. A collectiondevelopment policy was also written, and thetransferral of most of the scores, as well as a largenumber of books and serials (those specificallyselected by music faculty), was effected.In the intervening years, however, two livingcollections continued to be developed, albeit spo-radically, simultaneously. The Music Libraryreceived all materials recommended by musicfaculty or the music librarian and materials thatGeraldine Laudati is Head of the Music Library at East Caro-lina University.26"North Carolina Librariesfell into the category of oserious� music. Non-se-rious (ostensibly) music, music-related itemsrecommended by the reference department aspart of the collection development process of theuniversity library, and music materials requestedby non-music faculty, such as dance or drama,continued to be added to the main library's collec-tion.Funding responsibilities were equally nebu-lous, and the annual amount provided by theSchool of Music (originally intended for the pur-chase of sound recordings) was being used to payfor serial titles that the main library would notassume. In fact, a study of the funding patternsrevealed that library allocations for music mate-rials had declined steadily since the MusicLibrary's branch status, despite a not unhealthylibrary budget relative to institutional size and alarge, active School of Music.Other problems were evident in the mechan-ical aspects of collection development. Acquisi-tions functions for Music Library materials"processed centrally by the university library"hadseriously deteriorated, and faculty were com-plaining of three or four year waits for materialsand of requests that had simply dropped fromsight, never to reappear. Even items documentedas having been received were prone to disappear,and the short distance between libraries hadassumed the distorted proportions of a blackhole.Finally, and perhaps symptomatic of theunderlying problem, the branch collection con-tinued to be referred to, even in official corre-spondence, as the School of Music Library ratherthan the East Carolina University Music Library.And the collection development policy, it becameapparent on study, was partially responsible forthe perpetuation of the library's departmentalcollection mentality. The document stated theMusic LibraryTs purpose as oto provide the mate-rials necessary to support the undergraduate andgraduate curricula of the School of Music.� Period.1982 held special significance for the MusicLibrary. Faced within a year with a re-accredita-tion visit from the National Association of Schools

of Music, administrators at all levels were deeplyconcerned with our problems, and a willingnessto cooperate towards solution and a sense ofdirection for the collection were soon evident.First, an assessment of the potential usercommunity was undertaken and yielded not onlythe 350-odd students and 55 faculty members of~the School of Music but a campus community ofnearly 14,000 FTE students and 800 faculty,including those in active dance and dramadepartments (located, coincidentally, in an adja-cent building), a new medical school, plus a cam-pus radio station with no classical record library,all of whom might depend on the library to satisfya broad variety of instructional, informational,and recreational musical needs. In addition, therelative geographic isolation of the universityplaced an extra responsibility to service on theinstitution, and as a special collection, the MusicLibrary could be expected to provide a uniqueresource to the eastern region of the state.Indeed, many of our patrons were graduates orgraduate students teaching in local school sys-tems and who had access to no other source ofmusical information.Armed with the knowledge of the collectionTspotential, a reinterpretation of the branch libraryPolicy was suggested, in particular:The needs of the campus majority (not thebranch clientele) are paramount ... While it isperhaps frustrating at times not to have relevantmaterials close at hand, it is still more frustratingto more people on our campus to have to g0 fromone library building to another in order to pursuestudy. The assumption that a disciplineTs mate-rials can be transferred in toto from a central toa branch library without impeding library serv-ices is naive...While the statement itself was not invalid, itseemed more naive to assume that anyone wasbeing better serviced as practically all musicalstudy still required the use of both libraries, asdid, unfortunately, Music Library reference serv-ice. The distinction between School of Music cur-riculum-related areas and non-curricular areas,furthermore, was a blurred one and somewhatSubjective. Finally, but of major importance, wasthe fact that staff with music degrees wereemployed in the Music Library, while the mainlibrary, understandably, included no one with thisSubject expertise.These points were well taken, and whileretaining curricular support as the MusicLibrary's first priority, we were able to add thefollowing purposes to our interim, working ver-Sion of the collection development policy:!The collection should provide a broad base ofsupport for general cultural interests in musicand its role in the history of civilization on aninternational scale;The collection will provide for interdepartmentalacademic needs in dance, drama, art, folklore,the study of ethnic and popular cultures, filmproduction, and others as applicable.The issue of a split collection was thus addressed.A systematic transfer of the music items remain-ing at Joyner was begun along with an interimpractice of housing in the Music Library all itemsthat class in L.C. classification oM� (ie., M, ML,MT), as well as all sound recordings of musicalmaterials regardless of funding or selectorsource.�At this point, a publicity campaign wasundertaken to acquaint the campus communitywith the collection and services offered. A MusicLibrary newsletter was begun, and we spoke tovarious campus groups, Friends groups, commit-tees, and essentially, anyone who would listen.That the campaign was successful and our mes-sage received was made evident by two annualallocations from the East Carolina UniversityStudent Government Association for the devel-opment of a contemporary jazz recordings collec-tion, for use in the Music Library by the campuscommunity.Ironically, while aggressively promoting thecatholic quality of our collection and services, astudy of the objectives of the School of Music wasconcomitantly undertaken to better determinehow the existing collection was meeting instruc-tional support needs and how it might bettermeet those needs. Through conferences withSchool of Music administration, departmentalchairmen, the departments as groups, and finally,with individual faculty members, it was possibleto obtain a clearer picture of our strengths andweaknesses, as well as to anticipate future direc-tions which were under consideration.For a variety of reasons, principal amongthem the idiosyncracies of funding mechanisms, itwas apparent that faculty had wielded muchpower in past collection development practices,as was to be expected given the collectionTs his-tory. The existing collection showed little overalldirection and was insufficient in many areas.While it was a delicate undertaking to quicklyswitch the balance of developmental responsibil-ity from primarily user dominated to primarilylibrarian dominated, it seemed, in my opinion, themost pressing objective for the moment. A poten-tial taint of autocracy was somewhat obviated bythe earlier conferences, a continuing dialogue1985 Spring"27

between the Music Library and the faculty, andthe reassurance that no departmentTs specialinterests would receive priority except as againstthe overall needs of the collection.At this point, a collection assessment projecthad been completed. Designed to evaluate thepresent level of the collection and to determine inwhat ways it was inadequate, assessment wasmade through use of specialized bibliographiesand discographies, by comparison with collec-tions at institutions of similar size, user communi-ties, and programs, as well as on the basis ofinformation gathered from faculty conferencesand discussions with graduate and undergradu-ate students. Gaps were identified, a prioritizeddesiderata file established by the type of material,and suggestions made as to the extent of retro-spective development necessary to bring the col-lection to a level consistent with our needs andstated purposes.T Areas requiring intensive atten-tion were scheduled into a developmental time-table that will ensure them major concentrationin their turn.With this information, it was little trouble toprepare two documents on the funding require-ments of the Music Library. The first, a proposalfor limited term special funding for retrospectivecollecting, was developed on the basis of esti-mated costs of needed materials. To date, approx-imately 40 per cent of this proposal has beenfunded. The second, and more complex, reflectedthe level of continuation (ie., annual) fundingnecessary to maintain the collection. Borrowingthe university library's materials allocation plan,which assigned a percentage factor to such dataas number of students, faculty, credit hourstaught, as well as information from the publishingtrade, it was possible to request a more appro-priate level of support for each of the materialtypes collected, namely monographs, serials,scores, and sound recordings.* In addition,responsibility for this support between the Schoolof Music and Joyner Library was more clearlydefined.Two and a half years later, the Music Libraryis well along in its developmental schedule,including retrospective collection, and the resultsof earlier efforts are readily apparent. The finalversion of a collection development policy is near-ing completion, written with extensive input fromthe School of Music Library CommitteeT andfaculty, as well as the Head of Collection Devel-opment at Joyner Library. Although libraryfunded music materials continue to be orderedand processed centrally, the working relationshipbetween departments is excellent: as awareness28"North Carolina Librariesand understanding of the Music Library's specialneeds increased, so did communication, coopera-tion, and consequently, service. The eagerly await-ed 1983 report of the National Association ofSchools of Music identified the Music Library asone of the SchoolTs three main strengths, com-menting that the institution was well on its way tohaving an excellent music library and adding itsblessing oit is hoped the improvements continueand that the library will become a truly fine one.�Less easily documented but of even more signifi-cance is the perceptible attitude of understand-ing, respect, and cooperation that has evolvedamong the three principal factions directlyinvolved. As a result, the Music LibraryTs role as abranch library is clearly defined, its goals anddirections outlined, and its commitment to con-tinued development assured.PostscriptThe reader with experience in large univer-sity libraries or long established special collec-tions will no doubt realize that most of theseobservations are obvious enough to go withoutsaying. That they needed to be said, and saidemphatically, is perhaps an indication that thereare yet situations, particularly in smaller institu-tions, where physical separation, misconceptionof or ambiguity of purpose, ambivalent commit-ment, and perceived divided loyalties may oper-ate to the detriment of the branch collection.Often, identification of the problem is the firststep to a solution.References1. University of Texas at Austin. General Libraries. CollectionDevelopment Policy. 2d ed. (Austin, 1981): Music, was the modelfrom which additional statements of purpose were borrowed.2. The exception is that music reference tools deemed necessaryor appropriate to the Joyner Library reference collection areduplicated by the reference department. As the university col-lection development policy is in process of revision, many prac-tices have been adopted as interim.3. Retrospective development here refers to the acquiring ofmaterials, most typically in print, necessary to bring the collec-tion up to a desired level. For the most part, antiquarian mate-rials are generally not required for our purposes.4. Other factors such as circulation statistics and past develop-ment experience were included. While the figures have fluctu-ated somewhat as work on the collection development policycontinues, they provided a base from which to begin.5. The Music Library Committee was restructured in 1983 toinclude one faculty member from each of the schoolTs fivedepartments rather than randomly appointment members. Itsfunction also changed to an advisory group charged with dis-semination of information.6. The position was created in 1984. Until that time, responsibil-ity for direction of collection development was divided betweenthe reference and acquisitions departments.

Collecting North CarolinianaAlice R. CottenSelection of material to be included in the NorthCarolina Collection is very simple"there is noselection. Every book, pamphlet, article, that canbe secured, relating to North Carolina, is care-fully preserved.!This statement of sixty years ago was the col-lection development policy for the North CarolinaCollection at the library of the University of NorthCarolina at Chapel Hill from its beginning. Itserved the collection well, providing flexibility andan oopen door� policy for many ephemeral itemsthat otherwise might have been lost. But todayone library cannot collect all items relating toevery city, town, crossroad, school, organization,business, and organization in the state. Much ofthis responsibility rests on local libraries. Thisarticle will recommend that public and academiclibraries actively collect and preserve printedinformation about local people, events, organiza-tions, institutions, and buildings, and will suggestthe need for cooperation among libraries toensure preservation of North Caroliniana.The first question is how to define oNorthCaroliniana.� It includes nonfiction and fiction,poetry and prose, monographs, pamphlets, doc-uments (local, state, and federal), maps, news-Papers, journals, magazines, annual reports ofbusiness, newsletters, photographs, broadsides,dissertations, theses, clippings, recordings, andfilms about the state, its people, or any of its polit-ical, geographic, or social divisions. It can alsoinclude material written by North Carolinians,regardless of the subject.The combined holdings of the North CarolinaCollection in Chapel Hill and the North CarolinaState Library in Raleigh are nearly comprehensivein their collecting on the state level. Both collectlocal items too, but on a more limited basis. Ofcourse, neither has all the municipal documents,the local church histories, the bird club newslet-ters, the programs from the dedications of newschools or parks, the maps showing proposed newdevelopments or zoning regulations, or the localAlice R. Cotten is Assistant Curator of the North CarolinaCollection, Wilson Library, University of North Carolina atChapel Hill. She also serves as Book Review Editor of NorthCarolina Libraries.newspapers. No one library can collect thatextensively for every municipality in the state.Even if a library had the money, time, space, andstaff to collect at this level, many of these ephem-eral items are produced in limited quantities for aspecific event, and the supply is quickly ex-hausted.The greatest need today in the field of collect-ing North Caroliniana is for the acquisition andpreservation of local information. Who is keepinglocal government documents"council minutes,annual reports, budgets, thoroughfare plans,ordinances and charters, proposals for wastedumps, and zoning regulations? Some publiclibraries are, and are doing the job well. One suc-cess story is that of the High Point Public Library,which a few years ago began a municipal docu-ments collection and an index to the local news-paper. Their director, Neal Austin, reportsthat it has been an oeffective low-cost project.�? In1980 and 1981, the Documents Section and thePublic Libraries Section of NCLA adopted resolu-tions and guidelines encouraging public librariesto reach agreements with local governments tocollect and provide access to municipal docu-ments. Some libraries showed interest, but therehas been little coordinated effort since then. Thisproject is worthwhile and deserves renewedemphasis.There is also a need to preserve local, small-town newspapers. The Division of Archives andHistory in Raleigh administers an excellent pro-gram that identifies, films, and makes availablefor purchase all eighteenth and nineteenth cen-tury newspapers, but there is no coordinatedeffort to assure that twentieth century local pa-pers are preserved anywhere. A week rarelypasses that someone does not come to the NorthCarolina Collection in Chapel Hill to ask for anissue of a small paper. He shakes his head in dis-belief as a staff member says that the collectiondoes not have that paper. oBut you get all NorthCarolina newspapers, donTt you?� he asks. oAfterall, you are the North Carolina Collection.� Weexplain that we get only a few newspapers, mostlymajor dailies on microfilm, and that he should1985 Spring"29

check with a library in the area in which thepaper is published. Some newspapers do keepbackfiles, but these are often incomplete, unavail-able to researchers, or deteriorating. The histori-ans, sociologists, political scientists, and gen-ealogists of the next century will have to workwithout one of the essential sources of their pro-fessions unless we as librarians collect, preserve,and make available local newspapers.Clipping files, or vertical files, of selected arti-cles from local papers can be valuable. The NorthCarolina Collection at Chapel Hill began its clip-ping file in the 1940s. By the mid-1970s, the filewas large, deteriorating, and in need of an over-haul. The collection hired a student to go throughthe clippings (over 100,000), divide them into sub-ject and biography, make an authority file, andaThe first question is how todefine oNorth Caroliniana.�ee ssarrange them in chronological order within eachsubject or name. The librrayTs Photographic Serv-ices Section microfilmed the file and made paperprints from the film. The collection bound 164volumes of biographical clippings and 190 vol-umes of subject clippings. The project took aboutthree years and was expensive, but users areenthusiastic, and the bound volumes are usedheavily. The collection anticipates adding volumesat ten or fifteen year intervals. While an undertak-ing of this magnitude is not possible for mostlibraries, a clipping file of local information maybe possible and will be used extensively by enthu-siastic researchers.Actively seek and keep publications fromlocal schools, churches, civic organizations, clubs,historical societies, businesses, banks, chambersof commerce, and other similar organizations.Who knows what future novelist, president,scientist, or anarchist may today be writing foryour local schoolTs literary magazine. Someoneshould be keeping yearbooks, church directories(church bulletins in some cases), reports of busi-nesses, and local promotional materials. Thesewill be invaluable for the study of a local commun-ityTs change.Among the most used items in the NorthCarolina Collection in Chapel Hill are programs,directories, and brochures from early twentiethcentury womenTs clubs. These materials showimportant developments in womenTs history andsocial history in our state and nation. But the col-lection doesnTt have them all, particularly those30"North Carolina Librariesfrom small towns and rural areas. Minority mate-rials of all sorts are important. Seek them andkeep them if they are produced locally. The his-tory of a community is incomplete without arecord of the existence of the local Ku Klux Klan,the gay rights activists, and ~the Sneetches withstars upon tharsT to complement the record of theKiwanis Club, the Scouts, and the churches.Ability to PredictOne of the most valuable qualities of a librar-ian responsible for a state and local collection isthe ability to predict what will be valuable tofuture scholars. William S. Powell, former curatorof the North Carolina Collection in Chapel Hill,was outstanding in this respect. In the early 1960she began gathering the printed commentaries of alittle-known but outspoken announcer from aRaleigh television station. These oviewpoint� edi-torials of Jesse Helms are now used extensively bythe media, faculty and students of the university,and other researchers. Several years ago the col-lection, anticipating increasingly heavy use ofthese editorials, had them filmed for security,withdrew the originals, and made paper copiesfrom the film. While all television or radio com-mentators will not go on to become senators, theireditorials, if available, will reflect some of the con-cerns of the community for present and futurescholars.Another example of Professor Powell's far-sighted collection development policy was histenacious collecting of telephone books and citydirectories for many towns and cities. These arewonderful sources for many kinds of information.They can be used, with appropriate caution, todocument who lived where at what time andwhat businesses operated in a given year. Citydirectories provide additional information: occu-pation, name of spouse, whether a person rents orowns his house, who lives at each address, andwho has each telephone number. Possibilities foruse are numerous.The greatest need today in thefield of collecting North Caroli-niana is for the acquisition andpreservation of local informa-tion.Libraries sometimes overlook the value oflocal maps. These maps show growth, change, anddevelopment and should be collected and pre-

served permanently. In the late nineteenth cen-tury, the Sanborn Fire Insurance Company inNew York began printing large colored mapsshowing streets and structures in towns all overthe United States. Today these maps are valuableresources for people doing architectural surveys,restoring homes, writing local histories, and manyother projects. Locally produced maps are espe-cially valuable, for they often show backroads orstructures that do not appear on commercialmaps.Photographs are also part of North Carolini-ana. Scholars of the next decade, or the next cen-tury, will be grateful to those libraries thatpreserve likenesses of local buildings, events, andpeople. With restoration efforts at a peak, manylandmarks are being renovated for new uses, butmany more historic buildings and houses havebeen demolished. For many of these buildings, nopictures exist.Minority materials of all sortsare important.Information about local authors and collec-tions of their works are important additions toany library. Small press publications, limited edi-tions, privately printed or published works, arti-cles in journals or magazines are often notcollected at all. The North Carolina Collection atChapel Hill collects the works of many authors,but some escape its attention until their work isunavailable. And the number of North Carolinianswho write"and publish"is increasing, making itharder for one library to collect all authors. Someauthors are willing, even happy, to donate copiesof their works to their local library. In addition toacquiring the works of local authors, libraries canadd newspaper articles about the author, bookreviews, and dust jackets to supplement theactual writings. The oliterary scrapbooks� at theNorth Carolina Collection in Chapel Hill provideresearchers with a lot of information about TarHeel authors and their writings, information thatis hard to find through normal literary indexes.As Marjorie Lindsey of the North CarolinaState Library pointed out, most of these items arenot books. Maps, photographs, pamphlets, leaf-lets, and broadsides all require special handling,preservation, space, and the staff to acquire andprocess them. This paper has recommended thatlibraries collect extensively on the local level, rec-ognizing that libraries have limits on money, staff,time, and expertise.Collecting North Caroliniana is a challenge,and no one library can do it all. Most public andacademic libraries collect some local material. Afew collect extensively. Most collect on a limitedbasis because of the restraints mentioned earlier.There appears to be a need for communicationand coordination, a onetwork for North Carolini-ana.� But unless libraries assume responsibilityfor collecting and preserving local information,much of it will be lost, and a part of the literaryand historical heritage of our state will be goneforever.AcknowledgementThe author acknowledges with appreciationthe suggestions of Marjorie W. Lindsey of theNorth Carolina State Library.References1. oNorth Carolina Collection at the University,� North CarolinaLibrary Bulletin 6:1 (December, 1924): 11-12.2. Jane Williams and Rebecca Ballentine, oExpanding LocalInformation Services in North Carolina Public Libraries,� Popu-lar Government 47 (Fall, 1981): 7.ME. ENCANTAN LOSFINALES FELICESi)Cc8E5yn=2ss2zz2==xve}zAmerican Library AssociationSnoopy READ posternow available in SpanishoMe encantan los finales felices� (I love happyendings), beams Charles SchulzTs Snoopy,ona Spanish READ poster now availablefrom the American Library Association.The poster may be ordered for $3.00 plus$1.00 postage and handling"the same priceas the English version. Write: PublicInformation Office, ALA, 50 E. Huron SteChicago, IL 60611. Orders under $15.00must be prepaid.1985 Spring"31

Developing Your Fiction Collection"Realistically SpeakingFrances Bryant BradburnAs a school media coordinator attempting todevelop an adequate, up-to-date collection forgrades six through twelve, I usually have littletrouble determining which nonfiction books toselect and then justifying their purchase. TheschoolTs curriculum, student information needs,and my library budget tend to make these deci-sions moot points. Naturally, there will always bethe weighing of one departmentTs needs againstanotherTs, one grade or reading level over another,middle school materials as opposed to upperschool materials. But the basic academic andinformation requirements are outlined for me,waiting only for money and appropriate materialsbefore their purchase.But what of the fiction collection, that nebu-lous area of the book collection so often over-looked when budgets tighten and censors, real orimagined, rear their inhibiting heads? Are fictionbooks worth the price, both in real dollars and inthat grayer area of selection: one book overanother? To this question I must answer a mostresounding yes! But how do we justify fiction pur-chases? In exactly the same manner we justifynonfiction purchases"academic and informationrequirements"with the wonderfully aestheticaddition: a good story.Selection of any material obviously beginswith a comprehensive selection policy whichencompasses the school and its media center'sreading and viewing philosophy. From there it is,in all honesty, no small matter to continuallyresearch selection tools to find what titles reallyfit your special needs. I personally use a variety ofselection tools, from the more traditional periodi-cals such as Booklist, School Library Journal,Library Journal, and Top of the News to the moreYA-directed Voice of Youth Advocates (VOYA), theALAN Review, and the various YASD Best Bookslists. In attempting to develop a current and ret-rospective sixth grade collection this year, I havefound the Elementary School Library Collectionan invaluable resource. I also peruse the localFrances Bryant Bradburn is Upper School Librarian atGreensboro Day School and is a member of the EditorialBoard of North Carolina Libraries.32"North Carolina Librariesnewspapers, New York Times, Christian ScienceMonitor, and various national magazines in mysearch for materials which serve the academicand developmental needs of sixth through twelfthgraders and the faculty who teach them.One of the most satisfactory means of justify-ing fiction purchases is by linking them to the cur-riculum. Take for example the obvious juxtaposi-tion of history and historical fiction. Few historytextbooks or class discussions can bring to life thewomenTs suffrage movement as successfully asdoes Irene HuntTs book Claws of a Young Century.The quiet desperation and determination whichultimately gave birth to the Underground Rail-road in Marcy HeidishTs A Woman Called Mosesand the graphic step back into time in BelindaHurmanceTs book A Girl Called Boy force youngpeople to relive the bonds of slavery if only in theirminds.History teachers often complain that stu-dents fail to see the relevance of the curriculum totheir lives. Some of these complaints can be an-swered by units such as the World War II/Holo-caust unit that the Middle School English andHistory teachers used last year. After reading as aclass The Summer of My German Soldier by BetteGreene, students chose a book from a World WarII/Holocaust bibliography of both fiction and non-fiction books. (See Appendix A.) As each studentread his book, he selected one area of the war orthe Holocaust in which he was especially inter-ested. This specific topic was developed into aresearch unit from which a final research paperwas the ultimate product.Fiction integration is not limited only to theEnglish or history curriculum. An equally success-ful unit was conceived with the upper schoolscience department entitled oNuclear War as anEnvironmental Issue.� Titles such as OTBrianTs Zfor Zachariah, VonnegutTs CatTs Cradle and Dead-eye Dick, FrankTs Alas, Babylon, MarukiTs Hiro-shima No Pika, and GoldingTs Lord of the Flieswere combined with such nonfiction selections asSchellTs The Fate of the Earth, PowersTs Thinkingabout the Next War, Herseys Hiroshima, andGround ZeroTs Nuclear War: WhatTs in It for You?

Both fiction and nonfiction titles were used tostimulate students to think of the effects nuclearwar has had and would have on the environmentas we know it.Ah, but those are the easy fiction purchases,you say. What about the other ones, especiallythose books on teenage life style"those odirty�books"that someone is bound to complainabout? You're right, of course. There are no easyanswers; but there are suggestions.No one is immune to questions about bookchoice. In this library, which serves grades sixthrough twelve, I often have parents come to meWith legitimate concerns about what they view aspotential reading problems within our fiction col-lection. Most worry that their sixth or seventhgrade child will read something written for aneleventh or twelfth grader, which he will notunderstand"or worse yet, which he will under-stand and then want to do something about!aOne of the most satisfactorymeans of justifying fiction pur-chases is by linking them to thecurriculum.aIn talking with these parents, I very seriouslydiscuss my philosophy of a young person's right toread"of everyone's right to read"and how itespecially relates to choosing fiction books. It isimportant to me that all students be able to findbooks that help them make intelligent, knowl-edgeable decisions about how they wish to con-duct their lives. Non-fiction materials areextremely useful in helping to formulate thesedecisions, but fiction books can offer a uniqueperspective. Fiction, particularly that genre welabel orealistic fiction,� places characters in a mul-titude of situations that young people potentiallyface. The key word here is potentially. Justbecause a student is reading about a particularissue or behavior does not necessarily mean thathe or she is actively involved in it. But it doesmean that he or she is at least thinking about theissue and consequently deserves the chance tomake an informed choice. Children rarely readbooks voluntarily before they are ready for thesubject matter contained therein. There are justtoo many things to do and read. Many times Ihave had students return a book with the com-ment oI didnTt like this� or oI didnTt understandthis� or oI would rather read another bookT or theinsightfully honest oITm not ready for this.� But thestudent who is ready should have access to thebook. Books allow teenagers a variety of contem-porary role models and true-to-life situations thatcan help them in shaping their own lives. Adoles-cents certainly do not need, and do not necessar-ily desire, first-hand experience with varioussituations, problems, or emotions" but they dowant to know about them. Books offer an idealmedium for vicariously facing a situation, watch-ing how someone else handles it, and decidingwhether or not that experience is worth incorpo-rating into oneTs life pattern and, if so, when. As Iassured one parent, oAt least it gives them a fewgood lines to use.�right to expect some reading guidance from thelibrarian/media specialist for his child. This iswhy I have no guilt when I tell an immature sixthgrader that I feel she will enjoy Harry MazerTs ILove You, Stupid! when she gets a little older, eventhough I have just booktalked the same book forninth grade English classes. That is why I will fightto keep Aidan ChambersT Dance on My Grave andNancy GardenTs Annie on My Mind accessible onthese library shelves even though I will steer mostyounger students in other directions. That is whyI schedule afternoon and evening booktalks forparentsT groups as well as using them for regularlyscheduled student classes. Reading guidancelends credence to all book selections but espe-cially in that subjective area of fiction selection.EeBooks allow teenagers a varietyof contemporary role modelsand true-to-life situations thatcan help them in shaping theirown lives.""""""Fiction deserves to take its rightful placeamong the competition for book-buying dollars.Yet it must be evaluated, like its nonfiction coun-terpart, within the framework of its relationshipto the curriculum and to student information/developmental needs.Appendix AWorld War II/Holocaust BibliographyBeach, Edward. Run Silent, Run Deep. New York: Pocket Books,1956.Beaty, David. The White Sea Bird. New York: Morrow, 1979.Bethancourt, T. E. Tune in Yesterday. New York: Holiday, 1978.Brancato, Robin. DonTt Sit Under the Apple Tree. New York:Knopf, 1975.Davis, Daniel. Behind Barbed Wire. New York: Dutton, 1982.1985 Spring"33

Dolan, Edward. Adolf Hitler: A Study in Tyranny. New York:Dodd, Mead, 1981.Ferry, Charles. Raspberry One. Boston: Houghton Mifflin, 1983.Frank, Anne. Anne FrankTs Tales from the Secret Annex. NewYork: Pocket Books, 1983.Frank, Anne. Diary of a Young Girl. New York: Pocket Books,1958.Greene, Bette. Summer of My German Soldier. New York: DialPress, 1973.Haas, Gerta. These Do I Remember: Fragments of the Holocaust.New York: Cumberland, 1982.Hersey, John. Hiroshima. New York: Knopf, 1946.Hersh, Gizelle. Gizelle, Save the Children. New York: EverestHouse, 1980.Hirschfeld, Bert. A Cloud Over Hiroshima. New York: Messner,1967.Koehn, Ilse. Mischling, Second Degree: My Childhood in NaziGermany. New York: Greenwillow, 1977.Koehn, Ilse. Tilla. New York: Greenwillow, 1981.Korschunow, Irina. A Night in Distant Motion. New York:Godene, 1982.Magorian, Michelle. Good Night, Mr. Tom. New York: Harper &Row, 1982.Marrin, Albert. The AirmanTs War. New York: Atheneum, 1982.Maruki, Toshi. Hiroshima No Pika. Lothrop, Lee and Shepard,1980.McKay, Ernest. Undersea Terror: U-Boat Wolf-Packs in W. W. IT.New York: Messner, 1982.Reiss, Johann. The Upstairs Room. New York: Crowell, 1972.Richter, Hans Peter. Friedrich. New York: Holt, Rinehart andWinston, 1970.Richter, Hans Peter. I Was There. New York: Holt, Rinehart andWinston, 1972.Siegal, Aranka. Upon the Head of the Goat. New York: VAL, 1983.Takashima. A Child in Prison Camp. New York: Morrow, 1974.Westall, Robert. Fathom Five. New York: Greenwillow Books,1979.Westall, Robert. The Machine Gunners. New York: GreenwillowBooks, 1975.Nuclear War as an Environmental Issue BibliographyBriggs, Raymond. When the Wind Blows. New York: SchockenBooks, 1982.Frank, Pat. Alas, Babylon. New York: Lippincott, 1959.Golding, William. Lord of the Flies. New York: Coward-McCain,1962.Groueff, Stepane. Manhattan Project. New York: Little Brown,1967.Ground Zero. Nuclear War: WhatTs In It for You? New York:Pocket Books, 1982.Harvard Nuclear Study Group. Living with Nuclear Weapons.New York: Bantam Books, 1983.Hersey, John. Hiroshima. New York: Knopf, 1946.Hilgartner, Stephen. Nukespeak. San Francisco: Sierra ClubBooks, 1982.Hirschfeld, Burt. A Cloud Over Hiroshima. New York: Messner,1967.Kunetka, James W. Oppenheimer: The Years of Risk. EnglewoodCliffs, New Jersey: Prentice Hall, 1982.Maruki, Toshi. Hiroshima No Pika. New York: Lothrop, Lee andShepard, 1980.OBrien, Robert C. Z for Zachariah. New York: Atheneum, 1975.Powers, Thomas. Thinking About the Next War. New York:Knopf, 1982.Schell, Jonathan. The Fate of the Earth. New York: Knopf, 1982.Vonnegut, Kurt. CatTs Cradle. New York: Dell, 1963.Vonnegut, Kurt. Deadeye Dick. New York: Delacorte Press, 1982.34"North Carolina LibrariesRTSS Grant for the NCLABiennial ConferenceThe purposes of the grant are to encourage(1) membership in NCLA and RTSS, (2) attend-ance at NCLA Biennial Conferences, and (3) par-ticipation in RTSS activities.The grant will be for $250.00 to financeattendance at the next Biennial Conference ofNCLA. Membership in NCLA and RTSS arerequired upon acceptance of the grant.The grant will be awarded without regard tosex, age, or type of library.Criteria for Selection1. Atleast part of the applicantTs current work-must involve an aspect of technical services:acquisitions, cataloging, classification, resources,collection development, preservation of librarymaterials, or related activities.2. The applicant must not have attended anNCLA Biennial Conference previously.3. The applicant must work in North Carolina.4. The applicant must demonstrate financialneed.5. The completed application form must be neatand intelligible.6. The applicant must secure work leave appro-val as appropriate.Conditions of Grant Acceptance1. The recipient must provide confirmation ofacceptance in writing to the chairperson of theResources and Technical Services Section.2. The recipient must be a member of, or join,NCLA and RTSS.3. The recipient must attend the entire BiennialConference and all RTSS functions and will assistwith RTSS programs if requested by the ExecutiveCommittee.4. The recipient must notify the chairperson ofthe section, and return the grant funds if theterms of the grant cannot be met.The selection of the grant recipient will restsolely with the RTSS Executive Committee. In theabsence of qualified applicants, no grant will beawarded.For application forms, write to: Joline Ezzell,Head, Serials Department, Duke University Li-brary, Durham, N.C. 27706. Deadline for applying:July 1, 1985.

cen emer mere eeCollection Development in a MunicipalPublic LibraryRobert C. Russellhon sc, essen gas cataetn cman aema dane meee hnerh nl eet ete LECElbert Ivey Memorial Library is a municipallibrary for the city of Hickory. According to sur-veys of our borrower registration files, we serve apopulation of approximately fifty-five thousandpeople. Our citizens are well above the state aver-age for both education and per capita income.The library has a collection of about 80,000volumes, with an annual book circulation of about180,000. We are essentially a single-unit librarysystem: we do not offer bookmobile service, andour one branch circulates fewer than 3,000 booksa year. We have a staff of 15.5 FTEs, with threeprofessional librarians (director, reference librar-ian, childrenTs librarian). Our book budget isapproximately $55,000 a year.This is not a ohow we do it good� article,because we donTt do it good, or at least we donTtdo it as well as we should; and I would guess thatmany, if not most, small and medium-sized librar-ies share this failure. Yet I am convinced thatnothing we do is more important than collectiondevelopment in determining the quality of libraryservice that we are able to give to the public.What follows is a discussion of the methodsfor collection development used in our library;some problems which result from the use of theseprocedures; and some changes we have made thisyear, which we hope will result in a better bookcollection and better procedures for maintainingthis collection. I assume that most medium-sizedand small public libraries use similar methods forcollection development, encounter similar prob-lems, and thus might find much of this informa-tion applicable to their situations.I define collection development, in a publiclibrary, as the process of building a collection thatmeets the needs and interests of library patronsand that represents the best works available, forthe layman, in all fields of knowledge. To theextent that these goals are in conflict (andbecause of budget limitations, they always willbe), the balance will be determined by the personresponsible for collection development in a par-ticular library.Robert C. Russell is Director of the Elbert Ivey MemorialLibrary, Hickory, and a member of the Editorial Board ofNorth Carolina Libraries.Collection development, as practiced in ourlibrary, can be divided into three major areas:current selection, retrospective selection, and col-lection evaluation. By collection evaluation, Imean the process of determining what materialswe have in the various subject categories, as com-pared to what is available and also as comparedto the demand for materials in each subject area.I will now discuss the process of collectiondevelopment in our library. For the sake of sim-plicity, I will confine my discussion to the area ofadult non-fiction books.At the beginning of the fiscal year, I divideour book budget among several areas: adult fic-tion, adult non-fiction, childrenTs services, localhistory, and so forth. This gives us the total dollaramount available by area to purchase books dur-ing the year.Most of our time and energy is devoted toselecting current titles. For selection tools, we useLibrary Journal, Booklist, Publishers Weekly,New York Times Book Review, state and localnewspapers, and occasionally publishersT cata-logs. We also rely heavily on patron requests inselecting new titles. We have a large number ofactive book clubs, whose members frequentlyrequest new titles well before they are reviewed.And finally, we of course look at the best sellerlists and lists of books discussed on radio andtelevision programs.Four staff members participate in the bookselection process: two veteran staff members, whohave a good knowledge of the reading interests ofbook club members and other frequent users ofthe library; the reference librarian; and I. Theselection sources are routed to all of these per-sons; they mark their recommendations and passthe journal on to the next person on the list. Iamthe last person to see each selection source and Imake the final decision as to what will be pur-chased.Retrospective SelectionThe procedures for retrospective selectionare much less precise. A few subject areas pre-sent no problems: we know that we must fre-1985 Spring"35

quently replace or update materials on suchsubjects as resumes, armed forces and collegeentrance exams, and auto repair. Beyond this, theprocedure becomes rather haphazard. The circu-lation staff may become aware of a need for mate-rials in a given subject area because of commentsby patrons or reserve requests. Staff membersdiscover some obvious gaps while shelf-reading orshelving books. We go through discarded overdues(though not as thoroughly or as promptly as weshould) to find titles that need to be replaced.When we run across subject bibliographies inLibrary Journal or other sources, we check theseagainst our holdings and purchase what we thinkwe needNone of these methods is really satisfactory.No staff member has the knowledge or training toidentify every weak area in the collection by look-ing at the shelves. We do not have the availablepersonnel to divide the collection among subjectspecialists. Many discarded books are out of print,and we often do not have (or at least do not take)the time to see if they need to be replaced withother titles on the same subject. And we certainlycanTt count on patrons to point out every gap inour collection. I suspect that the typical patronwho does not find the materials he needs simplyleaves the library without saying anything.Last spring, we decided to make collectiondevelopment one of our major goals for 1984-85.As we looked at the process described above, webecame increasingly aware that we needed to doa great deal of work in the areas of collectionevaluation and retrospective selection, as well asdoing some fine-tuning of our methods for cur-rent selection.tion by looking at the shelves.The first thing we did was try to determinewhy we were placing so little emphasis on collec-tion evaluation and retrospective selection; whycollection development had become, for the mostpart, current selection. We came up with the fol-lowing reasons:1. We had not developed any precise methodsfor collection evaluation. We did not have a clearpicture of what was in our collection, of whichareas were being used most heavily, and of whichareas were weak.36"North Carolina Libraries2. We had no set of procedures, as we do forcurrent selection, for doing retrospective selec-tion.3. Since we didnTt have any organized methodfor doing retrospective selection, we had come toidentify the book budget as funds allocated forpurchasing books reviewed in current reviewsources. Thus, there was no money available forany significant retrospective selection project. Itworks something like this: I know that I have$24,000 available to purchase adult non-fictionbooks. Without any conscious effort on my part, Iestablish in my mind what we can and cannotafford and I order about $2,000 worth of books amonth. I donTt add figures or calculate discountseach time I read a selection tool and mark mychoices. It just turns out that way, and I thinkthat anyone with experience selecting books willfind the same thing happening"what you have,you spend.We then stated the following brief objectivesfor collection development:1. Develop a method for determining whatwe have in our collection, as compared to whatour patrons want and as compared to whatstandard bibliographies say we should have.2. In both current and retrospective selec-tion, emphasize the subject areas that are in great-est demand.3. Make sure that we have a basic collectionof recommended materials in all subject fields. Wewill, of course, use our own judgment in determin-ing what is basic in any given subject area.As stated earlier, goals two and three willoftenT conflict, and we will again use our ownjudgment in deciding upon the proper balancebetween the two. (However, we did not see this asa problem, and thus far it has not been.)Collection Development ProjectWith these problems and objectives in mind,we set to work on a collection development proj-ect. Our first step was to set aside $5,000 for ret-rospective selection. This was money in the bookbudget but not available for selecting currenttitles from review sources. For the reasons statedabove, I felt this was the only way we would havethe funds available to do any significant amountof retrospective selection.Our next task was to evaluate the collection.We needed to find out three things: what we hadin our collection; what subject areas were in great-est demand by our patrons; and how what we hadcompared to what we felt we shouid have, usingstandard bibliographies.

The first thing that became apparent wasthat our shelflist and card catalog did not give anaccurate record of what we actually had in ourcollection, available for the use of our patrons.This was mainly due to the number of long-overdue books that had not been discarded. Ourpolicy was to keep these cards for three years,and we had actually fallen a year or so behindthat schedule. We discarded all of these longoverdue books and pulled the cards from thecatalog and shelflist. (We are now keeping cardsfor overdue books for one year before discardingthe books and will probably reduce this timeperiod to six months. I have done a couple ofstudies which indicate a return rate of less than 5per cent after six months. To my mind, this rate ofreturn does not justify keeping these cards in thecatalog, deceiving both staff and patrons.)We conducted a complete inventory of ourcollection two years before beginning this project.About one year after the initial inventory, werechecked for all books which were missing ininventory and discarded those which were stillmissing. This brought us a step closer to an assur-ance that our catalog and shelflist provided anaccurate record of our actual holdings.Now it was time to gather some statistics. Wechose the oquick and dirty� but fairly reliablemethod of dividing the collection by Deweynumbers and calculating for each area the per-centage of our total collection and the percentageof total circulation. We had also kept statistics ondiscarded overdue and missing-in-inventorybooks and were able to use this information in ourstatistical study. Table I is an example of the typeof information this study gave us.aTABLE ILibrary Holdings, Circulation, and DiscardsEEEClassification % of % of % ofRange Collection Circulation Discards2 ict70-179 A4 A2 54700 - 709 83 23 49950 - 959 .20 74 87SSWe began with the assumption that, within agiven classification range, the percentage of thecollection, of circulation, and of discards shouldbe about the same. If they were not, then weWould need to examine these areas more closelyand probably make some adjustments, buyingmore or fewer books in that subject area. Forexample, we would conclude that section 170-179is about right, that we need to purchase morebooks in the 950-959 range, and that we havebeen purchasing too heavily in the 700-709 range.I must stress the fact that we used these statisticsonly as a starting point not as an absolute for-mula for allocating our book budget. However, wehave now examined all of the areas which thetable indicated needed to be examined and havefound that, in most cases, the information can beused as a guide to purchasing more or less inthose subject areas. (In some cases, we found thatwhat was really needed was a more thoroughweeding; in others, we decided, for various rea-sons, that we could justify over-emphasizing orunder-emphasizing that subject area.) We haveused this information to allocate the $5,000 avail-able for retrospective selection. I am also findingit helpful in choosing books from current selec-tion tools.Our third goal, as stated earlier, was to makesure that we had a basic collection of recom-mended materials in all subject areas. We decidedthat this was too much to tackle at one time, sowe narrowed it down a bit. We decided to concen-trate upon selected areas of the humanities andother subject fields in which there were likely tobe easily identifiable oclassics.� We then used theappropriate sections of Public Library Catalog(most of the 100Ts, 200Ts, 800Ts, and selected areasof the other schedules). These titles were checkedagainst our catalog to determine basic titleswhich we do not own and need to purchase.Final StepThe final step in the project was to select andorder books; this phase is not yet completed. Weare using Public Library Catalog to order theobasic collection� books and also for selectingtitles in some of the subject areas in which we didnot have sufficient materials, according to oursurvey of the collection and of circulation. It isimmediately obvious that Public Library Catalogis not sufficient for selecting titles in many othersubject areas. In these cases, we are using subjectbibliographies, recent (last year or two) reviews inreview periodicals, subject experts on the staff orin the community, and publishersT catalogs. (TheDover Press catalog is a good source for selectingbooks on chess, which was one of our weakareas.)Surprisingly, we have not spent a great dealof time on this project. The circulation staffgathered the data on circulation by Deweynumber while counting daily statistics. A Repayworker measured our shelflist and compiled sta-tistics on the collection as broken down by Deweynumber. Several staff members checked our1985 Spring"37

catalog against Public Library Catalog, usuallyspending no more than thirty minutes a day onthis project. This task took less than a month tocomplete. I evaluated all the data and compiled(and am still compiling) the lists of books to beordered.What time we did spend on the project wastime well spent. Our circulation staff, from com-piling the statistics and checking Public LibraryCatalog against our card catalog, has a betterknowledge of our collection. I feel that my ownknowledge of our collection and of the readinginterests of our public is vastly improved. I have amuch better idea of what we need, not only indoing retrospective selection, but in reading cur-rent reviews as well.Along the way, we have developed a fewmethods and procedures that will be incorpo-rated permanently into our collection develop-ment/book selection process. We will allocatefunds each year for retrospective selection; wewill pull all catalog cards for books within sixmonths to a year after they become overdue; wewill conduct circulation surveys at least every sixmonths. These are just a few of the proceduresthat I feel will give us much better control overcollection evaluation and retrospective selection.The longer I work with our collection devel-opment project, the more convinced I becomethat it is essential that we continue to devote timeand effort to the allocation of our materialsbudget. In every library, we carefully evaluate ourpersonnel, shift job responsibilities, and reorgan-ize departments in an effort to obtain maximumproductivity from available personnel. We com-pare prices in supplies catalogs to stretch thispart of our budget as far as possible. We use com-petitive bidding to get the best equipment at thelowest cost. We turn thermostats up or down tostretch our utilities budget.Yet, all of these areas are peripheral to ourmost important function, that of providing mate-rials to our users and making sure that we pro-vide the best materials and materials on thesubjects of highest interest to our patrons. I thinkit is essential that we devote at least the samelevel of time and effort to selecting books that wedo to these other areas.Cleaver Symposium to be HeldoThe Cleaver Symposium: A Consideration ofthe Contributions of Vera and Bill Cleaver to Con-temporary ChildrenTs Literature,� sponsored by38"North Carolina Librariesthe School of Library Science and the SouthernHistorical Collection of the University of NorthCarolina at Chapel Hill, will be held May 23through 25, 1985.Speakers include Dr. Louis Rubin, writer,critic, and Distinguished Professor of English atUNC; John Rowell, author, book reviewer, andProfessor Emeritus, Case Western Reserve; SueEllen Bridgers, author of childrenTs books; and PatScales, library media specialist. Activities will alsoinclude a film and readersT theater presentationand a program given by the staff of the NorthCarolina Botanical Garden.Mrs. Vera Cleaver will close the conference byresponding to the symposium program and, withher editors, discussing the development of theCleaversT novels.For further information or registration mate-rials, contact Marilyn Miller, School of LibraryScience, Manning Hall 026A, Chapel Hill, NC27514.oPERSONALIZED�SUBSCRIPTION SERVICEMcGregor can simplify complex andtime consuming problems of periodi-cal procurement involving research,ordering, payments, renewals andrecord keeping. Prompt courteousservice has been a tradition withMcGregor since 1933.e All domestic and foreign titles@ Title Researche Prepaid Subscriptionse Automatic Renewalse Personal Service RepresentativesCall or write for catalog today815/734-4183MCGREGOR MAGAZINE AGENCYMount Morris, Illinois 61054

enCollection Development ina Public Library BranchPatrice Gaffney EbertCollection: oAn assembly of objects or speci-mens for the purposes of education, research, orinterest.� Development: oGradual advance orgrowth through progressive changes.� As thesedefinitions from WebsterTs Third New Interna-tional Dictionary imply, a library collection is adynamic creature. Libraries have the power, aswell as the responsibility, to shape their collec-tions.This article will attempt to explore the prob-lems and opportunities in developing the collec-tion of a large metropolitan branch. Some of theStrategies, which can stretch even a fairly largebudget, should have universal applications to thedevelopment of any branch library collection.At first thought, one usually equates collec-tion development with the selection of new titlesto be purchased. While this is probably the great-est expenditure, many other factors enter intothe overall strategy of collection development:replacement titles, added copies, mending andrebinding, gifts, weeding, and special collections.In the interplay of these factors, weeding datedand unattractive materials ranks as high asacquiring new and attractive materials. Equallyimportant is the relation of the branch collectionto other collections in the library system.The Sharon Branch Library houses some50,000 books and circulates 425,000 volumesannually. The fact that I manage a branch collec-tion, even one which circulates more materialsthan the main library, takes some of the stress outof book selection. I do not have to make sure thatI acquire every important title in any field; that isthe central libraryTs job. If our branch does notOwn a title requested by our patrons, we call themain library. The branch collection can be moretailored to the needs of our patrons. One of themost important lessons library school teaches isthe admonishment to the professional: know yourcommunity. Branch libraries, as cogs in themachinery of a library system, allow the fine-tuning of a collection to the needs and wants of aneighborhood clientele.Patrice Gaffney Ebert is Branch Head of the Sharon BranchLibrary of the Public Library of Charlotte and MecklenburgCounty.The central library in a system houses theresearch materials, costly reference titles, andcomprehensive collections. The branches maythen concentrate on recreational reading andbooks for homework topics. Let the main libraryget the costly, scholarly, and esoteric titles. Thebranches can borrow as needed.Questions of literary merit versus populardemand are not so critical in a branch library. Theselector must address this issue, to be sure, butpatron requests must be considered in the neigh-borhood library. Some two hundred patrons, forexample, queued up in a waiting list for RobertLudlumTs Aquitaine Progression at the SharonBranch. One can always use rental plans to fur-nish multiple copies of massively popular titles.Weeding after demand subsides is no problem:simply return excess copies. Even if the librarychooses to purchase multiple copies, cheaperbook club editions are often available for massbest-sellers. (Book clubs are a marketing tool forthe publishers who, as rumor has it, predeterminebest-sellers with advertising budgets and market-ing schemes.) Given the poor quality of manybook bindings these days, thereTs a good chancethat the extra copies, book club or not, will self-destruct fairly quickly anyway.Let the main library get thecostly, scholarly, and esoterictitles. The branches can borrowas needed.Rr 2 A RE TEESGiven the popular tone of branch collections,the selection of new titles will always be the back-bone of collection development. Branch patronswant a continually replenished supply of newbooks. ITm sure that every branch library haspatrons who never venture past the new bookshelf (or reserve shelf) into the stacks. They readbook reviews and keep up with developments inthe publishing world. Fiction"lots of new fiction"must be provided.1985 Spring"39

Genre ReadersThen there are the genre readers. Thesepatrons would not only love to have all the mys-tery, romance, science fiction, or westerns shelvedtogether; they would never leave these areas werethe library arranged this way. One way to saveboth time and money is to subscribe to the genrebook clubs. I am not sure that the quality of thisfiction is always top grade, but the patrons do notseem to mind. If they do object, they simply avoidthe book club titles. In the best of all possibleworlds, librarians would spend all their time onbook selection and not have to worry aboutcanned offerings. These genre book clubs, how-ever, take some of the worry out by supplying anumber of titles automatically each month.New popular non-fiction also features prom-inently in selection needs. While each branch pro-file will differ because of community interests,some topics are of universal interest: crafts, cook-books, how-to books, World War II, pop psychol-ogy, and so forth. Paying attention to topics in thenews also pays off. In recent years, eating dis-orders such as anorexia nervosa have becomeohot topics� for popular reading. On the otherhand certain topics will be of local appeal. SharonBranch, for example, offers a large collection ofJudaica and Holocaust materials for our Jewishpatrons.Given the popular tone ofbranch collections, the selec-tion of new titles will always bethe backbone of collection de-velopment.Retrospective collection building is just asimportant in developing the collection as select-ing new titles, but it requires more time, effort,and thought. Librarians know they are going toread all the reviews and get as many of thosewonderful new books as their budget will allow.Taking the time to find gaps in your collection andthen selecting titles to fill them is just not as muchfun. It is easy to see gaps in the collection whenfollowing another selector. We are quick to noticedeficiencies in areas where we have expertise orconcerns. No matter how hard we try to be unbi-ased and complete, personal interests invariablyinfluence book selection. As professionals, wemust strive to overcome personal bias and pro-vide balanced collections.40"North Carolina LibrariesPatron requests for books and informationthat cannot be found in the collection identifyareas that need development. It helps to keep anotebook at the desk for staff to jot down obser-vations about titles and subjects in demand.Keeping records of materials borrowed from thecentral library and other branches also providesinformation about gaps in the collection. If a sub-ject area consistently shows up, that collectionneeds some work.Due to space and staff limitations, the refer-ence and circulation functions are not separate inmany branch libraries. This fact makes staff inputall the more important. Everyone on the stafffields reference questions. These same staffershandle every book that crosses the desk. Theirobservations about patron needs and wants makesignificant contributions to collection develop-ment.The Public Library of Charlotte and Mecklen-burg County uses a formal scheme for orderingretrospective materials. Orders for certain Deweyclasses and fiction are placed at specific times ofthe year. This plan facilitates the coordination ofweeding and selecting new titles in subject areas.We keep a ocollection development file� at SharonBranch. Staff can note a needed title or subject atany time, then slip it into the proper class file.When the time to place orders for that subjectarea rolls around, comprehensive decisions aboutdeveloping that collection are possible. Ratherthan building collections one title at a time byintuition and memory, this scheme offers theopportunity to evaluate a section as a whole.Records of lost books also play a prominentrole in retrospective collection building. While wenever know all the materials which are lost,stolen, or strayed, we do know which books havebeen checked out but never returned. We reviewreceipts for materials lost and paid, as well aslong overdue files, and consider these titles forreplacement.Since the tax law no longer encourage pub-lishers to warehouse copies of backlist titles, manybooks are going out of print more quickly. How dis-tressing to find that the very titles one needs toreplace are either out of print or available only inpaperback! Paperbacks may be second best in somecase, but at least they allow our patrons access tothe books. Binding techniques which mount thepaperback in a sturdy binding, such as Super-Flexor Permabound, or plastic jackets permanentlyapplied to the paper binding, called oCover-Ups,�offer a longer circulation life. These pseudo-hard-backs stand up to as many circulations as therecent hardback offerings do. It makes sense to

catalog these and shelve them in the stacks ratherthan in a browsing collection, since they areintended as permanent replacements.Homework TopicsHomework topics feature prominently in ret-rospective collection building. As the largestbranch with the largest reference collection out-side of the main library, Sharon Branch attractsmany students who live in the affluent southernpart of the county. This is our greatest service tothe older elementary through high school popula-tion; they are too busy with school and commun-ity activities to attend programs. They come tostudy and do research for their assignments.Their school libraries are closed after schoolhours. The public library must meet studentneeds for books and information. While we shouldnot be expected to supply circulation needs, sup-plementary and research materials must be madeavailable. This is perhaps the best way to serveour young adults and keep them as libraryPatrons.One way to supply enough copies for hothomework topics and mass assignments is topurchase multiple paperback copies. Identifytitles by requesting reading lists from the schools.If the lists are not available, photocopy the listsstudents bring with them to the library. Eventhough the teachers may not assign the very sametitles next year, be assured that those titles willcycle up as assignments again soon. The osummerreading lists� often contain standard YA titles andnon-fiction titles anyway. All the more reason topurchase multiple copies. Certain subject areasinevitably show up as mass assignments everyyear: mythology, tree identification, science pro-jects, Indians of North America, Shakespeare, andso on. Reach for the standard catalogs and selectpaperback titles for mass purchase.esRetrospective collection build-ing is just as important indeveloping the collection asselecting new titles.LLAdult patrons have collection needs that canbest be met with multiple paperbacks as well.Every branch librarian has ordered these mate-rials over and over again: résumé books, studyguides for the Armed Forces placement tests,names for babies, and wedding etiquette. Sincethese books are subject to high loss rates, it makessense to order paperbacks. Rather than investingin more expensive rebinding procedures, a stripof sturdy book tape on the spine will prolong thelife of these paperbacks.Weeding, the essential converse to acquiringmaterials, also develops the collection. It is a sim-ple mathematical truth that branch libraries haveonly so much room. Unless the branch has serioushope of moving to larger quarters, one book mustbe weeded for every book acquired. In evaluatingthe collection, look for dated materials, super-seded editions, ugly, ragged volumes, and mate-rials that have not circulated in a given timeperiod. Every library system should have a weed-ing policy with guidelines for weeding the variousDewey classes. An American Library Associationpublication, Evaluating and Weeding Collectionsin Small and Medium-Sized Public Libraries:The Crew Method (Chicago, 1980), offers valuableadvice. Be ruthless. Systematic weeding not onlyfrees space for more attractive and up-to-datetitles; it also makes the branch library moreappealing to patrons.While the weeding process is continuous, Idevote a good deal of time each summer to thebooks that have not seen any use. Pages read theshelves and pull any book that has not circulatedin two years. These become weeding candidates.We then check the titles against the standardcatalogs: Fiction Catalog, Public Library Catalog,ChildrenTs Catalog, and the Junior High SchoolLibrary Catalog. We also consider availability atthe main library and at other branches. SharonBranch may not need a copy if the title is readilyavailable elsewhere. Certain titles are retainedbecause of literary merit or anticipated demand,but very few weeding candidates get back to theshelf.Rebinding and mending worthy titles can bebudget savers. Some libraries never rebind, figur-ing that patrons will want a clean, shiny, newcopy. If the title is still in print and not veryexpensive, this theory works well. Sometimes,however, it is more cost-effective to rebind a usedcopy for one-fifth the cost of a new copy. At thetime of this writing, it costs about $4.00 to rebinda standard sized novel, yet a new copy may cost$20.00. If the book self-destructed because ofcheap binding practices, it makes little sense topurchase yet another copy from the publisher.Better to rebind and retain the original copy in aguaranteed binding. Paper jackets can be savedand then replaced with a clean, new plastic cover.Simple mending with glue and book tape canoften prolong the life of a useful book. This isespecially important for out-of-print titles or for1985 Spring"41

books one just wants to keep around untilreplacements arrive.Stringent standards should, of course, beapplied to any bindery or mending candidates.Items to be rebound must have at least half-inchwide inner margins. The rebinding process trimsaway part of the pages at the spine. Considerwhether illustrations will still be useful aftertrimming. Books mended with tape should neverbe sent to the bindery, as tape will gum up thebinding machines. Never mend a book that youmay want to rebind someday. Send it right to thebindery instead. No bindery or mending candi-date should have dirty, stained, torn, or defacedpages. The paper should be of good quality, notyellow or brittle. These books, in general, shouldmeet the same standards of quality as items con-sidered for purchase. Non-fiction should be exam-ined for accuracy and timeliness. If a neweredition is available, discard the superseded edi-tion and purchase the newer. Fiction titles shouldeither be listed in the Fiction Catalog or, if not, beof potential lasting interest in the collectionbecause of the author or subject. Inspect mendedbooks carefully after completion. They should stillbe clean and attractive. A bad mending job canruin an otherwise useful book.Weeding, the essential converseto acquiring new materials, alsodevelops the collection.Gifts can play a role in collection develop-ment, but some of the same caveats for rebindingand mending apply. Inspect gifts closely for con-dition, currency, quality, and need. Do watch forclean copies of out-of-print standard titles.Include only sterling candidates in the collection,remembering that even a ofree� book costs thelibrary its handling and processing time. Cashdonations for new memorial books or magazinesubscriptions are true budget savers.Every branch library may develop special col-lections unique in the branch library system.While the central library holdings should be all-inclusive, branches can strive to share resourcesamong themselves. In Charlotte, for example, theSouth Branch collection includes the North Caro-lina General Statutes, while Sharon Branchhouses the largest business reference collection inthe branch system.Every branch library contains a unique col-lection of materials. Careful attention to the42"North Carolina Librariesdetails of collection development should result ina balanced, up-to-date, and complete collectionespecially designed for the needs of the branchpatrons.ACCESSTOINFORMATIONALA" @ PathstoPowerALA"Paths to PowerYouT1l save: The special half price for NewPersonal Members is $25; students $10;renewing members $50; non-salaried orretired librarians $15; trustee and laymembers $20; foreign $30 (effective 1984calendar year).You'll receive: American Libraries and itsLEADS job listings; reduced rates at ALAconferences; discounts on ALA monographs;eligibility to vote and hold office; an excel-lent group insurance plan; the backing ofthe most influential library association inthe world.~Yes, I Will Join!*O Enclosed is my check for $ RO Charge my dues of $___mmn._"_iéttoomy O VISA or O Master Charge.(MasterCard)"_"_"_""Type of membershipName (please print)Mailing AddressCity State Zip*Upon receipt of application, you will receiveadditional information on ALA divisions andround tables and how to get the most fromyour membership.Public Information OfficeAmerican Library Association50 E. Huron St., Chicago, IL 60611

cee imlarceerchrree enna rere eeneneerrenr ETT,The Hatteras Library:A Small Unit in a Regional SystemAnne D. Sanderssibeethc socal, staph sein hk eh ie eeI first visited the Hatteras Library in Decem-ber 1972. At that time the library was housed inan abandoned school building, was operated byvolunteers, and was made up largely of gift books.Mrs. Lillie Peele, a Hatteras native and natural-born librarian, spent most of her time managingthe library, carefully selecting the few new booksthat the $500.00 per year budget allowed, andmaintaining records. Mrs. Peele and I immediatelyestablished a relationship full of mutual concernsfor the library, not the least of which was to makethe Hatteras Library a part of the East AlbemarleRegional Library system. To make a long storyshort, that feat was accomplished in April 1977,at which time the library was moved to one sec-tion of the new Hatteras Community Buildingthat now stands on the site of the old school-house. Unfortunately, Lillie Peele did not live tosee her dream come true, but I have made everypossible effort since her death to make the Hatte-ras Library the kind of institution she so desiredfor the residents of the village.A number of steps have been taken since1977 to make the collection viable. First, theentire collection had to be screened. This wasdone under the supervision of Judith Israel, whowas the Dare County Librarian at that time. Afterthe initial sorting, all uncataloged books wereclassified by Elizabeth Hermann, a retired librar-ian and tireless volunteer. A card catalog was setup, and the library began to take shape. Themajor problem at that time was the scarcity ofnew books. The regional book selection policystated that materials purchased for Hatteraswould have to come from Dare County LibraryTsshare of the book budget. The regional bookbudget was so small then that none of the librar-ies was receiving an adequate number of newbooks. Therefore, a serious attempt was made tokeep a large circulating collection in Hatteras,drawn from the other libraries in the region.When we could spare the money, we added someprofessional tools for the Hatteras librarian, Yan-cey Foster, and sometimes took several staffAnne D. Sanders is Director of the East Albemarle RegionalLibrary.members for a day-long work session to helpcatch up on filing and typing.Then in 1983/84, with additional state aid,we were finally in a position to study the Hatterascollection with enthusiasm. One article proved tobe especially useful to Yancey, Amy Frazer (theDare County Librarian) and me. The article,entitled oA Bare Bones Nonfiction Collection forSmall Vermont Public Libraries� and written byMarianne Cassell, Development and Adult Serv-ices Consultant, Department of Libraries, Mont-pelier, Vermont 05602, appeared in The Un-abashed Librarian, number 45, 1982. Using thearticle as a starting point, Amy checked theshelves while I consulted with Yancey and tookcopious notes. As we talked, Yancey was able torecall requests for materials which the library didnot own. Amy handled practically every volume inthe non-fiction collection as we worked, therebyassessing its use and condition. When we finishedgoing through the bibliography, I had severalpages of titles and subjects to be ordered. These Iturned over to Alise Irvin, in charge of acquisi-tions for the region, who used the standard catal-ogs primarily for sources.A particularly difficult area for us was thereference collection, which was scant. Becausethe entire library space is only 1,890 square feet,we had to be highly selective in our choices. In thearea of literature, especially, I thought of timeswhen even our largest library could not satisfy thedemands of students; what then should I choosefor Hatteras, which had virtually no material inthe 800s? A trip back to the headquarters libraryproved helpful at this point. With pad in hand, Iscanned the reference collection and noted thematerials that had been most useful to me in thepast.For the large number of tourists who visit theOuter Banks in the summer, I was especially anx-ious to have available historical materials, as wellas additional materials related to the area. Theseincluded commercial and sport fishing, boat con-struction, small engine repair, marine life, marinescience, and seashell identification. I see this areaof the collection growing in the future, as well it1985 Spring"43

should. I strongly believe that public librariesshould reflect the interests and natural charac-teristics of the area in which they are located.Again, I gave subject requests to Mrs. Irvin,who carefully chose the best of each subject shecould find. Our ubiquitous enemy was, and con-tinues to be, space or the lack of it. It is in the areaof adult fiction that space really presents a prob-lem.AmyTs thoughts on this were that the adultfiction collection should be maintained largely bycirculating titles from the other three libraries inthe region, thereby utilizing shelf space to its full-est advantage. One of the advantages of a regionallibrary is that both money and shelf space areextended by our constantly moving and sharingsingle titles. For example, it has been a policy ofthis system since the beginning to buy only onecopy of a mystery or western title (unless there isa great deal of promotion of a particular title) forthe entire region. Mrs. Irvin spreads the owner-ship so that one library gets every third new mys-tery or western title. The justification for this isthat even if we had unlimited funds and space, wecould never satisfy the appetites of our avid mys-tery readers. Since many mysteries are read atone sitting, they are returned quickly, whichmeans that they will move on to the next libraryin a short time.(eu 2 eTPublic libraries should reflectthe interests and natural char-acteristics of the area in whichthey are located.elThe second opinion that Amy had was thatthe permanent adult fiction collection did notneed to include as many literary classics as theother three libraries, since interlibrary loan couldtake care of any requests in this area. The Hat-teras Library is visited at least once a week bysomeone from the Dare County Library or regionfor the purpose of transferring books and otherlibrary materials and equipment. In addition, Iencourage Yancey to use the telephone as often asneeded, even though Hatteras calls are long dis-tance to the other libraries. Because of the dis-tance involved, library service is made moreefficient by the use of the telephone for requests.We also use the postal service to its greatestadvantage. The Dare County Library and HatterasLibrary staff have become quite resourceful in44"North Carolina Librariesfinding ways to transport books and equipment:the trustee who lives in Frisco, the sheriff, themail truck driver, and anyone who is going to orcoming from Hatteras, is likely to end up with abox of books and notes for Yancey or Amy.Having concurred with AmyTs suggestions, Ithen agreed that Hatteras should have its owncopy of highly popular new adult fiction titles.Space for these titles is not a factor, since often-times the physical life of a popular book is notlong, and the problem takes care of itself.The next area we have to consider is thejuvenile collection. For this, I am going to relyheavily on the expertise of our newest regionalstaff member, Carol Veitch, who holds a Ph.D. inLibrary Science. Carol was associate professor inthe Department of Library Science at East Caro-lina University before joining us as librarian of theCurrituck County Library. She also has twelveyears experience as a school librarian. Carol willserve a double role in the region as county librar-ian and co-ordinator of childrenTs services.Because she has been with the region less than ayear, I have purposely waited on the Hatteras proj-ect until she is fully acclimated to the area andher new position. She and I have discussed thesituation, and I feel confident that she will makeprudent decisions.One thing that I learned quickly as a directorwas to utilize the skills and expertise of my staff.In the area of collection building, I found this par-ticularly helpful for the Hatteras Library. Creativ-ity and resourcefulness were essential in dealingwith the small space with which we had to work.Thispublicationis available inmicroformfrom UniversityMicrofilmsInternational.C Please send information about these titles:NameCompany/InstitutionAddressCityState ZipPhone | )Call toll-free 800-521-3044. Or mail inquiry to:University Microfilms International, 300 NorthZeeb Road, Ann Arbor, MI 48106.

Merchandising the Collection fromthe Small Branch PerspectiveBarbara CashwellNice sucess aaa cia ipaaceciaeeti aii ana em RRMerchandising does move books! I learnedabout this concept at a Cumberland County Pub-lic Library staff training session in the spring of1983. The program was informative, and displayswere set up to reinforce the information pre-sented. I was encouraged to select any of thematerials used in the displays. These itemsincluded posters, wooden cubes, record covers,and boxes of various shapes and sizes.Later that afternoon, I delivered the displaymaterials I had chosen for my branch. My carlooked like an early Christmas promotion withthe brightly colored boxes and posters in the backseat. Once inside the library I was anxious to trymy creativity with the displays. Time flew by as Ispent the entire afternoon assembling the exhib-its. Being creative did not seem like work.I set up my first display on the floor in thejuvenile section under the window. I used severalboxes of different shapes and sizes, covering themwith muted tones of different colored wallpaper.I put new fiction and popular paperbacks on andaround this cubicle of boxes. This lay-out lookedvery appealing. But I was curious to see how longit would hold up under the three- to five-year-oldinspection teams. Much to my surprise anddelight, this display was never knocked down. Iused this particular display for at least twelvemonths. The only thing that ever needed replac-ing was books!My merchandising ideas overflowed into thejuvenile section with another display. I usedPaperback dumps from a local book store onwhich I stapled a large cardboard poster of JudyBlume. After removing some of the dividing sec-tions from the top, I displayed hardback JudyBlume books and paperbacks in the remainingslots. This display is currently being used and hasoften*answered the inquiries as to the location ofthe Judy Blume books. Merchandising is trulyeffective in this area.In the following weeks, I expanded on myideas for the juvenile section with a small redbookcase placed at an eye-catching angle. Choose"""""Barbara Cashwell is Librarian at the Hope Mills Branch of theCumberland County Public Library and Information Center.Your Own Adventure, Return of the Jedi and Bev-erly Cleary paperbacks were displayed on theshelves. On top of the bookcase, I put new juvenilefiction and a large shallow basket, which held theCharlie Brown and Heathcliff cartoon soft copies.To complete the scene, a Raggedy Ann doll withlegs crossed, reading a Beatrix Potter book, occu-pied the window sill nearby. Raggedy Ann has nothad achance to finish the book yet as it is so oftenborrowed by patrons.The success of one particular display wasaided by a friendly ghost. I constructed the ghostusing a balloon for the head and ascrap piece ofsheeting for the body. The ghost was suspendedfrom the ceiling with fishing line. Black adhesiveletters spelling oGhost Stories� were stuck on thefront of the ghost. Ghost stories, fiction and non-Sea adventure or pirate books are displayed on both sides ofametal ship in the J 900 section.1985 Spring"45

fiction, juvenile and adult, were placed on a dis-play underneath the ghost. Books had to beborrowed from the main library and otherbranches to keep this display filled. Ghost talesare so popular that this could be used any time ofthe year.A seasonal idea was introduced at Easterusing baskets and colored eggs. In a small basket,there were small plastic eggs and a small stuffedbunny. In a larger basket, I used various colors ofoLeggs� eggs. Books about spring, rabbits, andEaster, both fiction and non-fiction, were set upnext to the baskets.Encouraging interest through the use of oeye-catching� materials makes a very effective promo-tion. Displaying fiction and non-fiction books onthe top shelves has also proved successful. Whatreally completes the appeal is the addition ofother imaginative objects. For instance, a metalship is placed over the J 900s. Sea adventure orpirate books are shown on both sides of the ship.Two puppet insects are also used along with abright red plastic apple on some other shelvingunits. I have included an 8�x 10� framed autumnscene on yet another shelf as well as a smallframed clown picture to create a bright area. LastThe wooden spools that wire comes on are stacked to hold alot of books.46"North Carolina LibrariesFebruary, I did a black history display. A com-memorative tray of Martin Luther King addedjust the right touch to this exhibit.One of the best ideas I have incorporateduses the wooden spools that wire comes on. Theywere a contribution from an electrical supplycompany. I used various sizes in stacks of threeand four spools. Although I chose not to paintmine, the idea of doing so would be a worthyextra. These spools hold a lot of books! On occa-sion I drape the spools with some type of fabric. Ihave beige velour on one of mine. Red satin orvelvet would be nice during the months ofDecember through February. Green materialcould be used March to May.The eye-catching materials in merchandisingare enhanced with easy-to-read signs. Such signsare regularly displayed on the oBest Seller� shelf,the oClassics� shelf, the oMystery� location, theoFamily Saga� exhibit and the ever-popular oHis-torical Romance� area.Realizing the significance of the location ofdisplays to the overall effect of merchandising, mybranch relocated the paperbacks. I moved therack closer to the front entrance in order toencourage the interest of the arriving patron. Iincluded categories on romance, western and waradventure, horror, science fiction, and mystery.One of the most favored racks is a small wire oneplaced next to the charge-out machine. This rackcontains the newest and most attractive paper-back copies.The ideas presented here are some of themost successful at our library. The effectiveness ofthese ideas is confirmed by patrons. More thanone has made the comment oYour books seem tosay, ~Take Me!� I am convinced. Merchandisingmoves books.This eye-catching display highlights the historical romancesection.

LibrariansT AttitudesToward NetworkingPeggy ChapmanAbstract. Networking, as an answer to libraryproblems, is a concept that is receiving muchattention. The attitudes toward networking ofpublic librarians and school media specialists inWinston-Salem, North Carolina, were surveyed.While both groups agreed that there are manybenefits to be derived from networking, more pub-lic librarians than media specialists expressed awillingness to participate in inter-library co-operation. Lack of clerical help was the over-whelming barrier identified by the mediaSpecialists.In the world today, the information explosionis requiring immediate access to an abundance ofresources; at the same time, libraries are facinguncertain funding. Some manner of cooperativeeffort seems to be inevitable if libraries are tobring their services efficiently and economically tothose who need and want them. These coopera-tive efforts might require some major changes: inthe rules, regulations, and responsibilities thatlibraries have traditionally observed.NetworkingThe system of obtaining resources from otheragencies is called networking. In many circles oflibrarianship, this cooperation, or networking, ismeeting with some resistance. If it is true thatnetworking is effective at mobilizing total libraryresources, why is there opposition? The answersseem to lie in the attitudes librarians have towardnetworking. The question most frequently askedis whether such different kinds of libraries cantruly share ideas, services and resources. Oneconcern is that federal funding will not be con-tinued and that networking will be resisted aslibrarians become more concerned about restrict-ing the use of their collections to their patronsOnly. One problem in undertaking networking isgetting people to work together productively.If librariansT attitudes prevent them fromwholeheartedly supporting the network concept,then this solution to the problems of increasedaPeggy Chapman is Acting Coordinator of Media Services forthe Winston-Salem/Forsyth County Schools.library costs, increased demands for information,and greater cuts in library budgets will have littlechance for success.Networking in Schools and Public LibrariesAlthough there is a wealth of material in theliterature on networks (e.g., the benefits of, barri-ers to, and history of the movement), there is verylittle descriptive research on how the attitudes oflibrarians affect their use of networks.Illinois has been a leader among the statesinvolved in networking. As early as 1965 theLibrary Systems Act was passed, providing for theestablishment and development of a network oflibrary systems. Much progress has been made inimplementing this law. However, Robert Drescher,in an article written for Illinois Libraries in 1976,listed some barriers that still existed. Prominentamong these barriers were several that directlyrelate to librariansT attitudes.!Networking seems to work best when usedamong people who associate with each other inprofessional activities and who are friendly witheach other.2 For cooperation to work, attitudesmust be favorable, not only at the administrativelevel but also at the points of contact at all levelsof activity.In 1977 Johnson and Hines? prepared a posi-tion paper for the Task Force on the Role of theSchool Library Program in Networking. In thispaper, the authors stated that the literatureshowed the attitudes of librarians and somelibrary users to be the major obstacle to partici-pation in networks.One bright note in the sometimes gloomy pic-ture of uncooperative attitudes is found in areport by David W. Griffith. He enthusiasticallyenumerated all the forms of cooperation in whichhis library in Youngstown, Ohio, was involved forone year. He also emphasized the importance ofattitude.*Librarians raise many objections to network-ing when faced with the question of interlibrarycooperation. Many school librarians feel that theyhave little to contribute to a system of network-ing. Some personnel in larger libraries feel that, in1985 Spring"47

joining a network, they will be overrun withrequests and that their collections will be de-pleted. Although some of these fears are legiti-mate, there is reason to agree that osome observethat obstacles to resource sharing are not primar-ily technological but are human in nature.�HypothesisHo: There will be no significant difference inthe attitudes of public librarians and of schoolmedia specialists toward networking.MethodologyIn order to assess whether the attitudestoward networking of public librarians are differ-ent from the attitudes of school librarians, a sur-vey was conducted. The questionnaire was de-signed to ensure the anonymity of the librarianresponding to the questions. In the upper rightcorner were the initials PL (for public librarian)or SL (for school librarian). These initials werenecessary to identify the type of library fromwhich the questionnaire was returned. There wasno other mark of identification. A cover letterexplaining the need for their opinions was sentwith the questionnaire to the sixty-eight mediaspecialists in the Winston-Salem/Forsyth County(North Carolina) schools and to the thirty-threeprofessional librarians in the Forsyth County Pub-lic Library system. A stamped addressed envelopewas enclosed.Of the sixty-eight questionnaires sent toschool media specialists, forty-eight were com-pleted and returned. Table I illustrates thenumber of elementary, middle schools, junior highschools, and high schools represented by thecompleted questionnaires. The number of mediaspecialists and the number of aides working inthese media centers are also shown on the chart.It is evident that in most of the schools, the mediacenter has a staff of only one person.TABLE IMedia CentersLevel Number Media Specialists AidesElementary 23 24 3.5Middle School 4 4 0Junior High ¥¢ G 0High School 14 22 9.0Most of the schools in the Winston-SalemForsyth County System have a large number ofelementary and middle schools with each schoolserving relatively few patrons. The junior high andhigh schools are fewer in number, but each servesa greater number of students. (See Table II.)48"North Carolina LibrariesTABLE IIUsers ServedLevel 300-599 600-1000 Over 1000Elementary 14 is PeMiddle School 3 1 0Junior High 4 3 0High School 0 5 9It is apparent (Table III) that even in thesmaller elementary schools the collections in eachschool are fairly substantial.Of the thirty-three questionnaires sent to theprofessional librarians in the Forsyth County Pub-lic Library, twenty were completed and returned.Table IV illustrates the way in which the librar-ians, aides, users served, and collections aredivided between the main library and the branchlibraries.Summary of Survey DataEach librarian and media specialist wasasked to put a check by selected types of mate-rials on hand in his/her library. The questionnairealso instructed the librarians and media special-ists to check the types of materials that they haverequests or needs for and the types that theywould be willing to lend to other facilities. Thetabulations indicate that all the libraries andmedia centers contain most of these materials.Seventy-one per cent of the school libraries, butonly 45 per cent of the public libraries have film-strips; 73 per cent of school and 75 per cent ofpublic libraries have records. All of the librariescontain fiction and non-fiction books. Seventy-one per cent of the school and 60 per cent of thepublic libraries have AV equipment; 67 per cent ofthe school and 90 per cent of the public librarieshave documents or pamphlets.We asked to indicate how long a loan periodthey would consider satisfactory for sharingmaterials with other facilities, the public librar-ians were willing to use a longer time period. (SeeTable V.)The librarians and media specialists wereasked to list the benefits and drawbacks that theyperceived as important in implementing inter-library loans. The media specialists listed asbenefits:1. that materials not owned by individualmedia centers would become available to them(79 per cent),2. that there could be a cost saving if therewere less duplication in acquisitions (19 percent),3. that there would be an advantage in beingable to work with other media specialists (4 per

aTABLE IIICollection Sizes - Books & AVLevel Fewer Than 7500 Items More Than 7500 ItemsElementary 2 21Middle School 1 3Junior High 1 6i 13High School eSaTABLE IVPublic LibraryFewer Than Over 7500 Items 7500 ItemsLibrarians Aides 300 1000 Or More Or MoreUsers Users Books Only Books & AVMain Library 25 33.5 0 1 0 1Branch Libraries 10 20 1 5 2 4cent),4. that interlibrary loans would be conve-nient for students (4 per cent),5. that they believed the maximum use ofmaterials would be a benefit of networking (4 percent).The public librarians considered the follow-ing items to be benefits of cooperation:1. that more books would be available totheir patrons (75 per cent),2. that there would be a cost saving in acqui-sitions with less duplication (40 per cent),3. that they would have more satisfiedpatrons (25 per cent),4. that networking is a way to secure morecurrent and varied materials (20 per cent),5. that interlibrary loans would make avail-materials on loan returned when they were due(19 per cent),5. that many of their materials would be lost(17 per cent),6. that a union catalog could not be kept cur-rent enough to be of use to them (6 per cent),7. that they do not have enough materials tolend (4 per cent),8. that the cost of networking would be pro-hibitive (4 per cent),9. problems with the transportation of mate-rials (4 per cent),Drawbacks listed by the public librarianswere as follows:1. that their patrons would be deprived ofmaterials that were on loan (35 per cent),2. that the service would be too slow (25 perable to them out-of-print childrenTs books (10 per cent),cent). 3. that cost would be a problem (25 perThere was general agreement between the cent),two types of librarians that more materials wouldbe available to them and to their patrons throughnetworking. The public librarians foresaw thepossibility of a much greater cost savings inacquisitions than the media specialists did.Media specialists saw as drawbacks to net-working:1. lack of clerical help, thereby involving toomuch of their time and effort (75 per cent),2. that their users would be deprived ofmaterials (49 per cent),3. that there would be greater damage totheir materials, thereby causing them to have aShorter use time (25 per cent),4. that they would have trouble getting4. that too much time and effort would beinvolved in networking (20 per cent),5. that materials would be kept beyond thedue date (15 per cent),6. that there would be omisuse� (not ex-plained) of the network (15 per cent),7. that smaller libraries would benefit morethan large libraries (10 per cent),8. that materials would be lost (10 per cent).Most of the media specialists saw as themajor drawback to networking their lack of cleri-cal help. This problem was not a concern of thepublic librarians. Although both types of librar-ians felt that their users would be deprived ofmaterials that would be on loan to other facilities,iTABLE VLoan Periods1 Week 2 Weeks 3 Weeks 1 MonthPublic Librarians 0 5 2 12School Media Specialists He 29 0 5wchool Media SpeC OS1985 Spring"49

the media specialists saw this as a bigger problemthan the public librarians did. Loss of and damageto materials were concerns to all the librarians,particularly to the media specialists. Ten per centof the public librarians felt that smaller librarieswould benefit more from networking than largelibraries. Only one media specialist mentionedthis as a problem of library cooperation.Responses to the question, oDo you feel thatyou need to know more about networking at yourlevel to perform your job?� differed to a statisti-cally insignificant degree (X? = 1.4, df = 1, P .05).Of the forty-seven school media specialists an-swering this question, thirty-two said oyes.� Tenpublic librarians answered in the affirmative,while nine felt that they could engage in network-ing with the knowledge that they currently pos-sess.When asked if they felt that having access tomaterials from other media centers and librarieswould outweigh any inconvenience and extrawork involved in lending their materials, nineteenout of the twenty public librarians answered thatthey did. The school media specialists felt differ-ent to a significant degree. Of the forty-one mediaspecialists answering this question, only seven-teen replied in the affirmative (X? = 15.94, df= 1,P=.0));The public librarians and the school mediaspecialists all thought that lending their materialswould deprive their users of some services. How-ever, thirty-six out of forty-six media specialistsand seventeen out of nineteen public librariansfelt that this inconvenience would be relativelysmall. Although there was a difference, it was notsignificant. In referring to Tables 3 and 4, it isapparent that most of the school media centersand the public libraries have substantial collec-tions. Possibly for this reason, both types of librar-ians felt that they did have enough materials tolend to other facilities. No significant differencebetween perceptions of media specialists andpublic librarians occurred on this question (X? =3.42, df= 1, P.05).When the data were arranged by size of col-lection (i.e., placing both school and public librar-ies that own fewer than seventy-five hundreditems in one group and libraries owning morethan seventy-five hundred items in anothergroup), there was no significant difference in atti-tudes toward becoming involved in networking.When questioned about their opinions on thenumber of loan transactions per month that theywould consider satisfactory, the school mediaspecialists overwhelmingly chose the category 0-30. This choice was the lowest number given in50"North Carolina Librariesthe multiple choice question. The public librar-iansT answers were evenly divided among theavailable categories: 0-30; 30-50; and 50 and up(X? = 51.03, df = 2, P .01).The consideration of whether the use of net-works would add to the cost of operating a libraryrevealed that public librarians and school mediaspecialists differed in their beliefs that costswould increase (X? = 3.90, df = 1, P .05). Thisdifference was, however, barely significant.Answers to the last question really summedup the attitudes of all the librarians: it asked ifgiven a choice they would prefer to be involved innetworking. Sixteen school media specialists saidyes, thirty-two, no; while fifteen public librarianssaid yes, and four answerd no (X2 = 11.36, df = 1,P .01). This difference is statistically significantand large enough to leave little doubt of the opin-ions of the librarians surveyed in this study.ConclusionsThere is a scarcity of literature pertaining tolibrariansT attitudes toward networking. Onestudy® found that public librarians are not as will-ing to participate in interlibrary loans as schoolmedia specialists. According to another paper,Tschool librarians were not cooperative either.There seems to be a general consensus that mostlibrarians profess to be interested in networkingbut would actually prefer not to become involved.This study was surprising in revealing a greatdifference between attitudes of school media spe-cialists and public librarians in Winston-Salemand Forsyth County.The school media specialists believed that thebenefits of obtaining materials from other facili-ties would not be great enough to justify theinconvenience imposed on their own users, whomight also be deprived of materials. The oppositeview was held by the public librarians. Althoughthey agreed that there would be an inconvenienceto users, they felt that the value of library cooper-ation would outweigh the disadvantages.In looking for the reasons for the finding thatmedia specialists responded with twice as manynegative answers as positive ones, several under-lying causes can be found. By referring to Table I,it is evident that many school media centers havepractically no staff. In most cases, one personmust serve the users indicated in Table II, meet allthe classes in the school, serve the needs of thefaculty, and process all materials. The Winston-Salem/Forsyth School System does not have cen-tral cataloging. Some days, perhaps on the daythe questionnaire arrived, one more task mightseem to be too much.

The public librarians serve just as many usersas the schools, if not more. Public libraries main-tain a larger staff, however, even in branch librar-ies. Cataloging is done centrally, and books arriveready to be shelved.The benefits of networking that the schoolmedia specialists and the public librarians listedare strikingly similar. They agree that more andvaried materials would be available to theirpatrons, that costs could probably be cut byreducing duplication in acquisitions, and thattheir users would be more satisfied with their ser-vice.It is interesting to note that, in enumeratingdrawbacks to inter-library cooperation, schoolmedia specialists listed first their lack of clericalhelp. The public librariansT first concern was thattheir users would be deprived of materials whilethey were on loan. This concern was the secondone listed by the school personnel.There is clear evidence in this survey that, atleast in Winston-Salem and Forsyth County, thereis a significant difference in the attitudes of publiclibrarians and school media specialists towardnetworking. The null hypothesis was rejected.Although the concerns of the school mediaspecialists are justified by their lack of help, asolution to increased costs and lower budgetsmust be found. Participation in a network will domuch to meet student learning needs as well asthe resource needs of teachers and the generalpublic, Networks should not be a substitute foreffective local media service but should be anexpansion of school and public library programs.According to a plan for library cooperation inPennsylvania, collective action works best amongpeople who come in contact with each other inprofessional organizations and who are friendlywith each other. Perhaps opportunities for schoolmedia specialists and public librarians to visiteach otherTs libraries would be a good way forthem to become acquainted with each other.Actual networking activities could begin on asmall scale and grow as the participating librariesbecome more willing to share their resources.Workshops or training sessions for the mem-bers who would be involved would be useful forworking on and solving common problems andfears. At these workshops a handbook of policies,services, and key people could be compiled. Inorder for communications among libraries to beSatisfactory, the time involved in making provi-sions for sharing materials must be kept to a min-imum. By working on policies to deal withproblems of this type before networking network-ing is begun, many unsatisfactory situations canbe avoided.The purpose of activities designed to involvedifferent types of librarians in some form ofcooperation is, one hopes, to start a change intheir attitudes. If attitudes are indeed the majorobstacle to networking, a change is needed beforeany form of networking can be successful. Schooland public librarians both oface enormous chal-lenges and both will have to change, fundamen-tally, their attitudes and understandings abouteach other's programs, about learning and teach-ing, about services for people, and about informa-tion management.�®There is no way to prove conclusively thatattitudes direct our choices and our behavior, butthere is strong evidence that this is true. Trian-dis! states that attitude is a contributing cause tobehavior. oScientists have felt the need for a con-cept ~attitudeT for this purpose.�!! Certainly theconnection between attitudes and behavior is avery strong one. The traditional concept has beenthat the direction of this connection runs fromattitude to behavior. There is reason to believethat this connection also runs in the oppositedirection, ie., that behavior sometimes influencesthe attitude.�References1. Robert Drescher, oSchool Library Cooperation in the IllinoisLibrary and Information Network (ILLINET),� Illinois Librar-ies 58 (September 1976): 548-551.2. C.T. Meadow, A Plan For Library Cooperation in Pennsyl-vania, (Philadelphia: Drexel University, 1976) (ERIC DocumentReproduction Service No. ED 136 757).3. Mary Frances Johnson and Theodore C. Hines, oSchoolMedia Programs and Networking: A Position Paper.� Greensboro,N.C. University of North Carolina at Greensboro, 1977. (ERICDocument Reproduction Service No. ED 175 442).4. David W. Griffith, oCooperation: WhatTs In a Name?� TheUnabashed Librarian #29 (1978): 32.5. David M. Moore, oLibrary Networks"A Technological SystemWhose Time Has Come,� Journal of Educational Technology Sys-tems 8 (1979-80): 147-53.6. Esther R. Dyer, oCooperation in Library Services to Children:A Fifteen Year Forecast of Alternatives Using the Delphi Tech-nique.� (Doctoral Dissertation, Columbia University, 1976). Dis-sertation Abstracts International 39 (1976): 1904A-1905A.7. Esther B. Woolls, oCooperative Library Service to Children inPublic Libraries and Public School Systems in Selected Commu-nities in Indiana.� (Ph.D. Dissertation, Indiana University, 1973).8. Meadow, Op. cit.9. D. Phillip Baker, oSchool and Public Library Programs andInformation Dissemination,� School Media Quarterly 5 (Winter1977): 120.10. H.C. Triandis, Attitude and Attitude Change (New York:John Wiley, 1969).11. C.A. Kiesler, B.E. Collins, and N. Miller, Attitudes Change(New York: John Wiley, 1969): 5.12. C.A. Insko, Theories of Attitude Change (Englewood Cliffs,N.J.: Prentice"Hall, 1967).1985 Spring"51

New North Carolina BooksAlice R. Cotten, CompilerJill McCorkle. July 7th. Chapel Hill, N.C.: Algon-quin Books, 1984. 387 pp. $17.95.Some librarians put their spare time to moreinteresting uses than others: Jill McCorkle wrotethis spritely second novel during a stint as anacquisitions librarian in Melbourne, Florida.July 7th focuses on the lives of townspeoplein Marshboro, North Carolina, on that particularday. The plot stems from an amalgam of blindchance, although the consequences have far-reaching effects on the lives of the characters.Sam Swett, a disillusioned twenty-one-year-old onthe run from New York City as well as from hissouthern parents, wakes from a bourbon-inducedstupor to discover that he has witnessed amurder at the Quik Pik just off I-95. Harold Weeksis the second witness: he too suffers from a hang-over and has been on the run from his wife, Jua-nita, ever since he caught her disporting herself inthe room behind the Winn Dixie meat counter.Other characters, whose variety springs nat-urally from southern stereotypes, brings the townto life; Juanita Weeks, a swinging electrologist whokeeps herself fit for HaroldTs return by workingout at the Nautilus; HaroldTs sister Kate and herhusband, Ernie Stubbs, whose house in the CapeFear Trace subdivision (formerly Piney Swamp)does not quite cancel out ErnieTs upbringing onInjun Street; Corky Revels, a shy and lonely wait-ress at the Coffee Shop, who befriends the neweststranger in town, Sam; and Bob Bobbin, thepoliceman who decorates his apartment with redshag carpet and red and black velour wallpaperand who is only waiting to install matador lampsbefore he invites Corkey over for dinner.McCorkle has a flair for believable characteri-zations, whether she deals with the elderly, suchas Granner Weeks, whose goal is to reach anotherbirthday while avoiding her son-in-lawTs efforts toinstall her in a highrise old folksT home, or withthe poor, such as Fannie McNair, the black house-keeper for another family in Cape Fear Trace.Novelist Lee Smith comments, oJill McCorkle hasleft the old stereotypes dead under the magnoliasas she stakes out her own territory: the NewSouth with its subdivisions and Winn Dixies and52"North Carolina Librariescountry music, lovesick electrologists and dope-smoking cheerleaders and swinging town cops, itstricky new racial and social balances. ItTs scarythe way she invades her characters, writing soclose to them that the books seem to happeninside your head.�July 7th captures the humor and pathos of lifein a small town which also happens to be south-ern. Characterizations are recognizable stereo-types, but their actions and reactions ring true.McCorkle deftly balances Sam SwettTs craving fordetachment and perspective with the need forinvolvement in life, with all of its pettiness, joys,and sorrows.McCorkle was raised in Lumberton, NorthCarolina, graduated from the University of NorthCarolina at Chapel Hill and received her M.A.from Hollins College. She now lives in Chapel Hill.She has been awarded the Jesse Rehder andAndrew James Purdy Prizes for fiction, and hershort fiction has been published in Crescent Mag-azine and Seventeen. In an unusual step high-lighting McCorkleTs promise as a novelist, Algon-quin Books simultaneously published both July7th and her first novel, The Cheer Leader. Withthese two novels, McCorkle, at age twenty-five,has her career well under way.July 7th is recommended for most fiction col-lections.Margaretta Yarborough, Univeristy of North Carolina atChapel HillJohn R. Finger. The Eastern Band of Cherokees,1819-1900. Knoxville: The University of TennesseePress, 1984. 253 pp. $24.95 cloth, $12.50, paper.oWhy another book on the Cherokees?� theauthor asks in his preface (p. xi). Surprisingly,there are no modern histories of the EasternBand. Most of the accounts chronicle the earlyperiod of the tribe and the events that led up toits 1838 removal. Thereafter, scholarly attentionhas focused upon the Cherokee Nation and thosewho moved westward to the Indian Territory.This volume attempts to provide a history of howthose who remained in the East oendured a pre-

carious and anomalous legal status� and howthese people were osomehow able to retain theiridentity as Cherokees throughout their travail� (p.xi). A second volume is planned to cover thetwentieth century.Finger begins with a brief account of the ori-gins of the Cherokees and, in particular, the orig-ins of those who successfully resisted removal tothe West. He demonstrates that these were themore conservative and less acculturated Indianswho lived outside the Cherokee Nation in WesternNorth Carolina. The author deals with the Tsalilegend and convincingly argues that the QuallaCherokees were not fugitives who avoided remov-al through the martyrdom of Tsali but traditional-ists who were citizens of the United States underan 1819 treaty.The following chapters chronicle the EasternBandTs constant struggle to ensure their right ofpermanent residency. The Cherokees wantedland and the legal status of citizens in order topreserve their traditional ways. But, to persuadestate and federal governments that they deservedcitizenship, they found it necessary to emphasizetheir acculturation and progress. For most of thenineteenth century the tribe was troubled by thetension between tradition and progress, a tensionreflected in growing tribal factionalism, a tensionresolved by Cherokees accommodating their waysto white expectations and adapting white institu-tions to their-needs.Throughout, attention is devoted to the roleof William Holland Thomas, a white merchantwho was adopted into the tribe and who for fortyyears served as their legal counsel, lobbyist, andtribal leader. Because Indians were disabled fromOwning land by an 1835 North Carolina law, Thom-as spent much of his life acquiring property inwestern North Carolina for an Indian homeland.The author has clarified some of the confusions ofThomas's land dealings, the various suits andfrauds involving the Eastern Band, and otherthreats to the CherokeeTs land possession.By 1900 the Eastern Band had been recog-nized by the federal government and had estab-lished its own tribal government. It had survivedthe devastation of civil war and epidemic. And ithad resisted incursions onto its land and into itsCultural heritage. The land and its resources,however, now accessible to the railroad, wereattracting the attention of both lumbermen andconservationists. The Indians were taking tenta-tive steps toward modernity while retaining theCore of their traditions.Finger does an admirable job of using archi-val and Bureau of Indian Affairs records toNew North Carolina Booksuntangle the confused relations of the Cherokeeswith the federal and state governments. He alsoably explicates the complicated affairs of WilliamHolland Thomas. If he is less convincing in hiscultural arguments, it may be because his sources,as he himself points out, are documents producedmostly by whites. But Finger has produced a read-able volume that is likely to become the standardwork on the subject. With an index and extensivebibliography, it is suitable for both informed lay-persons and scholars. It should be acquired bymost public and academic libraries.Eric J. Olson, Appalachian State UniversityTony P.Wrenn. Wilmington, North Carolina: AnArchitectural And Historical Portrait. Photo-graphs by William Edmund Barrett. Charlottes-ville, Virginia: Published for the Junior League ofWilmington, NC, by the University Press of Virgi-nia, 1984. 341 pp. $27.50.Although this book is primarily an architec-tural history of WilmingtonTs historic district andthe surrounding area, Tony Wrenn does morethan simply describe buildings and monuments.He also includes details of local history that relateto the structures. Consequently, WrennTs audienceincludes those readers interested in local as wellas architectural history. The book is very useful asa reference source and as a guidebook to take ona walking tour of the city. Since it has lots of pho-tographs, many people especially interested inWilmington will find this volume attractive as acoffee table book.Wrenn begins with a short history of Wilming-ton, then describes the architecturally significantbuildings of the downtown area. His spatial ar-rangement is street-by-street, beginning at theCape Fear River and moving eastward to NinthStreet, then from Red Cross Street on the north toSurry Street on the south. This section is followedby the oStreet Car Suburbs,� an area of mansionsand working class dwellings developed during thefirst two decades of the twentieth century. Thefinal section describes nineteenth century ceme-teries and early twentieth century parks.Wrenn includes only structures standing atthe completion of his study. When several build-ings of a particular architectural style are extant,Wrenn chose a representative sample. Wilming-tonTs black history is included in the study. Forexample, WrennTs discussion of Pine Forest Ceme-tery, founded as a black burial ground, is espe-cially interesting for its information about the1985 Spring"53

New North Carolina Bookspeople buried there. Nevertheless, the spacedevoted to black architectural history is less thanthat devoted to white architectural historybecause fewer structures unique to black historyare still standing. Indeed, Wrenn makes no claimto being comprehensive; in fact, he urges others tocontinue this project of documenting Wilming-tonTs architectural history.Preceding the discussion of buildings is ageneral introduction to each street, and theneach block, that typically describes the zoning ofthe area, the significant paving materials, thelandscaping, and any extant street furniture. Foreach building or monument entry, Wrenn gives itsname, construction date, architect, and builder.He then describes the architectural features ofthe structure and gives information pertaining toits original owner. Whenever appropriate, Wrennmentions other notable owners or occupants ofthe building. He also records changes in the func-tion of the building and business ownership andname changes. In these entries, Wrenn oftenquotes newspapers or other sources that givedetails of a particular buildingTs history. Publicbuildings, such as churches or government struc-tures, are given the lengthiest treatment, usuallytwo to three pages. Residential buildings are eachcovered in less than a page. Over 180 black andwhite photographs and eight color plates accom-pany the text, thus providing illustrations forabout half the entries. In the section on cemeter-ies and parks, Wrenn tells how each area wasestablished and mentions markers significanteither as art forms or for the people buriedbeneath them. Several of the gravestones men-tioned are illustrated by photographs. The bookconcludes with two appendixes, one listing build-ings in the National Register of Historic Places, theother listing early paving materials. There are alsoa note on sources and an index.This volume is the result of dedicatedresearch by several people. When he began theproject in 1973, Wrenn was associated with theNorth Carolina Division of Archives and History,but he is now archivist at the American Instituteof Architects in Washington, D.C. The JuniorLeague of Wilmington sponsored this project, andmembers of the organization assisted with thebuilding survey and searched deed books, news-papers, and other primary sources. Also workingwith Wrenn were several well-respected local his-torians associated with the Lower Cape Fear His-torical Society.The photographer, William Edmund Barrett,is a free lance architectural photographer in Cen-treville, Virginia. His photographs are excellent.54"North Carolina LibrariesEach shot is taken from the angle best suited toshow the details of the structure being discussed.They show imagination and skill.On the endpapers of the volume are maps ofthe area, each with a key to the structures dis-cussed. The typeface is large and clear. The paperand binding are of high quality, and the book willlie flat when opened. It is a durable and attractivevolume that will be of most interest to those pub-lic and academic libraries whose clientele areinterested in North Carolina history or architec-tural history.Sue C. Hiatt, University of North Carolina at WilmingtonRobert J. Cain, ed. Colonial Records of NorthCarolina: Records Of The Executive Council,1664-1734. Raleigh: Division of Archives and His-tory, 1984. 763 pp. $25.00 + $1.50 postage.This is the seventh volume in the new seriesof colonial records. The first contains the chartersand constitutions of the colony between 1578 and1698 while the next five consist of the HigherCourt records from 1670 to 1730. Each of them,carefully and accurately edited and indexed, hasmade much new information about North Caro-lina available to historians and genealogists. Inaddition, the casual reader will spot interestingfacts in all of them about such topics as clothing,debts, family relationships, household furnish-ings, Indians, jury service, land, Negroes, occupa-tions, robbery, skins and furs, towns and trade,tools and equipment, wages, weapons, weightsand measures, and a great deal more.During the period covered by the latestvolume, great changes took place in North Caro-lina. From the earliest settlement and creation ofgovernment well into the royal period, the execu-tive council played a significant role; initially itwas both advisory to the governor and legislativeas a part of a unicameral assembly. Afterwards,however, it came to be regarded as an upperhouse. Members of the council also were oftendeputies of the Lords Proprietors and as such hada special role, yet when vacancies occurred thegovernor often filled them. Government in NorthCarolina, in other words, followed few rules. Itdeveloped and grew to meet local needs; direc-tives from London were ignored with impunity.In addition to dealing with the developinggovernment, the volume also covers the period ofthe Tuscarora Indian War and the years whenpiracy flourished. Quakers were numerous andhad political aspirations; attempts were beingmade at the same time to establish the Anglican

Church, and these two opposing religious groupswere the cause of considerable dispute. The coun-cil also had occasion to consider and act upon thematter of new settlements such as those on theNeuse and Cape Fear Rivers.The forty-five-page introduction to this vol-ume is a splendid, close look at the history of thecolony during a limited period of time. It sets theStage for the documents that follow, but it alsorelates them to other contemporary events. Theeditor has included new facts and interpretationsthat will surely find a place in general histories ofthe state in the future. The splendid, detailedindex opens up a large variety of subjects andmakes the volume a delight to the trivia buff aswell as to the historian, the general reader, andthe reference librarian. All will find facts andfancy to please.William S. Powell, University of North Carolina at Chapel HillMarguerite Schumann, ed. Grand Old Ladies:North Carolina Architecture During the Victor-ian Era. Introduction by Sterling Boyd. JoAnnSieburg-Baker, head photographer. Charlotte:The East Woods Press, 1984. 128 pp. $19.95.Grand Old Ladies presents the first state-wide, thematic approach to the architecture ofNorth Carolina since The Early Architecture ofNorth Carolina; A Pictorial History, by FrancesBenjamin Johnston and Thomas Tileston Water-man, appeared in 1941 (and which has been longout of print). That volume was devoted solely tothe study of the stateTs architecture of the ante-bellum period, so that Grand Old Ladies fur-nishes a much-needed pictorial survey of NorthCarolinaTs architectural heritage dating from theimmediate post-Civil War period through the firstdecade of the twentieth century.Fittingly, the North Carolina chapter of theVictorian Society of America sponsored the bookTspublication, with society member MargueriteSchumann serving as editor. Miss Schumann, Pub-lications Officer at the University of North Caro-lina at Chapel Hill, is the author of Tar HeelSights, A Guide to North CarolinaTs Heritage; TheLiving Land, An Outdoor Guide to North Caro-lina; walking guides to several North Carolinauniversities; and other historic and architecturalworks. The twenty-two page introduction, by Ster-ling Boyd, former head of programs at the NorthCarolina Museum of Art, is by no means a schol-arly essay, but it gives the reader a concise inter-pretation of the stateTs architectural developmentduring the Victorian era.New North Carolina BooksOf course, the greatest attraction of the bookis the collection of photographs of the Victoriancourthouses, churches, college buildings, stores,and predominantly, houses, the grand old ladiesthemselves with wrap-around skirts of ginger-bread porches and peaked bonnets of turrets andtowers with cast iron cresting and patternedroofs. The head photographer for the book, JoAnnSieburg-Baker, is a free-lance architectural pho-tographer with several awards to her credit. Anexcellent photographer, Ms. Sieburg-Baker pro-vides a number of stunning pictures. Particularlynotable are her depictions of the Daniel BransonColtrane House in Concord; the Barracks in Tar-boro; the interior of the Redmond-ShacklefordHouse, also in Tarboro; and Eaton Place in War-renton. In addition, the book features a number ofphotographs taken by the staff of the state Divi-sion of Archives and History. Scattered among thephotographs are excerpts from the writings ofNorth Carolina authors, with Doris Betts, MaxSteele, and O. Henry among them, containingappropriate references to Victorian buildings,both real and fictional. The photographs repres-ent buildings from one end of the state to theother, as well as the full range of Victorian stylesfrom the simple board-and-batten St. BarnabasEpiscopal Church in Snow Hill to the overblownextravaganza of Biltmore House in Asheville.Grand Old Ladies has two major drawbacksfor the reader. One is the annoying divisionbetween the text, which contains the informationon the buildings, and the photographs, whichhave captions giving only the name and locationof the building; the reader must continually flipfrom the pictures to the text looking for moreinformation. The other drawback is the lack ofcolor photography, always an expensive asset toany volume. The beautiful color dust jacket allowsfor great disappointment when the reader opensthe book to pages of black-and-white photo-graphs. The distinguishing feature of Victorianarchitecture was the overwhelming desire to pitbuilding form against form, and texture of mate-rial against texture, with all of it highlighted by awide range of colors. As excellent as the black-and-white illustrations are, the lack of color pre-vents the readerTs access to an important dimen-sion of the architecture.Nevertheless, Grand Old Ladies does presenta comprehensive pictorial survey of the stateTsVictorian architecture and as such will be ofinterest to libraries and readers in every county ofthe state, although the lack of footnotes and bibli-ography prevents its use as a reference tool. Forthose interested in historic preservation, neigh-1985 Spring"55

New North Carolina Booksborhood revitalization, and the economic andsocial development of North Carolina in the lasthalf of the nineteenth century, Grand Old Ladiesoffers the best examples of the stateTs man-madeheritage from an important and exuberant periodof the stateTs history.Marshall Bullock, University of North Carolina at Chapel HillBelinda Hurmence, ed. My Folks DonTt Want Meto Talk about Slavery: Twenty-one Oral His-tories of Former North Carolina Slaves. Win-ston-Salem, N.C.: John F. Blair, 1984. 103 pp.$14.95 cloth, $5.95 paper.With experience as a fiction editor beforebecoming a librarian, Belinda Hurmence broughta critical eye to the perusal of young peopleTsliterature. What she did not see was enough goodwriting about the black experience for youngblacks to read. So she began writing for them her-self, first stories for Humpty Dumpty and Jackand Jill, then novels about black children (ToughTiffany, A Girl Named Boy), and most recently,Tancy, for which she received the 1984 AmericanAssociation of University Women Award for Juve-nile Literature from the North Carolina chapter.With My Folks DonTt Want Me to Talk about Slav-ery, Ms. Hurmence moves into editing oral history.The introduction sets forth her reasons for com-piling it and describes the extent of her editing. Itwas her own reading of narratives collected in the1930s by the Federal Writers Project that revealedto her how vividly these statements by elderlyformer slaves conveyed a sense of life in bondage.Aware of the continuing need to deal with anissue so significant in American history, shedetermined to make these powerful words moreaccessible for young people. She chose to focusthe collection on North CaroliniansT accounts andonly on those of men and women who were tenyears old or older when freed. From 176 NorthCarolina interviews, she picked 21. She regular-ized dialect spellings, cut hearsay, and omittedunnecessary repetitions, but she retained gram-matical structures indicative of the originalspeakers.Her introduction also contains a carefulreminder about influences on the content of theseoral histories. For example, she points out thatthe memory of times/long past may not be as thor-oughly accurate as they seemed to the speaker,that looking back from the midst of the Depres-sion could make earlier times appear happier incontrast, and that a black former slave might say56"North Carolina Librarieswhat he thought a white interviewer wanted tohear. Young people, new to reading and thinkingcritically about oral history, are provided with thebasic intellectual tools for discovering in it valua-ble evidence of human experience. Additionally,Ms. Hurmence presents a fresh viewpoint: thesememories of slavery are also memories of the livesand work of AmericaTs black pioneers. Their con-dition of servitude cannot negate the contributionthey made to building and sustaining the coun-tryTs growth.Familiar place names will enable many aNorth Carolina reader to envision these scenes ofoslavery time� as set on neighboring terrain. As thenarrators describe living in slavery, they repeateach other in the lament of many hard conditions,but variety of experience is equally apparent.Slave owners are often recalled with considerableaffection, but the small kindnesses that earnedsuch regard are disproportionate to the misery sowidely inflicted by other masters and throughReconstruction hatred and its aftermath. W.L.Bost was surely not alone to observe, oI didnTtknow the Lord would let people live who were socruel.�Many of these former slaves recall ownersTmethods of control; beatings were common but nomore effective than the separation of slave fami-lies and the strict denial of education. Such pat-terns were maintained through 246 years ofAmerican history. Their debilitating effects onindividuals and on efforts to establish new pat-terns when freedom was finally granted are strik-ingly evident in each account. These conditionsmeant that the struggle for freedom was sup-planted by a struggle with freedom when even toname the cause was a risk. The bookTs title wastaken from the words of Sarah Debro: oWeTs comea long way since them times. ITs lived near aboutninety years, and ITs seen and heard much. Myfolks donTt want me to talk about slavery, theyTsshamed niggers ever was slaves.�But Sarah did talk about it and so did PatsyMitchener. She was owned by a Raleigh news-paperman. To her interviewer, she suggested thather masterTs record of the past, his paper, couldbe found in the museum, about which she added,oI reckons they keeps all way back yonder thingsin there just to remember by.� Fortunately we alsohave her words to remember by. Belinda Hur-mence has made them available to young people,black and white, who can find in them an impor-tant part of the history they share.Tucker Respess, University of North Carolina at Chapel Hill

Hubert A. Eaton, oEvery Man Should Try.� Wil-mington, N.C.: Bonaparte Press, 1984. 360 pp.$17.95 cloth, $9.95 paper, plus $3.00 for shippingand handling. (P.O. Box 517, Wilmington, NC28401).Wilmington, North Carolina, the home of theWilmington Ten and the frequently analyzed raceriots of 1898, is also the home of Dr. Hubert Eaton,well known leader in the civil rights movement inNorth Carolina. In oEvery Man Should Try,� Dr.Eaton has told the story of his life, highlightingthe long and involved lawsuits he initiated to endracial discrimination in New Hanover County.Eaton describes himself in 1947 as a thirty-one-year-old successful doctor surrounded by aloving family and comfortable home completewith private tennis court. He was shocked to dis-cover the use of two Bibles, one for whites and theother for ocoloreds� in a New Hanover courtroom.oSegregated Bibles! I was stunned. It was likeTIA"a little stroke. My eyes fogged, my earshummed and a quiver ran down my spine. Ialmost gasped.�Shorly thereafter Dr. Eaton and a colleague,Dr. B.C. Roane, decided to investigate the schoolsin New Hanover County to determine if thecounty was adhering to the separate but equallaws as set down in the 1896 Plessy v. FergusonSupreme Court ruling. With little cooperationfrom the New Hanover County School Board, aseries of class action suits had to be initiatedusing Hubert Eaton, Jr., then seven years old, asplaintiff.In 1954 when the Supreme Court overturnedPlessy v. Ferguson in favor of ordering the deseg-regation of public schools, Dr. Eaton soon realizedthat New Hanover County would have to be prod-ded to comply with the new law. Despite numer-ous class action suits and vital support from theNAACP Legal Defense and Educational Fund, itwas not until the 1971-72 school year that theNew Hanover School Board complied with totalintegration. The New Hanover County publicschools remained under court order stemmingfrom EatonTs suits until 1983 and was the lastschool system in the state to ask for the courtorder to be lifted.Other desegregation actions taken by Dr.Eaton deserve mention. He was associated withseveral lawsuits to end discrimination in the med-ical care provided in New Hanover County. Inmore peaceful efforts, he was successful in inte-grating the YMCA, the City Golf Course, the Wil-mington Public Library, and Wilmington College(now UNC-W).New North Carolina BooksOf particular interest is his unique relation-ship with Althea Gibson. Dr. Eaton and a medicalcolleague undertook the education, coaching, andsupport of Ms. Gibson with the idea that shewould break the color barrier in internationaltennis. She was the first black to win at Wimble-don, in 1957 and 1958.Carefully saving the letters, papers, photo-graphs, and newspaper clippings associated withhis busy life, Dr. Eaton documents his memoirswell. Photographs taken in 1950 comparing NewHanover CountyTs black and white schools areparticularly moving. Appendixes reveal EatonTsinterest in both the history and future of the blackphysician in North Carolina.To say that oEvery Man Should Try� is a sig-nificant contribution to the black history, con-temporary history, and local history of NorthCarolina would be an understatement. ItTs easyreadability also makes it a must for high school,public, and college libraries across the state.Beverly Tetterton, New Hanover County Public LibraryJeffrey J. Crow and Flora J. Hatley, eds. BlackAmericans In North Carolina And The South.Chapel Hill: University of North Carolina Press,1984. 200 pp. $19.95.Readers interested in North Carolina historywill perhaps be familiar with The Southern Expe-rience in the American Revolution and WritingNorth Carolina History. These volumes, bothedited by Jeffrey J. Crow and Larry E. Tise, werepublished by the University of North CarolinaPress in 1978 and 1979 respectively. Like theseearlier volumes, Black Americans in North Caro-lina and the South consists of essays presentedoriginally at a symposium sponsored by the NorthCarolina Division of Archives and History. Thepapers delivered at this more recent symposium,held in February 1981, have been edited by JeffreyJ. Crow, the divisionTs historical publicationsadministrator, and Flora J. Hatley, coordinator ofthe divisionTs black history program.Black Americans is a less substantial and lesscohesive volume than the two published pre-viously but is nevertheless a significant contribu-tion to the stateTs historical literature. Its sixessays include a historiographic survey, a method-ological proposal, a demographic study of eigh-teenth-century North Carolina, and three essaysrelating to particular institutions or setttings.Raymond Gavins, who teaches Afro-Americanhistory at Duke University, reviews the literature1985 Spring"57

New North Carolina Booksof black history in North Carolina, interweavingcomments on books, articles, and dissertationswith information relating to the study of blackhistory and the history of race relations in thestate. This essay, with its twenty-three pages ofnotes, is a useful introduction to research onblack North Carolinians up through 1981. In amuch briefer essay Leland Ferguson, associateprofessor of anthropology at the University ofSouth Carolina, calls for further archaeologicalstudy of black Americans, especially in the South.He offers examples of archaeological investigationand notes the kinds of information that can andcannot be obtained through such study. The thirdessay, oA Demographic Analysis of Colonial NorthCarolina with Special Emphasis upon the Slaveand Black Population,� discusses such topics asimmigration and natural increase as sources ofpopulation growth, changes in population den-sity, and the implications of sex ratios and seximbalance ratios on familial patterns. Thoroughlydocumented tables present the extensive statisti-cal data upon which the authors, Marvin L.Michael Kay and Lorin Lee Cary, professors of his-tory at the University of Toledo, base their conclu-sions.The three final essays relate to the periodbetween 1860 and World War I. Linda M. Perkins,whose doctoral research at the University of Illi-nois dealt with black educational history,describes the experiences of northern blackwomen who taught under the auspices of theAmerican Missionary Association in the Southduring the 1860s. She focuses on their motivationfor teaching and the discrimination they facedwithin the association. Howard N. Rabinowitz,associate professor of history at the University ofNew Mexico, compares race relations in southerncities, especially Raleigh, with conditions innorthern cities between 1860 and 1900. Hisobservations concerning Raleigh are similar toconclusions offered earlier in his book Race Rela-tions in the Urban South. Todd L. Savitt, whoteaches medical history at East Carolina Univer-sity, traces the history of Leonard Medical Schoolat Shaw University from its establishment in 1882to its closing in 1918 because of inadequate fund-ing. He relates the institutionTs history to devel-opments in medicine and to the needs of the blackcommunity.All six essays are well documented. Severalmake good use of tables to present data, and sev-eral benefit from illustrations, of which there aretwo dozen in all. The volume is indexed, but thereappear to be no entries in the index for names,titles, or topics mentioned in the notes to the58"North Carolina Librariesessays. The absence of such entries is unfortunateparticularly with regard to GavinTs historiogra-phic essay. While one might wonder whether mostof the essays could just as well have been pub-lished as articles in various journals rather thanas a collection of essays, still one can appreciatethe contribution the volume makes to promotingthe study of black history in North Carolina.Though Black Americans is suited primarily forstudents and scholars, it will be a useful additionto library collections serving adult readers inter-ested in the history of blacks and race relations inNorth Carolina.Robert L. Byrd, Duke University LibraryLindley S. Butler and Alan D. Watson, eds. TheNorth Carolina Experience. An Interpretive AndDoéumentary History. Chapel Hill: University ofNorth Carolina Press, 1984. 467 pp. $29.95 cloth;$9.95 paper.The nineteen essays comprising The NorthCarolina Experience were all written by histori-cal scholars who have published works to theircredit. The essays provide a topical survey, begin-ning with the first settlers, the Indians, and run-ning to the present, of most of the major events,contributions, and issues that should be de-scribed and interpreted in any history of NorthCarolina. There are gaps in this history, though,and the editors warn their readers of this in theirpreface. To cite a few examples of the gaps, themilitary role of North Carolinians in our nationalwars and their contributions in the fields of edu-cation, literature, and the arts are not covered.The second through the sixth chapters sur-vey the period from the beginning of Elizabethanexplorations to the entry of the colony of NorthCarolina into the Revolutionary War. The nextchapter describes the otherwise-mindedness ofNorth Carolinians about joining the federal union.This same independent spirit is also captured inoUnwilling Hercules: North Carolina in the Confed-eracy.� The lot of blacks and issues concerningthem are treated in chapters on slavery, Recon-struction, and oSit-ins and Civil Rights.� Thethread of politics naturally runs through all of thechapters, and two of them specifically concernpolitical parties. The first of these deals with thereemergence of the two-party system after thedemise of the Whig Party, and the second one dis-cusses Populism and the Fusionist interlude.Economic issues are dominant in the chapters onthe awakening of the oRip Van Winkle State� in the

1850s, the stateTs place in the New South, and theeffects of the Great Depression and the New Dealon North Carolina. Religion and its influence arediscussed in oAn Agrarian and Evangelical Cul-ture,� and oProfessors, Fundamentalists, and theLegislature� examines the evolution controversyof the 1920s. Interestingly, the chapter outliningthe status of women in North Carolina through-out its history comes last. It is only fair to say,however, that the chapters run roughly chrono-logically, and the struggle of both women andblacks to gain their civil rights and increasedopportunities in education and careers is carriedinto the early 1980s.This history was designed to be a osupple-mentary reader� for college courses in the historyof the state and to serve as a obasic text in briefsurvey courses or as a source book for teachers onthe elemertary, secondary, or postsecondarylevel.� It meets these goals admirably in the areasthat it covers, and these include a very high per-centage of the major aspects of the stateTs history.Each essay is supported by original docu-ments dealing pro and con with the major themeof the essay and a bibliography. Citations of doc-uments and occasionally of bibliographical itemswithin the essays are adequate substitutes forfootnoting these general accounts. The inclusionof documents with each essay serves in part togive the reader insights into and feelings for peri-ods of history as only original records can do.These carefully selected documents, along withoccasional mention of differences of opinion byhistorians on a particular point, should giveyoung students and lay readers some idea of howhistory is written and lead them to question thealleged definitiveness of any secondary account.The essays naturally vary somewhat stylisti-cally, but they are all solid and well written. Athirteen-page index to both texts and documentsand a list identifying the contributors round outthe volume. It is the kind of history of North Caro-lina that should be available to all students andteachers of the subject and to the general reader.Mattie U. Russell, Duke UniversityMichael H. McGee. Separation And Divorce InNorth Carolina: How To Do It With Or WithoutA Lawyer. Charlotte: East Woods Press, 1984. 144pp. $9.95 paper.In 1970, courts in North Carolina granted13,702 divorces. Ten years later, 28,050 divorceswere granted. It is fairly certain that many partiesNew North Carolina Booksinvolved in those 28,050 divorces experiencedmuch pain, anger, and frustration. It is also fairlycertain that many of the persons involved in those28,050 divorces did not understand the legal con-cepts, the legal proceedings, and the ramificationsof those proceedings. In Separation and Divorcein North Carolina, Michael H. McGee offers soundlegal and practical advice to persons who needinformation about the separation and divorcelaws in North Carolina. McGee writes that his goalwith this book is to help persons separating anddivorcing begin to make a plan for the future,understand what type of proceedings they areexperiencing, and handle some of the unpleasant(yet very necessary) tasks that are required ofpeople who split up. McGee satisfies his objectivein this well-written book by dividing the book intothree parts and by including sample forms andworksheets to assist the readers.Part one of the book concerns the law ofdivorce in North Carolina. This part details thegrounds for divorce in North Carolina since the1983 revision of the divorce laws. Currently thereare only two grounds for divorce in North Caro-lina: (a) one yearTs separation, or (b) three yearsTseparation if one of the parties is incurablyinsane. This discussion should clear up any mis-understandings regarding possible grounds fordivorce (ie., adultery). In addition, McGee pro-vides practical advice concerning the necessity ofoliving apart� during the one yearTs separation.Courts will interpret the slightest interactionbetween the two persons during the one yearperiod as not living apart. For example, the NorthCarolina Court of Appeals recently ruled that onesingle act of sexual intercourse by the couple,regardless of living arrangements, would end theyearTs separation. Other chapters in part one con-cern the legal effects of an absolute divorce,where the case should be brought (jurisdictionand venue), annulment, and a special chapter onthe Catholic ChurchTs annulment process.Part two of Separation and Divorce in NorthCarolina is devoted to separation periods and theproblems that might be encountered by the par-ties during that period. In this part of the book,McGee explains how to select and work with anattorney. In fact, McGee warns throughout thebook that some professional legal advice andassistance are needed. His book does not replacethe need for an attorney, except in the case wherethe parties do not dispute anything. Rather, thisbook helps the parties to prepare for a meetingwith an attorney and to recognize the importanceof proceedings that they are approaching. Parttwo also deals with a new equitable distribution1985 Spring"59

New North Carolina Bookslaw in North Carolina. This law, passed by theNorth Carolina General Assembly in 1981, essen-tially guarantees that marital property will be dis-tributed evenly and equally between the twoparties. The equitable distribution act has specificrequirements that must be followed if the partieswish to take advantage of its provision. In addi-tion, the act is constantly being reviewed by thecourts in North Carolina. Another importantchapter in part two concerns child custody andsupport. This extremely important part of theseparation and divorce process is clearly de-scribed by McGee. McGee correctly notes that thecourts in North Carolina award custody of a childto osuch person, agency, erganization or institu-tion as will, in the opinion of the judge, best pro-mote the interest and welfare of the child.� Thechild custody chapter also includes a very practi-cal checklist to assist in determining the amountof child support payments needed.Part three of the book includes chapters onhow to do your own divorce, the effects of pre-vious divorce actions, how to write a complaint(with a sample), how to file the necessary papers,how to serve the spouse, and how to prepare forcourt. There is also a short chapter on what to doif the judge denies the divorce. Rarely is an uncon-tested divorce actually denied; either party, how-ever, can appeal to the North Carolina Court ofAppeals if he or she believes that the judge wasincorrect in the decision.The author, a resident of Charlotte and anattorney with the Equal Employment Opportun-ity Commission in the Charlotte district office,writes clearly and objectively. No reader shouldexperience any problems with this book; legalterms are defined clearly and McGee assumesthat the reader has had no previous contact withthe law and the courts in North Carolina. McGeerecognized the need for a book like this one beforehe joined the EEOC; prior to working with theEEOC, he was in private practice and worked onaosubstantial number of separations and divorces.�It is through those experiences that he recognizedthe need for this type of book.60"North Carolina LibrariesSome problems do exist with the book. Anannoying problem which will be most evident toattorneys, law students, law professors, and lawlibrarians is the use of incorrect legal citationformat. Understandably, McGee has attempted tomake his references clear for the lay users; how-ever, citations using correct legal abbreviationsand format would have been just as easy to use.Probably the most obvious mistake in this area isthe lack of dates with some cases cited in thefootnotes. The other concern is updating. It isextremely important that anyone who uses thebook have access to the latest changes in thedivorce laws and the courtsT interpretations ofthose laws. For example, the North CarolinaCourt of Appeals decided an important equitabledistribution case in late 1984. This case furtherdefined what is separate and marital property inNorth Carolina and should be mentioned in anydiscussion of the equitable distribution law. Otherchanges and elaborations are sure to come andmust be included in some manner.The strongest point of the book is McGee'soffer of sound practical advice to parties who areinvolved in a separation and/or divorce proceed-ings. His best advice is reflected in the followingexcerpt:Always try to solve your problems at thelowest level of conflict possible. The scars ofan angry court fight can last for years andaffect your children and others. Use thoseweapons only when you personally believethey are necessary to avoid being takenadvantage of by your spouse.Overall, this book is well written and certainly fillsa need. McGee should be commended for recog-nizing the need and writing such a valuable hand-book. It should be read by anyone who iscontemplating, experiencing, or has experienceddivorce. For that reason, every library in NorthCarolina, whether public or academic, shouldpurchase the book and make the public aware ofits existence.Timothy L. Coggins, University of North Carolina at Chapel Hill

a i mea ee et |NCLA MinutesSee Me es eeNorth Carolina Library AssociationMinutes of the Executive BoardOctober 12, 1984The Executive Board of the North Carolina Library Associa-tion met on October 12, 1984, at the Richard H. ThorntonLibrary, Oxford, North Carolina. Board members present wereLeland Park, Pauline Myrick, Jane Williams, Roberta Williams,Eunice Drum, Mertys Bell, Judie Davie, Jerry Thrasher, RobertBurgin, Patsy Hansel, Judith Sutton, Vivian Beech, Mary Avery,and Benjamin Speller. Also present were Rebecca Taylor(representing ChildrenTs Services Section), William Mott (repre-senting College and University Section), Stuart Basefsky(representing Documents Section), Euthenia Newman (repre-senting the Round Table for Ethnic Minority Concerns), JohnnyShaver, Arial Stephens, Louise Boone, Mae Tucker, Bob Pollard,and Frank Sinclair.The meeting was called to order by President Park. He recog-nized Arial Stephens, director of the Richard H. ThorntonLibrary, who welcomed the group to Oxford and to the library.President Park gave a report on the meeting of the StateLibrary Commission held in Raleigh on September 11. Results ofthe evaluation survey on the State Library and the State Librar-ian were reviewed. The commission also heard an excellentreport from the Networking Steering Committee. Board mem-bers Judith Sutton and Mary Avery, who attended the meetingof the commission along with President Park, also gave briefreports.President Park presented the report of the NominatingCommittee chaired by H. William OTShea. Mr. OTShea hadexpressed to President Park the need for clearer guidelines to beincluded in the charge to the Nominating Committee. Aftersome discussion, the board decided to take no formal action atthis time. It was noted, however, that the Nominating Commit-teeTs report will also include a nominee for a representative fromNCLA to ALA. Ballots for voting on candidates for NCLA officersfor the 1985/1987 biennium will be mailed to the membership inApril or May 1985.President Park reported to the board that requests for theNCLA membership mailing list had been received from the Vir-ginia Library Association and the campaign headquarters ofRufus Edmisten, Jim Martin, and D. M. Faircloth.Several communications from the American Library Asso-Ciation were shared with the board by President Park. AmandaBible has been appointed to represent NCLA on a committee toplan national library activities to celebrate the 200th anniver-sary of the adoption of the U. S. Constitution. Dean EdwardHolley of UNC-Chapel Hill School of Library Science and Des-retta McAllister-Harper of North Carolina Central UniversitySchool of Library Science have been appointed to the LibraryEducation Centennial Task Force by the ALA Standing Commit-tee on Library Education. The president read a letter from ALAHeadquarters explaining why ALA Annual Conferences aresometimes scheduled so that two conferences fall within theSame budget year. Space requirements for exhibitors and avail-ability of suitable hotel and meeting facilities were the chiefreasons given.The minutes of the July 20, 1984, meeting of the ExecutiveBoard were presented by Roberta Williams, secretary. Therebeing no corrections or additions, the minutes were approved aspresented.Eunice Drum gave the treasurerTs report and distributedcopies to all board members. She noted that the checkingaccount is now drawing interest and that several small accountshave been consolidated to permit more efficiency in bankingtransactions. On behalf of the Round Table on the Status ofWomen in Librarianship, Patsy Hansel presented TreasurerDrum with a lovely floral arrangement in appreciation of herhard work in bringing the round table's financial structure andrecords up-to-date.Pauline Myrick, vice-president/president-elect, gave anupdate report on plans for the 1985 Biennial Conference. Sherecognized Johnny Shaver, who is chairman of local arrange-ments for the conference. Shaver stated that his experience inworking with the recent NCASL conference which was held atthe Raleigh Radisson and Civic Center has been very helpful inmaking plans for the NCLA 1985 conference. He stressed theimportance of preplanning as a key to a trouble-free, successfulconference.Arial Stephens discussed the meeting space and parkingfacilities available at the Raleigh Civic Center and noted thatthese seem to be quite adequate for all conference functions. Hestated that it was the recommendation of the Conference Plan-ning Committee that charges for exhibit booths be set at $225,with a pre-registration charge of $200 and a 20 per cent dis-count for multiple booths. These would be the same ratescharged for exhibit booths at the 1983 Biennial Conference inWinston-Salem. Robert Burgin moved that the Executive Boardapprove the recommendation of the Conference PlanningCommittee regarding charges for booths at the 1985 conference.This motion was seconded and passed.The Conference Planning Committee requested a recom-mendation from the Executive Board regarding provisions forexhibit space for non-paying groups. Robert Burgin moved thatexhibit space at the 1985 conference be provided to the follow-ing only: paying exhibitors; ALA; SELA; and NCLA sections,committees and interest groups. This motion was seconded andpassed.Arial Stephens stated that the Conference Planning Com-mittee recommended that registration fees for the 1985 confer-ence be set as follows:Pre-RegistrationNCLA members Entire Conference $20.00Per Day 15.00Non-members Entire Conference 35.00Per Day 20.00Registration at ConferenceNCLA members Entire Conference $25.00Per Day 20.00Non-members Entire Conference 45,00Per Day 40.001985 Spring"61

NCLA MinutesLibrary School Students(any length of time without membership)It was noted that these rates were the same as those charged forthe 1983 conference. Robert Burgin moved that the ExecutiveBoard approve the Conference Planning CommitteeTs recom-mendation regarding registration fees for the 1985 conference.This motion was seconded and passed.Pauline Myrick stated that Joseph Ruzicka-South will againprovide for printing of the conference program. She requestedthat all information for the program be sent to her as soon aspossible. The printing deadline is July 1, 1985.Euthenia Newman, reporting for the Round Table for Eth-nic Minority Concerns, stated that members of the round tableare still hoping to sponsor Representative Major Owen as aspeaker for the 1985 conference. There is a possibility that theDocuments Section of NCLA will co-sponsor this event.Reporting for North Carolina Libraries, editor Robert Bur-gin stated that the Fall 1984 issue on childrenTs programminghad recently been mailed. Future issues include Winter 1984 (notheme), Spring 1985 (collection development), and Summer1985 (library history). Deadline for the Winter issue is November10. Burgin asked the boardTs advice as to what should be donewith the archival copies of North Carolina Libraries that he hasin his files. President Park suggested that Burgin contact theArchives Committee to get their advice about this and that hepresent a recommendation at the next meeting of the ExecutiveBoard. The President also requested that Burgin draw uprecommended guidelines and a format for written reports bysection and committee chairmen and present these for consid-eration at the January 1985 meeting of the board.Louise Boone, chair, Governmental Relations Committee,reported that six persons will represent North Carolina at theALA Legislative Workshop in Washington on January 5, 1985.The Governmental Relations Committee is presently workingwith various individuals and sections of NCLA on the followingissues: (1) clarification of depository laws for North Carolinastate documents; (2) the state laws regarding confidentiality oflibrary use records; (3) recommendations from the ExecutiveCommittee of NCASL regarding the allocation of media person-nel in North Carolina. The Governmental Relations Committee isalso considering the possibility of a workshop on lobbying to beheld in the spring of 1985.Mae Tucker, chair, Constitution, Codes, and HandbookRevision Committee, reported that her committee has approvedthe request of the Junior Colleges Section to change its name toa title that would more accurately reflect the kinds of librariesrepresented by the section. Mary Avery, chair, Junior CollegesSection, stated that the section members had already voted toadopt the new name of Community and Junior College LibrariesSection. She moved that the Executive Board approve this namechange and that the section be officially called the Communityand Junior College Libraries Section. This motion was secondedand passed.Patsy Hansel asked what action had been taken on thequestion of whether chairpersons of round tables should havevoting privileges at NCLA Executive Board meetings. PresidentPark stated that the question has been referred to the FuturesCommittee for study with a report to be made later to the Exec-utive Board.Bob Pollard, chairman of the Finance Committee, presentedthe proposed budget for January 1, 1985 - December 31, 1986.Robert Burgin moved that the proposed budget be accepted aspresented. After discussion, the motion was seconded andpassed.The ChildrenTs Services Section report was given by RebeccaTaylor for Karen Perry, chair. The section plans to have a break-fast meeting at the October 1985 conference with childrenTs62"North Carolina Librariesauthor David McPhail as speaker. The ALSC Notable Showcasewill also be presented as a program at the 1985 conference.Special notepads are being sold by members of the section as afundraising project.Bill Mott, reporting for the College and University Section,stated that a workshop is being planned for Spring 1985 onacademic library networking and online cataloging.The report of the Documents Section was given by StuartBasefsky for Emily Correll, chair. The Section will have a work-shop at the Durham Public Library on October 19 with MichaelCrowell and Raymond Greene as speakers. The section also hasa membership drive underway. Stuart Basefsky will replaceEmily Correll as section chair at the end of 1984.Vivian Beech, chair, gave the report for JMRT. The Execu-tive Board of JMRT met on Friday, August 10, in Wilmington. Anominating committee was appointed to secure candidates forvice-chairman/chairman-elect, a vacancy that occurred withthe recent resignation of Gayle Keresey. Plans for JMRTTs parti-cipation in the 1985 NCLA conference are underway. The roundtable is also considering sponsoring a oYoung LibrarianTs Award.�Reporting for NCASL, Judie Davie stated that the 1984NCASL Biennial Work Conference held in Raleigh October 3-5was most successful, with over 900 individuals (including morethan 80 exhibitors) participating in the three-day event. A pre-conference for system level supervisors attracted 69 partici-pants. The Executive Committee of NCASL has forwarded to theNCLA Governmental Relations Committee a legislative platformwhich includes the following recommendations: (1) the assign-ment of one media position per 400 students; (2) the allocationof one media supervisor position per county and additionalmedia support personnel at the building level. Elsie Brumback,Emily Boyce, Gayle Keresey, and Helen Tugwell will representNCASL at the ALA Legislative Workshop in Washington on Sat-urday, January 5. Judie Davie and Helen Tugwell will representNCASL at the 1985 ALA Legislative Day. Plans for School MediaDay, 1985, and for NCASLTs participation in the 1985 BiennialConference are underway.Dr. Benjamin F. Speller, Jr., chair, reported that the Re-sources and Technical Services Sections had held a successfulmini-conference on oThe Changing Role of the Technical ServicesLibrarian� in Whispering Pines on September 26 and 27. Totalregistration for this conference was 128, including representa-tives from college and university libraries, community collegelibraries, public libraries, special libraries, and school libraries.Judith Sutton, chair, Public Libraries Section, reported onthe meeting of the Planning Council held October 4, 1984, at theDurham County Public Library. The Public Library Section willsend Nancy Massey as its representative to the Greenbrier inWhite Sulphur Springs, West Virginia, November 3-6, 1984, forthe Eastern Regional Workshop planning for the ALA/NEH-s-ponsored oLetTs Talk About It� Workshop. The DevelopmentCommittee has arrived at the draft stage of an eagerly awaitedpublication, oNorth Carolina Public Libraries Disruptive Behav-ior Policy.�Patsy Hansel reported that the RTSWL summer workshop,oThe Good, The Bad, The Ugly: Documenting Employee Perfor-mance,� was very successful, with 60 participants attending. Theevaluations of the workshop were very positive, and there wasinterest expressed in more workshops related to personnel andgeneral management concerns in libraries.Other reports were given by Arial Stephens (Network Steer-ing Committee), Mary Avery (Community and Junior CollegeLibraries Section), Leland Park for Rebecca Ballentine (SELA),and Arial Stephens for Dorothy R. Burnley (Trustees).Ben Speller gave a brief report on the Round Table for Eth-nic Minority Concerns workshop, oPromoting Oneself in theField of Librarianship,� held October 5 at Shaw University inRaleigh.

Johnny Shaver advised that listing of NCLA-sponsoredworkshops in various North Carolina Department of PublicInstruction newsletters could be obtained by forwarding infor-mation to Director, Division of Public Information and Publica-tions, North Carolina Department of Public Instruction, Raleigh,North Carolina 27611.President Park reminded everyone of the next meeting ofthe Executive Board, to be held January 25 in Winston-Salem.There being no further business, the meeting adjourned.Roberta S. Williams, SecretaryFormer Times EditorSpeaks to FriendsClifton Daniel, international correspondentand a retired editor of the New York Times, pro-moted libraries, along with two highly successfulfirst-novelists, Josephine Humphreys and LouiseShivers, at the fourteenth annual Friends of theLibrary Book and Author Luncheon on the cam-pus of Queens College in Charlotte. The writersiaNCLA Minutestold the 427 luncheon guests that their literarytasks were as amazing as delivering a first-borncalf in Texas, more invigorating than seven yearsof raising children and changing diapers, and aschallenging as conversing with British royaltyabout Virginia ham.Humphreys (Dreams of Sleep, Viking Press,1984) set her fictitious characters in the backstreets of Charleston, South Carolina.Duplicating her daughtersT college creativewriting assignments, Shivers (Here To Get MyBaby Out of Jail, Random House, 1983) rediscov-ered her own literary talent which she had sup-pressed since her freshman college days in thelate 1940s.Ann Schrader, President of the Friends, saidover 200 members had to be denied ticketsbecause of lack of room. Co-chairs Harriet Mooreand Margaret Harbison reported over 100 copiesof the authorsT works were purchased and auto-graphed.Stewart Lillard, Library Director, Queens CollegeClifton Daniel (center), international correspondent and a retired editor of the New York Times, promoted libraries at the 14thannual Friends of the Library Book and Author Luncheon at Queens College in Charlotte. Joining Daniel were first novelistsJosephine Humphreys (far right) and Louise Shivers (left) as well as librarian Elna Falls (center right), who grew up in Wilson, thefictitious Tarborough of ShiversTs novel.1985 Spring"63

Join NCLAWhat is NCLA?@ the only statewide organization interested inthe total library picture in North Carolina,whose purpose is to promote libraries andlibrary service in the statee an affiliate of the American Library Associationand the Southeastern Library Association, withvoting representation on each councilWhat are the benefits of membership?® provides opportunities for interaction amongthose interested in good library service®@ entitles you to receive North Carolina Librar-ies, a quarterly journal, winner of the presti-gious H. W. Wilson Award in 1981® gives you the opportunity to develop leadershipskills@ enables you to attend workshops, continuingeducation programs, and conferences at re-duced rates@ keeps you informed on library developments inthe state through an information network andpublications® gives you individual voting rights in the asso-ciation® encourages support staff and paraprofessionalsto join at reduced rates@ entitles you to membership in one of the sec-tions or roundtables of the associationTo enroll as a member of the association or torenew your membership, check the appropriatetype of membership and the sections or roundta-bles which you wish to join. NCLA membershipentitles you to membership in one of the sectionsor roundtables shown below at no extra cost. Foreach additional section, add $4.00 to your regulardues.Return the form below along with your checkor money order made payable to North CarolinaLibrary Association. All memberships are for twocalendar years. If you enroll during the last quarter of a year, membership will cover the next twoyears.rs a mn SS AR SS STS SESS GREE ESP TE RR SS SS a if RA SD AEE SETAE EEIS#NORTH CAROLINA LIBRARY ASSOCIATION___" New membership "__" Renewal __" Membership no.NameFirst Middle LastPositionBusiness AddressCity or Town State Zip CodeMailing Address (if different from above)CHECK TYPE OF DUES:(© SPECIAL-Trustees, paraprofessional and support staff, non-salaries persons,retired librarians, library school students, oFriends of the Library,� and non-MBratlansy 2. 2.3. os ay OR coer ecm ot Oc aie Beane Seer, Peto d $15.00f-GIBRARIANS"earning Up to.912,000) cn... eerie re a. tn vs. tae tee: $22.00O LIBRARIANS"earning $12,000 to $20,000 ................ eee ee $30.00fakiIBRARIANS=earning~over.$20;000 sree 8... ae $40.00O CONTRIBUTING"individual, Association, Firm, etc. interested in the work ofISIC ot clan ends ov cig © Reapers Ma Eater cae oe $50.00OD INSTITUTIONAL"Same for all libraries .20.... 0... cece dee e eens $50.00CHECK SECTIONS: One free; $4.00 each additional.© Children's © Trustees OC Women's Round Table© College © Public raeELsecuntents © Ref. & Adult C Ethnic Minorities RTO Jr. College O RTSS (Res.-Tech.)© NCASL (School) © JMRTAMOUNT ENCLOSED $.ese een ans etre CR AR ENP ETRY PSE SE BPR VES SPREE EO ETP SST SE SR NE MR ELMail to: Eunice Drum, Treasurer, NCLA, Division of State Library, 109 East Jones Street, Raleigh,NC 27611.64"North Carolina Libraries

EditorROBERT BURGINSchool of Library ScienceNorth Carolina CentralUniversityDurham, NC 27707(919) 683-6485Associate EditorPATSY J. HANSELCumberland County PublicLibraryBox 1720Fayetteville, NC 28302(919) 483-8600Associate EditorROSE SIMONDale H. Gramley LibrarySalem CollegeWinston-Salem, NC 27108(919) 721-2649Book Review EditorALICE COTTENWilson LibraryUNC-Chapel HillChapel Hill, NC 27514(919) 962-1172EDITORIAL STAFFChildrenTs ServicesBONNIE FOWLER237 Arrowleaf DriveLewisville, NC 27023(919) 945-5236College and UniversityMARIE DEVINERamsey LibraryUNC-AshevilleAsheville, NC 28814(704) 258-6625Community and JuniorCollege LibrariesBEVERLEY GASSGuilford Technical Community.CollegeBox 309Jamestown, NC 27282(919) 292-1101DocumentsMICHAEL COTTERJ.Y. Joyner LibraryEast Carolina UniversityGreenville, NC 27834(919) 757-6533Junior Members RoundtableJOHN BURNSElbert Ivey Memorial Library420 Third Avenue NWHickory, NC 28601(704) 322-2905N.C. Association of SchoolLibrariansFRANCES BRADBURNGreensboro Day SchoolBox 9361Greensboro, NC 27429-0361(919) 288-8590qildress all correspondence to: Robert Burgin, Editorchool of Library Science, N.C.C.U., Durham, NC 277070.* North Carolina Libraries, published four times aina Library Association. Membership dues include asuShip information may be obtained from the treasurer of NCLA.Subscription rates for 1984 are $20.00 per year, orber year, or $7.00 per issue, for foreign subscriptions.copies are available through University Microfilms InternatiLibrary Literature and publishes its own annual index.Editorial correspondence should be addressed to thbe addressed to the advertising manager. Articles are juried.North Carolina Libraries is printed by Meridional Publications,Public LibraryBOB RUSSELLElbert Ivey Memorial Library420 Third Avenue NWHickory, NC 28601(704) 322-2905Reference and Adult ServicesILENE NELSONDuke University LibraryDurham, NC 27606(919) 684-2373Resources and Technical ServicesGENE LEONARDIShepard LibraryNorth Carolina Central UniversityDurham, NC 27707(919) 683-6220Round Table for Ethnic MinortyConcernsSYLVIA SPRINKLE-HAMLINForsyth County Public Library660 West 5th StreetWinston-Salem, NC 27701(919) 727-2176Round Table on the Status ofWomen in LibrarianshipMARY McAFEEForsyth County Public Library660 West 5th StreetWinston-Salem, NC 27101(919) 727-2264Trusteesyear, is the official publication of the North Caro-bscription to North Carolina Libraries. Member-$5.00 per issue, for domestic subscriptions; $25.00Backfiles are maintained by the editor. Microfilmonal. North Carolina Libraries is indexed bye editor; advertisement correspondence shouldWake Forest, NC.Issue deadlines are February 10, May 10, August 10, and November 10.

PERLZ D N AVITANAAHDLANHLS GHE LSVA BOE?H9LLOO 65: WAWHOTWLLOVd