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          <lb />
          <lb />Abel, Joanne. A survey of bookmobile<lb /><lb />service in North Carolina. 225-229<lb />Aker, Mary. pic. 76<lb /><lb />American Library Association<lb />Intellectual Freedom Committee.<lb /><lb />An intellectual freedom alert: Advisory<lb /><lb />statement ... on Report of the<lb />Attorney General's Commission on<lb />Pornography. Commentary. 194-195<lb /><lb />Anderson, Barbara L., and White, S. Joy.<lb /><lb />Going on-line at the public library: A<lb />very human endeavor. 170-174<lb /><lb />Anthony, Mike. Photographs of local<lb />history book jackets. 14-15<lb /><lb />| Anthony, Robert G. Jr. See Book Reviews<lb /><lb />' (Davis).<lb /><lb />Babel, Deborah-B. The Western North<lb /><lb />Carolina Library Network: oWell begun<lb /><lb />is half done.� 155-158<lb /><lb />Barry, Coyla. See Book Reviews (Bayes),<lb />(Moore).<lb /><lb />Beagle, Don. Decision points in small-<lb />Scale automation. 159-169<lb />Bell, Mertys W. An opportunity and a<lb /><lb />INDIANA<lb /><lb />Resources and technical services<lb /><lb />resources: An annotated bibliography,<lb />number two. 111-113<lb /><lb />dileckyj, Peter A. The Wilson County<lb />Networking Project. 146-154<lb /><lb />re challenge. 10-12<lb /><lb />wi<lb /><lb />5 Berkley, Anne Bond. See Book Reviews<lb />FE (White).<lb /><lb />= )<lb /><lb />2<lb /><lb />$ Bibliographies.<lb /><lb />2<lb /><lb />Sook Reviews.<lb /><lb />Nderson, Jean Bradley. Piedmont<lb />Plantation: The Bennehan-Cameron<lb />family and lands in North Carolina.<lb />Reviewed by Donald R. Lennon. 46<lb /><lb />ner, Robert D. The Lost Colony in<lb /><lb />literature, 252<lb /><lb />ayes, Ronald H., ed. North CarolinaTs<lb />400 years: Signs along the way. An<lb />anthology of poems by North Carolina<lb />Poets to celebrate AmericaTs 400th<lb />anniversary. Reviewed by Coyla Barry.<lb />197<lb /><lb />*dsoe, Jerry. From Whalebone to<lb />lothouse, A journey along North<lb />JarolinaTs longest highway. 252<lb /><lb />___tton, Mary Jo Jackson. East Carolina<lb /><lb />University: The formative years.<lb />paired by Harry W. McKown. 250-<lb />51<lb />Cain, Barbara T., comp. and ed. Guide to<lb />Private manuscript collections in the<lb />North Carolina State Archives. 120<lb /><lb />THE HECKMAN BINDERY, INC.<lb /><lb />256"North Carolina Libraries<lb /><lb />Index to<lb /><lb />North Carolina Libraries<lb /><lb />Volume 44, 1986<lb /><lb />Compiled by Gene Leonardi<lb /><lb />Cooper, Richard. Henry Berry Lowry:<lb /><lb />Rebel with a cause, and Thomas Wolfe:<lb /><lb />Voice of the mountains. Reviewed by<lb />Mary L. Kirk. 46-47<lb />_Crook, Roger H. Our heritage and our,<lb />hope: A history of Pullen Memorial<lb />Baptist Church (1884-1984). Reviewed<lb />by Joseph C. Tuttle. 197-198<lb />Davis, Burke. The Southern Railway:<lb />Road of the innovators. Reviewed by<lb />Robert G. Anthony, Jr. 115<lb />Davis, Nancy, and Hart, Kathy. Coastal<lb />Carolina cooking. 251-252<lb />Deagon, Ann. The Pentekontaetia (The<lb />great fifty years). Reviewed by Tucker<lb />Respess. 196-197<lb />Escott, Paul D. Many excellent people:<lb />Power and privilege in North Carolina,<lb />1850-1900. Reviewed by Gary Freeze.<lb />44-45<lb />Farb, Roderick M. Shipwrecks: Diving the<lb />graveyard of the Atlantic. Reviewed by<lb />Jerry Carroll. 118-119<lb />Feduccia, Alan, ed. CatesbyTs birds of<lb />Colonial America. Reviewed by<lb />Elizabeth A. Bramm. 48<lb />Ferrell, Anderson. Where she was.<lb />Reviewed by Anne T. Dugger. 116<lb />Goldstein, Robert J. Coastal fishing in<lb />the Carolinas, from surf, pier, and<lb />jetty. 198<lb />Hinshaw, Seth B. The Carolina Quaker<lb />experience, 1665-1985: An<lb />interpretation. Reviewed by Elizabeth<lb />White. 47-48<lb />Hobbs, Grimsley T. Exploring the old<lb />mills of North Carolina. 198<lb />Holcomb, Brent H. Marriages of<lb />Rutherford County, North Carolina,<lb />1779-1868. 198<lb />Jarrell, Mary, ed. Randall JarrellTs letters:<lb />An autobiographical and literary<lb /><lb />selection. Reviewed by Frances A.<lb />Weaver. 45-46<lb /><lb />Johnson, John W. Insuring against<lb />disaster: The nuclear industry on trial.<lb />Reviewed by Eileen McGrath. 246<lb /><lb />Jordan, Weymouth T. Jr., comp. North<lb /><lb />Carolina troops, 1861-1865: A roster,<lb />volume X. 120<lb /><lb />Kahan, Mitchell D. Heavenly visions: The<lb />art of Minnie Evans. 198<lb /><lb />Krawiec, Richard, ed. Cardinal: A<lb /><lb />contemporary anthology of fiction and<lb />poetry by North Carolina writers.<lb /><lb />Reviewed by Margaretta Yarborough.<lb />246-247<lb /><lb />Magi, Aldo P., and Walser, Richard, eds.<lb /><lb />Thomas Wolfe interviewed, 1929-1938.<lb />Reviewed by Steve Hill. 114<lb /><lb />Malone, Michael. Handling sin. Reviewed<lb />by Elizabeth A. Bramm. 248-249<lb />Moore, Lenard D. The open eye: Haiku by<lb />Lenard D. Moore. Reviewed by Coyla<lb />Barry. 119-120<lb />Pearson, T.R. Off for the sweet hereafter.<lb />Reviewed by Mike Shoop. 248<lb />Perdue, Theda. Native Carolinians: The<lb />Indians of North Carolina. Reviewed<lb />by Wayne Modlin. 116<lb />Powell, William S. ed. Dictionary of North<lb />Carolina biography, volume two. 120<lb />Price, Reynolds. Kate Vaiden. Reviewed<lb />by Alice R. Cotten. 249-250<lb />Quinn, David B. The lost colonists: Their<lb />fortune and probable fate. 252<lb />Rubin, Louis D. Jr., and Idol, John L. Jr.,<lb />eds. Mannerhouse, A play in a<lb />prologue and four acts, by Thomas<lb />Wolfe. 252<lb />Schwartz, Bernard. Swann's way: The<lb />school busing case and the Supreme<lb />Court. Reviewed by Robin Brabham.<lb />251<lb />Schwarzkopf, S. Kent. A history of Mt.<lb />Mitchell and the Black Mountains:<lb />Exploration, development, and<lb />preservation. Reviewed by Eric J.<lb />Olson. 117-118<lb />Segrest, Mab. My mama's dead squirrel:<lb />Lesbian essays of Southern culture.<lb />Reviewed by Sue Litho: 247-248<lb />Shirley, John W. Sir Walter Raleigh and<lb />the New World. 252<lb />Steelman, Lala Carr. The North Carolina<lb />FarmersT Alliance: A political history,<lb />1887-1893, Reviewed by William S.<lb />Powell. 49-50<lb />Stick, David. Bald Head: A history of<lb />Smith Island and Cape Fear. Reviewed<lb />by Arlene Hanerfeld. 119<lb />Stoops, Martha. The heritage: The<lb />education of women at St. Mary's<lb />College, Raleigh, North Carolina, 1842-<lb />1982. Reviewed by Rose Simon. 50-51<lb />Webster, William David, Parnell, James<lb />F., and Biggs, Walter C. Jr. Mammals of<lb />the Carolinas, Virginia, and Maryland.<lb />Reviewed by John B. Darling. 50<lb />White, Barnetta McGhee. In search of<lb />kith and kin: the history of a Southern<lb />black family. Reviewed by Anne Bond<lb />Berkley. 114-115<lb />Whittington, Dale, ed. High hopes for<lb />high tech. Microelectronics policy in<lb />North Carolina. Reviewed by Carson<lb />Holloway. 116-117<lb /><lb />Wilkinson, Alec. Moonshine: A life in<lb /><lb />pursuit of white liquor. Reviewed by<lb />Mike Shoop. 49<lb /></p>
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          <lb />
          <lb />derwrstvedl abe taabbrethh joe doit aoteM<lb />; PhE-BSS nomerll A dredurill xd<lb />go oiiat exp ndqe edt Coronal sou<lb />sige beware oveel .G imenst<lb />GSietl vrieh<lb />sthonanh Jebel: SNP RS BF ceo<lb />: Se8 qos ei wi hawsevat<lb />aft 2aninto Te SAGM whalt oud t<lb />herararialt aunT) Artsy Yo grintbnt<lb />TA catibalt odes? ed<lb /><lb />iret Jo (shih So 2 aQuRw Jowa't: -<lb /><lb />RSL oarbamiphe eget enilors<lb /><lb />howsieh: amie? aed ablorye 4 ttt<lb />S-ad asbiod 8 salt ot.<lb /><lb />en? :apeinsies tol sit S-bieed] satiny<lb />SRE cnet sidsdoag bas saazial<lb /><lb />Beak SE. JOE Boe rl 2 eased gee<lb />ee<lb /><lb />Piven ib at<lb /><lb />o3 xobel<lb />eshiidikaasiiow) ane<lb />ABET Bb omata¥<lb /><lb />ithanesd saad zi hefigme)<lb /><lb />screed iattietoss alla tegen<lb />aie sino Ding) o2s/  5 dpe tedest<lb />vd bess Chins ott te salad<lb />TSE odd pet<lb /><lb />war ines syascos WO Meee oak<lb />iwinempeh anileT Is Aeants A gad<lb />Lense (Sap r ERey) eat seine<lb />Oth Mee igi vt<lb /><lb />spine t wrist aT ap aeat<lb />~ot panama nara inet Aer io onalf<lb />WOR Yeoh a eto<lb /><lb />japan s i npetoan becuse<lb /><lb />His alentancdeubet 248 ~ih anya<lb />ents? ye bpwonsil Leclioe GRP sm<lb /><lb />POLE Prom t<lb />oe pewter<lb /><lb />1 gee adalat aed Bo? 5<lb /><lb />Sliddiitiosd to vervide A. onradt jsdA<lb />POS-AVE esti se Aric, ai ati ee.<lb />ST stg erat eA<lb /><lb />7.<lb />aetna) aobersd waster!<lb />WeeibA tte stobseh ieesosligin HAG<lb />quiz Yo Foqen we .:. sontekaye 4<lb />Ro Relaeietrio? avkieo ae a<lb />POISE vussnemine) alqangodint 4<lb />We tae. J ered toe e ek;<lb />a pet sddug ect te sall-e gain<lb />~PT E-OT) nevesbrs nama T46F.<lb />inaod in adiqagoied? adit path<lb />~oh Si-il aom dane veolent<lb /><lb />Resta doal ond thf reins eile<lb /><lb />Surely:<lb /><lb />sith renee aE aaah bid<lb />hse ital beens pst d enitern?. 2<lb />ea.@At oaio Mat et 4<lb /><lb />jawed}<lb />Atle ni ete, natant nett Meal<lb />fi Si Spree<lb />abasic gee WA Weert ib<lb />kta manalied<lb />iain Sack wh Apne saad, :<lb />Ente S<lb /><lb />iene<lb /><lb />Reina ara<lb />OEE RLE aves rodatities<lb />Mba? noah OFF A vate oc i<lb />PRL seg seer<lb /><lb /><lb /><lb />satis coined wast. are<lb />albanien enant ad¥ tdamaier:<lb />nites) dave hiat ebamtbes cont, |<lb />parent org passing<lb />te enh} wooded AF procdott Aone<lb /><lb /><lb /></p>
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        <p>Wolfe, Thomas. Mannerhouse, a play in a<lb />prologue and four acts. 252<lb /><lb />Youings, Joyce. RaleighTs country: The<lb />South West of England in the reign of<lb />Queen Elizabeth I. 252<lb /><lb />Brabham, Robin. See Book Reviews<lb />(Schwartz).<lb /><lb />Bramm, Elizabeth A. See Book Reviews<lb />(Feduccia), (Malone).<lb /><lb />Campbell, Jerry D. Fundraising. 210-215<lb /><lb />Carroll, Jerry. See Book Reviews (Farb).<lb /><lb />Chenault, Libby. Applying for foundation<lb />grants. 216-224<lb /><lb />ChildrenTs Book Council. Issues reading<lb />encouragement poster series. 51, 113<lb />Offers Bicentennial posters. 144, 208<lb /><lb />CHURCH AND SYNAGOGUE LIBRARY<lb />ASSOCIATION. North Carolina<lb />Chapter offers membership<lb />information. 132, 239<lb /><lb />Corinth-Holder Elementary School,<lb />Johnston County. Pics. 76<lb /><lb />Cotten, Alice R. See Book Reviews<lb />(Price).<lb /><lb />Cotten, Alice R., comp. New North Caro-<lb />lina books. 44-51, 114-120, 196-198,<lb />246-252<lb /><lb />Cumberland County Public Library and<lb />Information Center, Fayetteville. pics.<lb />190-191<lb /><lb />Darling, John B. See Book Reviews<lb />(Webster).<lb /><lb />Dugger, Anne T. See Book Reviews<lb />(Ferrell).<lb /><lb />Finks, Lee W. See Sneed, Joanne.<lb /><lb />Flake, Donna. Planning a transatlantic<lb />job exchange. 84-86<lb /><lb />Four Oaks Elementary School, Johnston<lb />County. Pic. 76<lb /><lb />Freeze, Gary. See Book Reviews (Escott).<lb /><lb />Gaylord Bros. Inc. Gaylord tips:<lb />Microcomputer maintenance. 82<lb /><lb />Hall, Carol F. The use of microcomputers<lb />for administrative purposes by public<lb />School library media coordinators in<lb />North Carolina. 94-96<lb /><lb />Halsey, Temple Jellicorse. Young<lb />Students are learning the research<lb />Process. 80-82<lb /><lb />Halstead, Linda S. The COMCAT<lb />chronicles; The North Carolina<lb />Community Colleges Union COM<lb />Catalog Project. 23-27<lb /><lb />Hamil, Mary A. Indexing local history.<lb />14-15<lb /><lb />Hanerfeld, Arlene. See Book Reviews<lb />(Stick).<lb /><lb />Hansel, Patsy J. Unobtrusive evaluation<lb />for improvement: The CCPL&amp;IC<lb />experience. 69-75<lb /><lb />Harrell, Carroll, Privette, Annette, and<lb />Mellon, Constance. Rural teenagers are<lb />reading! A study of the leisure reading<lb /><lb />patterns of rural ninth grade students.<lb />186-189<lb />Hill, Steve. See Book Reviews (Magi).<lb />Holloway, Carson. See Book Reviews<lb />(Whittington).<lb /><lb />Janney, Susan. Bibliographic instruction<lb />at learning resources centers in North<lb />Carolina. 16-22<lb /><lb />Johnston County Schools celebrate<lb />School Library Media Week. Pics. 76-79<lb /><lb />Keely, Alan. Book preservation boxes.<lb />97-105 Pics. 99-103<lb /><lb />Kester, Diane D. Access to information"<lb />Can schools provide it? 135-138<lb /><lb />Kirk, Mary L. See Book Reviews<lb />(Cooper).<lb /><lb />Lanier, Gene D. The librarian looks at<lb />the obscenity law revisions. 87-89<lb /><lb />Lennon, Donald R. See Book Reviews<lb />(Anderson).<lb /><lb />Leonardi, Gene W. See Speller, Benjamin<lb />F. Jr.<lb /><lb />Library of Congress, 1987 engagement<lb />calendar published. 132<lb /><lb />Lindsey, Marjorie W. Bibliographic data<lb />bases from the network point of<lb />view"In Kathmandu! 181-185<lb /><lb />Lithgo, Sue. See Book Reviews (Segrest).<lb /><lb />McGinn, Howard F., Jr. Appointed<lb />Assistant State Librarian. 255<lb />Foreword. 133-134<lb />The North Carolina Information<lb />Network"A vital cog in economic<lb />development. 175-180<lb /><lb />McGrath, Eileen. See Book Reviews<lb />(Johnson).<lb /><lb />McKown, Harry W. See Book Reviews<lb />(Bratton).<lb /><lb />Mason, Julian. oThe imaginative spirit�"<lb />A public library focuses on local<lb />writers. 234-239<lb /><lb />Mellon, Constance. See Harrell, Carroll.<lb /><lb />Modlin, Wayne. See Book Reviews<lb />(Perdue).<lb /><lb />Myrick, Pauline F. From the President. 3-<lb />4, 67-68, 131-132, 207-208<lb /><lb />North Carolina Community College<lb />Learning Resources Association.<lb />Learning resources concept position<lb />paper. 7-9<lb /><lb />North Carolina Library Association.<lb /><lb />Announces 1986-1988 committee chairs.<lb />3-4<lb /><lb />Candidates for offices, 1987-1989<lb />biennium. 240-244<lb /><lb />ChildrenTs Services Section. 1983-85<lb />biennial report. 55<lb /><lb />College and University Section. 1983-85<lb />biennial report. 58<lb /><lb />Documents Section. 1983-85 biennial<lb />report. 54-55<lb /><lb />Executive Board. Minutes.<lb />10/4/85. 52-53<lb />1/24/86. 201-203<lb /><lb />4/18/86. 199-201<lb />7/25/86, 253-255<lb /><lb />Honorary and Life Membership<lb />Committee. Seeks suggestions for<lb />nominees. 75, 132, 255<lb /><lb />Intellectual Freedom Committee 1983-85<lb />biennial report. 57-58<lb /><lb />Junior Members Round Table. 1983-85<lb />biennial report. 56<lb /><lb />North Carolina Association of School<lb />Librarians. 1985-87 Executive Board<lb />list. 127<lb /><lb />1985-87 Committee lists. 121-124<lb /><lb />1985-87 Section Executive Board lists<lb />125-126<lb /><lb />Public Library Section. 1983-85 biennial<lb />report. 55-56<lb /><lb />Reference and Adult Services Section.<lb />1983-85 biennial report. 58-59<lb /><lb />Resources and Technical Services<lb />Section. 1983-85 biennial report. 56-57<lb /><lb />Round Table on the Status of Women in<lb />Librarianship. 1983-85 biennial report.<lb />59<lb /><lb />Olson, Eric J. See Book Reviews<lb />(Schwarzkopf).<lb /><lb />Perry, Douglas. The Cleve-net Library<lb />Project: An electronic mail and shared<lb />data network. 140-144<lb /><lb />Powell, William S. See Book Reviews<lb />(Steelman).<lb /><lb />Privette, Annette. See Harrell, Carroll.<lb /><lb />Respess, Tucker. See Book Reviews<lb />(Deagon).<lb /><lb />Selma Elementary School, Selma. Pics.<lb />76-78<lb /><lb />Shepherd, Marion. North Carolina State<lb />Documents Survey Project. 106-110<lb /><lb />Shoop, Mike. See Book Reviews<lb />(Pearson), (Wilkinson).<lb /><lb />Simon, Rose. See Book Reviews (Stoops).<lb /><lb />Sneed, Joanne, and Finks, Lee W. The<lb />educational preparation available for<lb />LRC professionals. 28-32<lb /><lb />Speller, Benjamin F. Jr., and Leonardi,<lb />Gene W. comps. Resources and<lb />technical services resources: An<lb />annotated bibliography, number two.<lb />111-113<lb /><lb />Thorson, Barbara A. Intellectual<lb />freedom? Censorship in North<lb />Carolina, 1981-1985. 230-232<lb /><lb />Thrasher, Jerry. A new headquarters<lb />public library for Cumberland County.<lb />190-193 .<lb /><lb />Tuttle, Joseph C. See Book Reviews<lb />(Crook).<lb /><lb />Vaughan, Elinor. Library involvement in<lb />literacy education programs of the<lb />North Carolina Community College<lb />System. 33-43<lb /><lb />1986 Winter"257<lb /></p>
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        <p>Watson, Jessica Cleveland. Islamic Wells, Richard. Foreword. 5-6 Williams, Jane. Appointed State<lb /><lb />libraries in the Triangle area. 90-93 White, Elizabeth. See Book Reviews Librarian. 255<lb />Weaver, Frances A. See Book Reviews (Hinshaw). Wood, Sue. pic. 77<lb />(Jarrell). White, S. Joy. See Anderson, Barbara L.<lb />Wells, Bert. pic. 76 Yarborough, Margaretta. See Book<lb /><lb />Reviews (Krawiec).<lb /><lb />Guidelines for Using the Index<lb />To<lb />North Carolina Libraries<lb /><lb />1. The index is alphabetized letter by letter. Names beginning with oMc� and oMac� precede all other entries under the letter oM.�<lb /><lb />2. Articles are indexed by the first-named author, with cross references from co-authors up to the number of two. Titles are indexed only<lb />when they have no author.<lb /><lb />3. Book reviews are listed alphabetically under the heading Book Reviews by the author of the book being reviewed. ReviewersT names<lb />follow each book title, preceded by the phrase oRev. by.� Each reviewerTs name is also listed separately, with a cross reference to Book<lb />Reviews, followed by the name of the author of the book in parentheses.<lb /><lb />4, Bibliographies are arranged alphabetically by title under the heading Bibliographies, with separate author entries.<lb /><lb />5. Editorials are arranged alphabetically by title under the heading Editorials, with a cross reference from the name of the editor.<lb /><lb />6. Death and memorial notices are listed alphabetically under the heading Deaths, with a separate entry under the name of the<lb />deceased.<lb /><lb />7. All library organizations are entered under their full names. Material on the substructures of these organizations, such as committees,<lb />round tables, etc., is listed alphabetically under the organization name. (For example, for material on the activities, officers, reports,<lb />committees, and round tables of NCLA, see North Carolina Library Association.)<lb /><lb />8. All acronyms are filed in alphabetical order, not at the beginning of each letter.<lb /><lb />9. Public libraries are entered under the proper name of the library, not of the city (e.g. Davidson County Public Library, Lexington).<lb />10. All other libraries are entered under the name of the parent institution, if appropriate, or under their own names (e.g. North<lb />Carolina State University, D.H. Hill Library).<lb /><lb />11. Reprints of speeches are entered with no designation that they have previously been presented to the public. However, abbreviated<lb />summaries of speeches have the designation (Report of Speech).<lb /><lb />12. Reports of papers not printed in full are designated (Paper).<lb />13. The abbreviations opic.,� oobit.,� obibl.� and ocomp.,� are used to identify pictures, obituaries, bibliographies, and compilers.<lb /><lb />258"North Carolina Libraries<lb /></p>
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        <p>tA CAIOINO<lb />(OIGS<lb /><lb />TABLE OF CONTENTS<lb /><lb />e iS<lb />LIBRARY - PERIDBICALS<lb /><lb />Theme Articles: Community College Libraries EAST CAROLINA UNPWVERSID<lb /><lb /><lb /><lb />Re<lb />oe. »<lb /><lb />ie<lb />a pe<lb /><lb />i,<lb />= MAY 6 1986<lb /><lb /><lb /><lb />5 Foreword, Richard Wells<lb /><lb />ff Learning Resources Concept Position Paper, NCCCLRA<lb />Position Paper Committee<lb /><lb />10 An Opportunity and a Challenge, Mertys W. Bell<lb />14 Indexing Local History, Mary A. Hamil<lb /><lb />16 Bibliographic Instruction at Learning Resources Centers<lb />in North Carolina, Susan Janney<lb /><lb />23 The COMCAT Chronicles: The North Carolina<lb />Community Colleges Union COM Catalog Project,<lb />Linda S. Halstead<lb /><lb />28 The Educational Preparation Available for LRC<lb />Professionals, Joanne Sneed and Lee W. Finks<lb /><lb />33 Library Involvement in Literacy Education Programs of<lb />the North Carolina Community College System,<lb />Elinor Vaughan<lb /><lb />Features<lb />3 From the President<lb />ta New North Carolina Books<lb />52 NCLA Minutes<lb />54 NCLA Biennial Reports<lb />Cover: Richard Wells, oForword,� North Carolina Libraries 44 Advertisers: Baker and Taylor, 2; Check Point Systems, 39; H. W.<lb />(Spring 1986): 5-6, Wilson, 3; Janway, 4, 37; Ruzicka, 9.<lb /><lb />Volume 44, Number 1 Spring 1986<lb /></p>
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        <p>aT ny wv<lb /><lb />aN E\<lb />SN<lb /><lb />og<lb />i<lb /><lb />Oy<lb />DQUN<lb /><lb />N<lb />rai<lb />DS<lb /><lb />CHUB AUNT<lb />a ial<lb /><lb />ha ee<lb /><lb />ey i<lb />eo ne<lb /><lb />|<lb /><lb />TUATIESST<lb />AMZ nS<lb /><lb />SIN<lb /><lb />WU * *<lb />2. NID<lb />WYRUIN\.<lb /><lb />TT ai tte IY oe<lb /><lb />BSS LLL.<lb /><lb />Mr ly, f \ : UN<lb />SY INF \ » S . aa IES ; PPPS .<lb />la Mle lee YE ET ae um NOAWACACAVN<lb />LLIN Si 7 &amp; " eae =* BLY WAZA wes OTS RRR)<lb />QZ VIIDYPYPASBS TI YVYIYYYY9BOSAYDILWYDSIRBTIDSTINI LVN<lb /><lb />We've taken book ordering<lb />out of the Dark Ages.<lb /><lb />BalaSYSTEMS�"� is Baker &amp; Taylor's newest generation<lb />of electronic book ordering services. ItTs especially<lb />designed to work with existing computer hardware,<lb />with built in flexibility that allows you to match the<lb />level of service to your libraryTs unique needs.<lb /><lb />Whichever service level you choose, you'll save time,<lb />reduce paperwork and speed book acquisitions"all<lb />at a lower cost. For example:<lb /><lb />ORDER allows you to order books through your per-<lb />sonal computer, using a modem and regular telephone<lb />lines. Just enter the ISBNs and the following day you'll<lb />receive electronic confirmation from which you can<lb />print order slips. All calls are toll free. You also save<lb />the cost and delay of postal delivery.<lb /><lb />Or you can choose SEARCH AND ORDER. In addi-<lb />tion to electronic ordering, this service gives you quick<lb /><lb />Eastern Division, 50 Kirby Avenue, Somerville, NJ 08876 (201) 722-8000<lb /><lb />access to Baker &amp; Taylor's diverse and comprehensive<lb />database of over 800,000 title records. ItTs your single<lb />source for virtually all the titles published or distrib-<lb />uted in the United States. And you eliminate manual<lb />searching and purchase order typing.<lb /><lb />Finaily, BalaSYSTEMS ACQUISITIONS offers on-line<lb />access to our database and electronic ordering plus a<lb /><lb />complete software package with fund accounting and<lb />full reporting functions.<lb /><lb />These advanced service technologies are typical of<lb />how Baker &amp; Taylor stays in step with the times,<lb />building on our experience to bring you the latest in<lb />library services.<lb /><lb />BalaSYSTEMS. ItTs nothing less than a renaissance in<lb /><lb />book acquisitions. EXPERIENCE YOU CAN DEPEND ON<lb /><lb />Write or phone today BAKER &amp; TAYLOR<lb /><lb />for more information. a. GRACE company<lb /><lb />Midwestern Division, 501 S. Gladiolus Street, Momence, IL 60954 (815) 472-2444<lb /><lb />Southern Division, Mt. Olive Road, Commerce, GA 30599 (404) 335-5000 Western Division, 380 Edison Way, Reno, NV 89564 (702) 786-6700<lb /><lb />2"North Carolina Libraries<lb /></p>
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          <lb />Exalting Learning<lb />and Libraries<lb /><lb />NORTH CAROLINA LIBRARY ASSOCIATION<lb /><lb />From the President<lb /><lb />Recalling the great accomplishments of those<lb />Who have previously held the role of North Caro-<lb />lina Library Association President causes me to<lb />Tealize a great deal of humility. Following such<lb />leaders will be challenging. However, I am proud<lb />to greet you and grateful to you for giving me the<lb />honor and privilege of serving as your president<lb />during the 1985-1987 biennium.<lb /><lb />There is considerable evidence of deep devo-<lb />tion, capabilities and willingness of NCLA mem-<lb />bership to exalt learning and libraries by volun-<lb />teering to serve on committees or to serve in any<lb />Capacity. This reflects the true spirit of NCLA. It<lb />Seems fitting that I take this opportunity to thank<lb />all of you for your support of our association.<lb /><lb />According to the NCLA Handbook, the presi-<lb />dent may appoint committee chairs and give each<lb />the authority to select members of the committee.<lb />I chose to follow these guidelines. Your requests<lb />for committee participation were sent to each<lb />Chair with the charge to follow NCLA guidelines<lb />for committee representation.<lb /><lb />The 1986-1988 committee chairmen who will<lb />take office during Spring Workshop, April 19,<lb />1986, at Greensboro College are:<lb /><lb />Archives<lb /><lb />Chairman: Maurice C. York<lb />Reference Librarian<lb />Edgecombe County Memorial Library<lb />909 Main Street<lb />Tarboro, NC 27886<lb />Office: 919/823-1141<lb /><lb />Constitution, Codes, and Handbook Revision<lb />Chairman: Doris Ann Bradley<lb /><lb />J. Murrey Atkins Library<lb /><lb />UNCC Station<lb /><lb />Charlotte, NC 28213<lb /><lb />Office: 704/597-2365<lb /><lb />Home: 704/365-2709<lb /><lb />Caucation for Librarianship<lb />hairman: Elizabeth Garner<lb />P.O. Box 723<lb /><lb />Pinehurst, NC 28374<lb />Office: 919/692-8659<lb />Home: 919/295-5475<lb /><lb />Finance<lb /><lb />Chairman: Eunice P. Drum<lb />3001 Sherry Dr.<lb />Raleigh, NC 27604<lb />Office: 919/733-4488<lb />Home: 919/872-2847<lb /><lb />Futures<lb /><lb />Chairman: Arabelle S. Fedora<lb />Coordinator/Media Services<lb />Winston-Salem/Forsyth County Schools<lb />P.O. Box 2513<lb />Winston-Salem, NC 27102<lb />Office: 919/727-2373<lb /><lb />Governmental Relations<lb /><lb />Chairman: William G. Bridgman, Director<lb />Sandhills Regional Library System<lb />1219 Rockingham Road<lb />Rockingham, N.C. 28379<lb />Office: 919/997-3388<lb /><lb />Honorary and Life Membership<lb /><lb />Chairman: Mel Busbin<lb />Department of Library Science<lb /><lb />and Educational Foundation<lb /><lb />Appalachian State University<lb />Boone, NC 28608<lb />Office: 704/262-2180<lb />Home: 704/264-7141<lb /><lb />Intellectual Freedom<lb /><lb />Chairman: Gene D. Lanier<lb />Department of Library<lb /><lb />and Information Studies<lb /><lb />East Carolina University<lb />Greenville, NC 27834<lb />Office: 919/757-6627<lb />Home: 919/756-4108<lb /><lb />Library Resources<lb />Chairman: Mary Alice Wicker<lb />Carthage Elementary School<lb />Box 190<lb />Carthage, NC 28327<lb />Office: 919/947-2781<lb />Home: 919/947-2175<lb /><lb />Media<lb /><lb />Chairman: Johnny Shaver, Director<lb />Division of Media Support Services<lb />State Department of Public Instruction<lb />Raleigh, NC 27611<lb />Office: 919/733-4008<lb />Home: 919/847-0238<lb /><lb />1986 Spring"3<lb /></p>
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        <p>Membership<lb /><lb />Chairman: Rose Simon<lb />Director of Libraries<lb />Salem College<lb />Winston-Salem, NC 27108<lb />Office: 919/721-2649<lb /><lb />Nominating<lb /><lb />Chairman: Mertys W. Bell<lb />5608 Scotland Rd.<lb />Greensboro, NC 27407<lb />Home: 919/299-4592<lb /><lb />Scholarships<lb /><lb />Chairman: Sheila Core<lb />Reference Librarian<lb />Surry Community College<lb />P.O. Box 304<lb />Dobson, NC 27017<lb />Office: 919/386-8121<lb /><lb />Literacy<lb /><lb />Chairman: Judith K. Sutton<lb />Associate Director<lb />Public Library of Charlotte<lb /><lb />and Mecklenburg County<lb /><lb />310 N. Tryon St.<lb />Charlotte, NC 28202<lb />Office: 704/336-2660<lb />Home: 704/364-2613<lb /><lb />Literacy, or lack of it, is much in the news and<lb />on our minds today. Because libraries play an<lb />important role in attacking this national problem,<lb />NCLA is focusing on improving literacy by creat-<lb />ing the Literacy Committee to provide leadership<lb />in defining structure and direction to light the<lb />candle. The quest for literacy embraces all types<lb />of libraries. All library responsibilities are impor-<lb />tant and all contribute to the effort. Illiteracy has<lb />an impact on those who care. NCLA membership<lb />cares! Together we can accomplish much.<lb /><lb />On January 24, the NCLA Executive Board<lb />named Rose Simon second vice-president. In this<lb />capacity, she also becomes NCLA Membership<lb />Committee Chair. We welcome Rose enthusiastic-<lb />ally and look forward to working with her. LetTs<lb />help her increase our membership by the oeach<lb />one recruit one� method!<lb /><lb />oThe best yet!� came through loud and clear<lb />over and over again as we ended the 1985 NCLA<lb />Biennial Conference in October. Neither construc-<lb />tion nor intermittent rain dampened the enthusi-<lb />asm of over 1,400 in attendance. They just ignored<lb />any inconvenience and praised the program pro-<lb />vided. Our people rated Raleigh among the most<lb />convenient and best locations.<lb /><lb />This did not just happen. It was the untiring<lb />efforts of a host of people. The sections and com-<lb />mittees planned excellent programs, secured<lb />super presenters, and participated enthusiastic-<lb /><lb />4"North Carolina Libraries<lb /><lb />ally. Working behind the scenes were Arial Ste-<lb />phens, conference manager; Johnny Shaver, local<lb />arrangements; William Kirwan and Sharon Kim-<lb />ble, exhibits; Larry Roland and Fred Marble,<lb />exhibit advisors; Eunice Drum, treasurer; David<lb />McKay, reception and tour of the GovernorTs<lb />Mansion; Janet Freeman and Marti Smith, regis-<lb />tration; Jean Johnson and the Wake County<lb />Media Specialists, hostesses and registration;<lb />Brenda Hubbard and Larry Roland, program<lb />printing; Hugh Hagaman and Mel Shumaker, pho-<lb />tography; Leland Park, advisor and president.<lb />There were Pat Watson, Tom McDonald, Evelyn<lb />Crimminger, Diane Chiles, Gurney Brady, Sharon<lb />McNeill, Lanny Parker, Raymond Weeks and<lb />Laura Stephens who typed, wrapped, painted,<lb />drew, moved, designed, packed and did whatever<lb />else had to be done. All of these people and more<lb />made my job as conference chairman a pleasure. I<lb />thank all of you for a job well done.<lb /><lb />The 1987 Conference is to be held in Winston-<lb />Salem, October 27-30. Patsy Hansel, Vice-Presi-<lb />dent/President-Elect and Conference Chairman,<lb />is already at work on the plans.<lb /><lb />Best wishes for a productive and pleasant<lb />summer.<lb />|<lb /><lb />Pauline F. Myrick, President ial<lb /><lb />Cover-Ups�<lb />FOR<lb />PAPERBACK PROTECTION<lb /><lb />SIGNIFICANTLY PROLONG<lb />CIRCULATION LIFE<lb /><lb />* STURDY 15 MiL CLEAR PLASTIC COVERS<lb /><lb />* EASY TO APPLY: SCORE, PEEL, PRESS AND<lb />TRIM (Cold application adhesive)<lb /><lb />* ACID FREE; NON-MIGRATING; ONLY 8 SIZES<lb /><lb />ASK FOR OUR MONEY"SAVING<lb />oVALUE COUPONS�<lb /><lb />JanWay Company<lb />Academy Road<lb /><lb />R.D.#3 Box 211<lb /><lb />Cogan Station, PA 17728<lb />(717) 494-1239<lb /><lb />(You may call collect)<lb /><lb /></p>
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          <lb />Foreword<lb /><lb />Richard Wells, Guest Editor<lb /><lb />The monologue is most peopleTs favorite form of conversation.<lb /><lb />I will try not to fulfill the above prophecy by<lb />keeping this foreword brief.<lb /><lb />The only real, consistent criticism I have<lb />heard of community college librarians is that they<lb />do not write enough about their field. When I see<lb />former colleagues, classmates, and professors at<lb />Conferences and meetings, we exchange the nor-<lb />mal inquiries concerning our specialities in rela-<lb />tion to budgeting and staffing. However, it never<lb />Seems to fail that when librarians ponder the fact<lb />that I am in community college librarianship, they<lb />ask me directly: oWhy is it that so little is pub-<lb />lished by community college librarians?�<lb /><lb />In the past, I would go on and on about the<lb />Many demands upon our time and energy until<lb />the questionerTs eyes glassed over and he became<lb />Temorseful for ever asking. It was somewhat diffi-<lb />Cult not to receive these inquiries personally; I<lb />Was very aware of the wealth of subjects that I<lb />Should be researching, writing and publishing on<lb />@ weekly basis.<lb /><lb />Indeed, community college librarianship has<lb />Not been tapped as a source for those who do<lb />have the time and talent to write. The variety of<lb />Subjects is immense. The two-year college library,<lb />or the Learning Resources Center is so new in<lb />relation to its colleagues in librarianship that<lb />�,�ven its brief history does not limit the possibili-<lb />ties. Changes, or better, innovations are occurring<lb />ve quickly that we should be reporting to our col-<lb />leagues just to inform them of pitfalls and easier<lb />Methods of obtaining ends.<lb /><lb />As you can see, I am avoiding the original<lb />Question of why.are we so print-silent. Possibly, I<lb />am a good example of my colleagues in this field:<lb /><lb />Pon entrance into the community college library<lb />almost ten years ago, I was amazed at the many<lb />teresting programs, ideas, and services that<lb />Were present and positive that I would write<lb />Numerous articles that would inform, enlighten,<lb />and delight. I managed to write and publish one.<lb /><lb />ee<lb /><lb />oe Wells is Coordinator of Library Services at Randolph<lb /><lb />ea College in Asheboro, NC, and is a member of the<lb />rial Board of North Carolina Libraries.<lb /><lb />Wilson Library Bulletin (1959:420)<lb /><lb />It was just too easy to become embroiled in<lb />the battle that all of us fight: budgeting, staffing,<lb />management, bibliographic instruction, commit-<lb />tees, goal-setting, etc: Writing fell to the lower part<lb />of the long list. (If there is a struggling new asso-<lb />ciate professor reading this at a university con-<lb />cerned over the unwritten opublish-or-perish�<lb />rule and viable subjects for research, I invite you<lb />to consider the community college. You could<lb />base the remainder of your publishing career on<lb />this:.:s3)<lb /><lb />Without beginning to remind the reader of<lb />oAn Apology for Poetry,� in defense of my col-<lb />leagues, part of our print-silence could be due to<lb />the diversity of North Carolina Learning Resour-<lb />ces Centers. Each maintains a multi-faceted<lb />operation; sometimes including an audiovisual<lb />component, instructional branch, GED or Adult<lb />Basic Education, HRD, Human Resources Devel-<lb />opment; some even have print shops and graphic<lb />design departments.<lb /><lb />Many librarians who publish hold a position<lb />that allows them the time to do so without leaving<lb />the reference desk vacant. And, in many cases,<lb />the upper management of a library is expected to<lb />publish periodically. In the case of the community<lb />college, those who became deans of learning<lb />resources, directors, or even assistant vice-presi-<lb />dents were once librarians who now must manage<lb />a very diverse and large gaggle of professionals.<lb />Due to this need for management skills, most have<lb />taken advanced training and degrees in manage-<lb />ment and administration instead of librarianship.<lb />The library has become another department in a<lb />division.<lb /><lb />So end my lame excuses for not informing<lb />the world (or at least North Carolina) of our<lb />exploits. It is likely you are beginning to nod fit-<lb />fully at this point.<lb /><lb />There is no need for an explanation of LRCs,<lb />a brief history of community colleges or the like in<lb />this foreword: These areas are covered well in the<lb />following articles. The intention of this issue is to<lb />display some of the wide diversity and nontradi-<lb />tional programs that are ongoing at community<lb /><lb />1986 Spring"5<lb /><lb /></p>
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        <p>colleges, for diversity and nontraditional are our<lb />favorite modifiers. We are constantly diversifying<lb />in order to meet the needs of nontraditional stu-<lb />dents. Nontraditional methods are employed in<lb />order to satisfy the diversity of our demands.<lb /><lb />Why is community college librarianship dif-<lb />ferent? Without sounding flippant, it is due to our<lb />wide range of clientele. Although in a college set-<lb />ting, our students do not live on campus or see<lb />college as their number one priority. (The latter is<lb />hard for some to understand at first.) Our stu-<lb />dents or patrons are older than traditional col-<lb />lege students; most have families; most have<lb />either a full or part-time job; most are making a<lb />sacrifice in order to train or re-train for an occu-<lb />pation or vocation. And, as pragmatic and out of<lb />character as it appears for institutions of higher<lb />learning, the majority expect to learn something<lb />that can immediately improve their employment<lb />and hence economic standing. Even the faculty<lb />mirror the nontraditional philosophy: many in<lb />the vocational areas do not hold college degrees.<lb />(How many four-year colleges offer a degree in<lb />welding or automotive body repair?)<lb /><lb />How does the community college librarian<lb />cope with this wide range of backgrounds? It ba-<lb />sically comes down to attitude. One must be able<lb />to build upon tradition, not throw it away, and<lb />use instincts and common sense that can only be<lb />learned, not taught.<lb /><lb />There have been several well-researched and<lb />carefully written articles in the past few years<lb />concerning specialized instruction for those want-<lb /><lb />ing to go into the community college library (this<lb />issue included), with most concluding that there<lb />is little in the manner of special offerings or tracts<lb />of courses for these people. I do not think that we<lb />have been forgotten or slighted. Indeed, possibly<lb />not preparing one specifically for a type of library<lb />setting is preferable. I have always felt the librar-<lb />ian should have as broad a background as possi-<lb />ble. Keep in mind this is a matter of opinion. I do<lb />not want to flood the next issueTs oLetters to edi-<lb />tor� section with well-versed rebuttals.<lb /><lb />In working daily with faculty who have spent<lb />their careers in one speciality, I have found them<lb />to look askance at someone who specializes in the<lb />general: ie., at first meeting. Later, they tend to<lb />appreciate the generalist more, albeit, sometimes<lb />grudgingly; but most do come around. I must<lb />digress here and mention that I took this to the<lb />extreme when young and foolish, (fresh from<lb />graduate school), and considered myself a oRen-<lb />aissance Man.� If you are contemplating the<lb />community/technical college, I would suggest you<lb />not use that misnomer.<lb /><lb />Librarians in the two-year college setting<lb />must be versatile. The articles in this issue reflect<lb />that wide range of flexibility. From the basic need<lb />of bibliographic instruction for incoming students<lb />to COMCAT projects to ZOCs that involve many<lb />different types of libraries, North CarolinaTs com-<lb />munity college librarians are involved in the tradi-<lb />tional and the innovative. It is intended that the<lb />very diversity of the articles in this issue will help<lb />to expose the multiformity of the libraries they<lb /><lb />represent.<lb /><lb />IM)<lb />iC<lb /><lb />Freedom to Read Foundation<lb /><lb />The battle is an important one. Today<lb />reports of attempts to censor books<lb />and information are at record highs.<lb />Any book, magazine, photograph<lb /><lb />or other material can be the target<lb /><lb />of would-be censors from the left,<lb />right or center.<lb /><lb />Your membership in the Freedom<lb />to Read Foundation can make a<lb />difference in protecting the free flow<lb />of information and ideas"the basic<lb />principles of the First Amendment.<lb /><lb />The Foundation is a 14-year-old<lb />organization of librarians, lawyers,<lb />educators, booksellers, authors,<lb />publishers and other concerned citi-<lb />zens who have joined together to<lb />safeguard the tradition of-free expres-<lb />sion in America. The Foundation<lb />provides legal and financial support<lb />to those at the frontline of censorship<lb />challenges.<lb /><lb />Your membership in the<lb />Freedom to Read Foundation will:<lb /><lb />¢ help support librarians across the<lb />nation who are beleaguered by<lb />raids on our libraries<lb /><lb />* expand the freedom to read by<lb />offering legal and financial help<lb />in cases involving authors, pub-<lb />lishers and booksellers<lb /><lb />* entitle you to the Freedom to Read<lb />Foundation News, a quarterly<lb />newsletter on censorship trends,<lb />current court cases, legislative<lb />developments, and reports<lb />of successes in bouts with censors.<lb /><lb />Books and ideas aren't dangerous . . .<lb />but information restraints on a free<lb />people are. Protect the future of<lb /><lb />the First Amendment. Join the<lb />Freedom to Read Foundation.<lb /><lb />Yes, | want to become active in the<lb />Freedom to Read Foundation.<lb /><lb />My membership check for $<lb /><lb />is enclosed. This tax-deductible<lb />contribution entitles me to vote for<lb />Foundation trustees and to receive<lb />the quarterly Freedom to Read<lb />Foundation News.<lb /><lb />$10 student O $100 sponsor<lb />O $25 regular $500 patron<lb />0 $50 contributing 0 $1000 benefactor<lb /><lb />Name<lb /><lb />Address<lb /><lb />City State Zip<lb /><lb />Please make checks payable to<lb />Freedom to Read Foundation and<lb />mail to Freedom to Read Foundation,<lb />50 E. Huron St., Chicago, IL 60611.<lb /><lb />a LS<lb /><lb />6"North Carolina Libraries<lb /></p>
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          <lb />Learning Resources Concept<lb /><lb />Position Paper<lb />NCCCLRA Position Paper Committee<lb /><lb />Learning Resources Concept<lb /><lb />Community and junior colleges have been in<lb />the forefront in the establishment of the concept<lb />of learning resources in higher education. Due to<lb />the widely divergent learning needs of its hetero-<lb />8eneous student body, in a world of rapidly<lb />Changing technologies, the comprehensive com-<lb />Munity college demands a multi-dimensional<lb />approach to education. The North Carolina<lb />Community College Learning Resources Associa-<lb />tion (NCCCLRA) has developed this paper to<lb />State the AssociationTs position relating to the<lb />learning resources concept and its effective appli-<lb />Cation for North Carolina community colleges,<lb />technical institutes, and technical colleges.<lb /><lb />The Past a Foundation<lb /><lb />The importance of the learning resources<lb />Concept began to emerge in the late Sixties, as the<lb />Tole of the library in instruction received increas-<lb />ing acknowledgment and emphasis. The term<lb />4 ~learning resources center� was first used offi-<lb />Cially at a conference in 1967 which was jointly<lb />Sponsored by the American Library Association<lb />(ALA), the American Association of Junior Col-<lb />leges (AAJC), and the University of California at<lb />Los Angeles (UCLA). A committee representing<lb />ALA and AAJC, later to include the Association of<lb />Education Communications and Technology<lb />(AECT), developed a set of guidelines which were<lb />@Pproved and adopted by all three national<lb />°rganizations in 1972. These Guidelines are a<lb />Milestone in the history of the philosophy and<lb />Concept of learning resources. The North Carolina<lb />Community College Learning Resources Associa-<lb />tion endorses the oGuidelines� as descriptive<lb /><lb />Standards for an effective Learning Resources<lb />Program.<lb /><lb />Po<lb /><lb />members of the NCCCLRA Position Paper Committee are<lb /><lb />R �,�rtys Bell, Chairman, Jim Foster, Betty Lawing, Karen Noel,<lb /><lb />on Plummer, John Thomas, Ed Shearin, ex officio, Marjorie<lb />itaker, and Larry Wolfe.<lb /><lb />North Carolina Trends<lb /><lb />In North Carolina, librarians and other media<lb />personnel had become professionally aware of the<lb />emerging philosophy during the Sixties, and were<lb />already working with their local community col-<lb />leges and technical institutes to expand their ser-<lb />vices to support changing techniques of instruc-<lb />tion to serve an oopen-doorT� clientele. In the early<lb />and middle Seventies, a majority of the libraries in<lb />the North Carolina Community College System<lb />evolved into learning resources centers, beginning<lb />with the addition or combining of the audiovisual<lb />component and/or the learning laboratory with<lb />the library.<lb /><lb />The history and philosophy of the North<lb />Carolina Community College Learning Resources<lb />Association has followed the pattern of the evolu-<lb />tion of the learning resources concept. The North<lb />Carolina Community College Library Association,<lb />organized in 1967, changed its name to the North<lb />Carolina Community College Educational Media<lb />Association in 1969 to reflect the integration of all<lb />types of media. In 1973 the Association adopted<lb />the learning resources concept and changed its<lb />name to the North Carolina Community College<lb />Learning Resources Association. In 1985,<lb />NCCCLRA is renewing its commitment to the con-<lb />cept. No particular configuration of components<lb />is endorsed, as such evolution depends upon the<lb />needs and objectives of the particular institution.<lb />Future implications and diretions will open new<lb />vistas of change and challenge for community col-<lb />leges in this computer/communications era of an<lb />information society.<lb /><lb />Learning Resources Programs<lb /><lb />A Learning Resources program is an instruc-<lb />tional support system"learner centered"which<lb />provides materials, equipment, people and servi-<lb />ces to support and implement the collegeTs<lb />instructional program. In an attractive environ-<lb />ment which emphasizes learning, a comprehen-<lb />sive Learning Resources program is a cooperative,<lb />college-wide effort to provide a diversity of<lb /><lb />1986 Spring"7<lb /></p>
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        <p>options for study, research, and cultural devel-<lb />opment of students, faculty, staff, and the adult<lb />community. In addition to the integration of var-<lb />ious types of media, the learning resources con-<lb />cept implies a systematically developed program<lb />which allows materials, equipment, and tech-<lb />niques to be efficiently and effectively used. The<lb />Learning Resources program assists faculty in the<lb />use of all forms of instructional media (print and<lb />non-print), provides continuity in individualized<lb />instruction, and ensures centralized access to the<lb />materials and services.<lb /><lb />A chief administrator, who centralizes and<lb />coordinates the various services of the learning<lb />resources center, is essential to the management<lb />and success of the learning resources program.<lb />This administrator reports to the administrative<lb />officer of the college responsible for the instruc-<lb />tional program and has the same administrative<lb />rank and status as others with similar institu-<lb />tional-wide responsibilities.<lb /><lb />As stated in the oGuidelines for Two-Year<lb />Learning Resources Programs,� the Learning<lb />Resources program has a fourfold role: (1) to<lb />provide leadership and assistance in the devel-<lb />opment of instructional systems which employ<lb />effective and efficient means of accomplishing<lb />those objectives; (2) to provide an organized and<lb />readily accessible collection of materials and sup-<lb />portive equipment needed to meet institutional,<lb />instructional, and individual needs of students<lb />and faculty; (3) to provide a staff qualified, con-<lb />cerned, and involved in serving the needs of stu-<lb />dents, faculty, and community; and (4) to<lb />encourage innovation, learning, and community<lb />service by providing facilities and resources which<lb />will make them possible.<lb /><lb />Learning Resources Centers<lb /><lb />The expansion of the traditional library to<lb />include a variety of the components of the<lb />instructional process has generally resulted in<lb />changing the name from oLibrary� to oLearning<lb />Resources Center� (or oEducational Resources<lb />Center� or oLibrary/Learning Center�) to denote<lb />its increased instructional support services. The<lb />Learning Resources Center is an administrative<lb />configuration within the institution which applies<lb />a systematic approach to the supervision and<lb />management of certain learning resources com-<lb />ponents, regardless of the location within the<lb />physical environment of the college. The Learning<lb />Resources program is more a concept than a<lb />place, and is most concerned with functions. Such<lb />an integrated approach varies with institutions.<lb /><lb />8"North Carolina Libraries<lb /><lb />Each Learning Resources Center is developed<lb />harmoniously within the local pattern of organi-<lb />zation and institutional goals. There is no univer-<lb />sal model. The Learning Resources program has<lb />as its core the library and audiovisual services,<lb />and may also include various other instructional<lb />services such as the individualized learning cen-<lb />ter, tutorial services, career center, computer lab,<lb />or instructional development center. Flexibility is<lb />the key element as colleges and their instructional<lb />objectives change to adapt to curricular needs<lb />and emerging technologies.<lb /><lb />Advantages<lb /><lb />There are clear advantages in a centralized<lb />Learning Resources program: more efficient man-<lb />agement of learning resources and _ services;<lb />greater flexibility in the utilization of budgets,<lb />staff, and facilities; financial accountability; co-<lb />ordination; and cooperation. Consultation and<lb />planning with administration and faculty to assist<lb />students to achieve their individual educational<lb />goals is both simplified and enhanced with such a<lb />structure. Whether the need is for basic education,<lb />a diploma, a certificate, an associate degree, or for<lb />upgrading skills, a strong Learning Resources<lb />program provides for all levels of academic abili-<lb />ties. Offering appropriate resources (print, non-<lb />print, and human) with instructional services<lb />enhances the entire educational program of an<lb />institution.<lb /><lb />Through its basic library component, the<lb />Learning Resources Center provides instruction<lb />and access to learning materials at all levels and<lb />in all forms (books, periodicals, films, slides, video<lb />and audio cassettes, computer software, reference<lb />service, research assistance, interlibrary loans,<lb />and bibliographic instruction).<lb /><lb />The audiovisual component supplies, main-<lb />tains, and distributes supportive equipment (film<lb />and slide projectors, tape recorders/players,<lb />video recorders/players and monitors); produces<lb />media for instruction, including graphics and<lb />photography; and may be responsible for tele-<lb />communications (video production, closed circuit<lb />and cable television, telecourses) and instruc-<lb />tional design and development.<lb /><lb />A variety of additional instructional services<lb />may be included: a learning center; tutorial servi-<lb />ces; individualized instruction in reading, writing,<lb />and math; computer skills; testing; self-instruc-<lb />tional courses; and instructional design and<lb />development. The individualized instruction cen-<lb />ter or instructional services component may serve<lb />several areas of instruction, including credit and<lb />non-credit courses.<lb /></p>
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        <p>The Future a Challenge<lb /><lb />The potential of a Learning Resources pro-<lb />gram is far-reaching, including services to adults<lb />Pursuing lifelong learning (especially Adult Basic<lb />Education and GED programs), services to the<lb />business and industrial community, and partici-<lb />Pation in consortia (area, regional, statewide) for<lb />resource and information sharing.<lb /><lb />The Learning Resources Center is a catalyst<lb />for innovation, introducing new information and<lb />delivery systems, and new instructional technolo-<lb />Sles.<lb /><lb />In summary, a comprehensive Learning Re-<lb />Sources Center is a dynamic and unique asset to a<lb />College, capable of enriching, vitalizing, and per-<lb />SOnalizing the educational program for faculty,<lb /><lb />Students, and community al<lb /><lb />aes MabyAre a Saar Inc.<lb /><lb />WHAT DO YOU LOOK FOR IN A BINDERY?<lb /><lb />e Your collection deserves the binding<lb />excellence attained through 226 years .<lb />experience.<lb /><lb />(@r-vathilzve mm obVantal-m Ml o)e-lavan =Jialelialemiarienenice<lb />we offer you a choice.<lb /><lb />e Select Class oA� binding or try our Superflex.<lb />=) e Both are fully guaranteed in materials and<lb />old daar: lalsiall oF<lb /><lb />SERVICE, QUALITY, AND FAIR PRICES... THE RUZICKA WAY.<lb /><lb />Come by for a personal tour of our facilities.<lb />(OF-li olan ahcom cola oyclaclelelr-lace<lb /><lb />911 Northridge Street ¢ P. O. Box 21568 e Greensboro, North Carolina 27420<lb />Telephone (919) 299-7534<lb /><lb />Vale Gl Urs a @) a) oleyaderaliavan nen) elie)<lb /><lb />1986 Spring"9<lb /></p>
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        <p>
          <lb />
          <lb />An Opportunity and a Challenge<lb /><lb />Mertys W. Bell<lb /><lb />Communication"the sharing of informa-<lb />tion"is a primary challenge as we seek to satisfy<lb />the need for a literate society and for lifelong<lb />learning for the adults of North Carolina. We take<lb />advantage of the technologies which permit easy<lb />creation, transmission, reception, storage, retrie-<lb />val, and replication of information. To quote Stan-<lb />ley Huffman, Jr., of Virginia Polytechnic Institute<lb />and State University in Blacksburg, oHow symbo-<lb />lism is created, how the appropriate medium is<lb />selected for transmission of ideas, and how such<lb />resources are made accessible on a broad base is<lb />what communication is all about.�!<lb /><lb />In designing learning experiences, learning<lb />systems, and learning materials, we must con-<lb />sider the varied interests, abilities, and needs of<lb />individuals so that large numbers of people may<lb />be served effectively. I would like to relate these<lb />considerations to a brief synopsis of the develop-<lb />ment and purpose of community colleges, espe-<lb />cially in North Carolina, and their learning<lb />resources centers, and follow up with a descrip-<lb />tion of the interrelationships of community col-<lb />leges, their learning resources centers, and the<lb />Division of Educative Services of the UNC Center<lb />for Public Television.<lb /><lb />The comprehensive community college is<lb />acknowledged to be one of the most dynamic sec-<lb />tors of higher education, and is uniquely Ameri-<lb />can. Serving learners at all levels of preparation<lb />and scholastic abilities"the oopen door policyT"<lb />necessitates a multimedia approach. Non-tradi-<lb />tional students need new instructional tech-<lb />niques. The obvious need for supportive resources<lb />and diverse services for instruction actually led to<lb />the development of learning resources centers.<lb /><lb />North Carolina was slow to develop public<lb />community colleges. In 1952, the Hurlburt Com-<lb />missionTs study pointed out the need for commu-<lb />nity colleges in North Carolina, but its recom-<lb />mendation was not passed by the 1953 General<lb />Assembly. It was not until 1957, during Governor<lb />Luther HodgesT administration, that the General<lb /><lb />Mertys W. Bell is the Former Dean of Learning Resources,<lb />Guilford Technical Community College in Greensboro.<lb /><lb />10"North Carolina Libraries<lb /><lb />Assembly passed the Community College Act. At<lb />the same time, funds were made available to pro-<lb />vide an educational program in industrial edu-<lb />cation"initiating a statewide system under the<lb />State Board of Education of area industrial edu-<lb />cation centers (IECs) offering technical and<lb />skilled training to selected high school youths and<lb />adults. By 1961, there were eighteen IECTs and<lb />two in the planning stage. At the same time, six<lb />community (junior) colleges were developing,<lb />reporting to the State Board of Higher Education.<lb />Seeing the need for better planning, Governor<lb />Terry Sanford appointed the Carlyle Commission<lb />(the GovernorTs Commission on Education Be-<lb />yond the High School), which in 1962 recom-<lb />mended that the two types of institutions be<lb />brought into one administrative organization<lb />under the State Board of Education.<lb /><lb />Among the notable members of the Carlyle<lb />Commission were Dallas Herring, Chairman of the<lb />State Board of Education, and William C. Friday,<lb />President of the University of North Carolina. In<lb />July, 1963, the General Assembly enacted General<lb />Statute 115A, which provided for the establish-<lb />ment of the Department of Community Colleges"<lb />a comprehensive community college system"with<lb />Dr. I. E. Ready as Director.2 Between 1964 and<lb />1968, all of the industrial education centers<lb />became technical institutes or comprehensive<lb />community colleges. After 1979 legislation, many<lb />technical institutes became technical colleges. In<lb />1981, the responsibility for community colleges<lb />was placed in a State Board of Community Col-<lb />leges.3<lb /><lb />According to the Biennial Report, 1976- 1978,<lb />of the North Carolina Community College System,<lb />oThe purpose of the North Carolina Community<lb />College System is to fill the gap in educational<lb />opportunity existing between high school and the<lb />senior college and university. In carrying out this<lb />role, the technical institutes and community col-<lb />leges offer academic, cultural and occupational<lb />education, and training opportunities from basic<lb />education through the two-year college level, at a<lb />convenient time and place and at a nominal cost,<lb />to anyone who can learn and whose needs can be<lb />met by these institutions.�* Quite a challenge!<lb /></p>
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        <p>A comprehensive curriculum ... new courses<lb /><lb />and new techniques ... remedial programs ...<lb />Occupational training ... adult and continuing<lb />education ... low tuition ... community orienta-<lb />tion ... Community colleges were oreaching out!� A<lb />new pattern of integrating working and learning<lb />Was evolving to meet the needs of a new student<lb />Clientele. With a current enrollment in 58 institu-<lb />tions of over 600,000 (one in seven adults in North<lb />Carolina), todayTs community college students are<lb />Older, 51% female, and are working and learning<lb />at the same time.<lb />__ An average of two new public junior colleges<lb />�"� the United States opened each week between<lb />1965 and 1970"the heyday of two-year college<lb />growth. Also in the late Sixties, the importance of<lb />the learning resources concept began to emerge<lb />as the role of the library in instruction received<lb />increasing acknowledgment and emphasis. Dr.<lb />Louis ShoresT Library-College concept and his<lb />definition of the ogeneric book� set the stage. He<lb />defined the ogeneric book� as othe sum total of<lb />ManTs communication possibilities. It includes all<lb />Media formats, subjects, and levels.� A compre-<lb />hensive Learning Resources Program is a coopera-<lb />tive, college-wide effort to provide a diversity of<lb />°ptions for study, research, and cultural devel-<lb />pment of students, faculty, staff and the adult<lb />Community. Besides integrating the various types<lb />of media, the learning resources concept implies a<lb />Systematically developed program that allows<lb />Materials, equipment, and techniques to be<lb />accessible, effective, and efficiently used.<lb /><lb />The comprehensive community<lb />College is acknowledged to be<lb />One of the most dynamic sec-<lb />tors of higher education, and is<lb />uniquely American.<lb /><lb />Following a national trend, in North Carolina<lb />Various resource components were combined or<lb />evolved to fill specific needs, resulting in an admin-<lb />istrative unit called the oLearning Resources Cen-<lb />ter,� with a chief administrator to centralize,<lb />Manage, and coordinate the various services<lb />(components). Library services, audiovisual ser-<lb />Vices, then a variety of instructional services were<lb />added. In North Carolina, learning labs (now<lb />often called olearning centers�) were introduced<lb />in 1964 to provide a programmed systems<lb />@pproach for individualized learning. These learn-<lb />Ng centers joined with other instructional servi-<lb /><lb />ces which have been coordinated through the<lb />LRCs, such as tutorial programs, instructional<lb />design, and development, telecourses, Computer<lb />Assisted Instruction (CAI), self-instructional<lb />courses, testing, career centers, and special labs.<lb />These have been exciting and challenging years!<lb />From about 1968 to 1978, new learning resources<lb />centers were developing throughout the North<lb />Carolina Community College System. In 1979, Dr.<lb />Ernest TompkinTs study of the 57 institutions then<lb />in operation revealed that 53 had LRCs with two<lb />or more components.® Many four-year institutions<lb />have also developed learning resources centers.<lb /><lb />Related professional associations reflected<lb />changes in the roles of libraries and learning<lb />resources centers. The North Carolina Commu-<lb />nity College Library Association, organized in<lb />1967, changed its name to the North Carolina<lb />Community College Educational Media Associa-<lb />tion to show the integration of all types of media.<lb />Then in 1973, when the association adopted the<lb />learning resources concept, its name was changed<lb />to the North Carolina Community College Learn-<lb />ing Resources Association (NCCCLRA). In 1985,<lb />NCCLRA renewed its commitment to the concept<lb />and published a position paper for reference and<lb />distribution.T Offering resources (print, non-print,<lb />human) with instructional services enhances the<lb />entire educational program of an institution.<lb />ACCESS, SERVICE, and INSTRUCTION are the<lb />primary functions of an LRC"an information<lb />network and instructional support system. More<lb />efficient management of resources and services,<lb />greater flexibility in the utilization of staff, facili-<lb />ties, and budget, financial accountability, coordi-<lb />nation and cooperation"these are some of the<lb />opayoffs.� The potential of a Learning Resources<lb />Program is far-reaching, including services to<lb />adults pursuing lifelong learning, especially Adult<lb />Basic Education, Adult High School and General<lb />Educational Development (GED) programs, ser-<lb />vices to the business and industrial community,<lb />and participation in consortia for resource and<lb />information sharing.<lb /><lb />The North Carolina Consortium for Instruc-<lb />tional Telecommunications (NCCIT), begun in<lb />1978 and initiated by Durham Technical Institute,<lb />is an excellent example of networking in this<lb />state. The support services for instructional tele-<lb />communications which have been provided by the<lb />UNC Center for Public Television have been and<lb />are a notable contribution to education in North<lb />Carolina. The UNC Center for Public Television<lb />was created in 1980. Telecowrses are now being<lb />offered through the combined efforts of the UNC<lb />Center for Public Television, the North Carolina<lb /><lb />1986 Spring"11<lb /></p>
        <pb facs="00027310_0016" />
        <p>Department of Community Colleges, and other<lb />participating colleges and universities. Courses<lb />are offered on the semester system and range<lb />from eleven to fifteen weeks in length. Students<lb />register at their local participating college or uni-<lb />versity. Surely telecourses are a viable, conven-<lb />ient, and flexible option for learning"for college<lb />credit or for self-development. Teleprograms,<lb />such as oJust Around the Corner� (ABE), oAn-<lb />other Page� (Pre-GED) and oGED� are televised<lb />instructional programs which are serving adult<lb />learners at all levels and aiding in the fight to<lb />eliminate illiteracy in North Carolina. It is still<lb />shocking to realize that nearly a million adults in<lb />North Carolina (virtually one adult of each three)<lb />have only eight years of formal education or less,<lb />and almost a third of a million have no education<lb />beyond the fifth grade!<lb /><lb />Teleconferencing is another important sup-<lb />port service in the area of instructional telecom-<lb />munications being offered by the UNC Center for<lb />Public Television. Teleconferencing"the trans-<lb />mission of a picture and sound to many recei-<lb />vers"allows groups to gather and participate in<lb />meetings, instructional programs, or workshop<lb />sessions. The Center has a portable satellite<lb />receiving dish which is available upon request (as<lb />scheduling permits) for member institutions of<lb />the University system, community colleges, and<lb />other state government agencies.? Placing these<lb />components"telecourses, teleprograms, and tele-<lb />conferencing"under one umbrella (the Division<lb />of Educative Services) is another illustration of<lb />increasing coordination and cooperation by com-<lb />bining similar and vital components for efficient<lb />management and provision of quality instruc-<lb />tional telecommunications for North Carolina<lb />adult learners.<lb /><lb />In most of the North Carolina community/<lb />technical colleges and technical institutes, the<lb />Learning Resources CentersT personnel with their<lb />expertise have acted as local coordinators, liai-<lb />sons, managers, and/or promoters of telecourses,<lb />teleprograms, and teleconferences. Of course, the<lb />curriculum department chairmen make the selec-<lb />tions of courses to offer and the instructors, who<lb />register, meet students for orientation and exams;<lb />but the Learning Resources Center is always heav-<lb />ily involved in the dissemination of information<lb />about telecourses, the design and production of<lb />brochures, etc., and is customarily the oagent�<lb /><lb />12"North Carolina Libraries<lb /><lb />who interacts with the Center for Public Tele-<lb />vision. It is usually an LRC staff member who<lb />arranges for leases and copies of the telecourses<lb />to be available for students who miss a oclass� or<lb />need to review televised lessons before exams,<lb />and who distributes information from the Center<lb />for Public Television. The mechanics of telecourses<lb />are in place and may vary from institution to<lb />institution.<lb /><lb />Hand in hand, the Learning Resources Cen-<lb />ter, the local college, and the Center for Public<lb />Television work together to provide the educa-<lb />tional option of instruction by telecommunica-<lb />tions. This partnership ensures a smoother<lb />operation and promotes communication, coordi-<lb />nation, and cooperation within the institution and<lb />statewide. There is a similarity in the two: in both<lb />the Division of Educative Services of the UNC<lb />Center for Public Television and in the Learning<lb />Resources Center, similar functions have been<lb />amalgamated and coordinated so that the public<lb />can be better served. Through telecommunica-<lb />tions North Carolina is exemplifying a partner-<lb />ship in education which meets the needs of a<lb />diverse group of people and institutions. This is<lb />another case of maximizing resources and ser-<lb />vices"an OPPORTUNITY and a CHALLENGE!<lb /><lb />REFERENCES<lb /><lb />1, Stanley A. Huffman, Jr., Technology, Knowledge and Society<lb />(Testimony prepared for the open hearings at the White House<lb />Conference on Libraries and Information Services, November<lb />15-19, 1979, Washington, DC).<lb /><lb />2. Kenyon Bertel Segner, III, A History of the Community Col-<lb />lege Movement in North Carolina, 1927-1963 (Kenansville:<lb />James Sprunt Press, 1974),<lb /><lb />3. Report of the Community College and Technical Institute<lb />Planning Commission (Terry Sanford, Chairman) (Raleigh:<lb />North Carolina Community College and Technical Institute<lb />Planning Commission, 1980).<lb /><lb />4. North Carolina Community College System: Biennial Report,<lb />1976-1978 (Raleigh: State Board of Education, 1978), 16.<lb /><lb />5. Louis Shores, Library-College, U.S.A.: Essays on a Prototype<lb />Jor an American Higher Education (Tallahassee: South Pass<lb />Press, 1970).<lb /><lb />6. Ernest W. Tompkins, Learning Resources Centers in the<lb />North Carolina Community College System; a Status Study,<lb />1979 (Ph.D. dissertation. Raleigh: North Carolina State Univer-<lb />sity, 1980).<lb /><lb />7. Learning Resources Concept: a Position Paper. North Caro-<lb />lina Community College Learning Resources Association, 1985).<lb />8. Go to College (Brochure). Raleigh: The University of North<lb />Carolina Center for Public Television, 1985).<lb /><lb />9. Go to School (Brochure). (Raleigh: The University of North<lb />Carolina Center for Public Television, 1985). |<lb /><lb />Cu<lb /></p>
        <pb facs="00027310_0017" />
        <p>We<lb /><lb />THE WILSON<lb />VIDEO RESOURCE COLLECTION<lb /><lb />American Storytelling  Booktalking with Storytelling with<lb />Series Joni Bodart Caroline Feller Bauer<lb />A Storytel Enterprises Production Ready 28 minutes Full Color, with Ready 28 minutes Full Color, with<lb /><lb />June 1986 4 videocassettes, August 1986<lb />4 videocassettes approx. 30 minutes<lb />Full Color, with Viewer's Guide $99 tent.<lb />U.S. and Canada, $109 tent. other countries.<lb /><lb />This new series introduces an<lb />age-old art form to oda<lb />most popular medium. Each<lb />videocassette presents two or<lb />three stories told by the finest<lb />American storytellers.<lb /><lb />Dictionary of<lb />Military Terms<lb /><lb />Trevor N. Dupuy, Curt Johnson, and<lb /><lb />1 race P. oe March 1986 210pp.<lb />SBN 0-8242-0717-3 $23 tent. U.S. and<lb />Canada, $26 tent. other countries.<lb /><lb />his handy reference work pro-<lb />Vides concise definitions of<lb />Some 2,500 terms pertaining to<lb />all aspects of armed conflict from<lb /><lb />User's Guide $89 U.S. and Canada,<lb />$99 other countries.<lb /><lb />Joni Bodart details the basic<lb />techniques she uses when<lb />planning and delivering booktalks:<lb />she and two colleagues demon-<lb />strate the finished product per-<lb />formed before live audiences.<lb /><lb />NEW PUBLICATIONS<lb /><lb />Sears List of Subject<lb />Headings, 13th Edition<lb /><lb />May 1986 ISBN 0-8242-0730-0<lb />Price to be announced.<lb /><lb />Revised and updated. this new<lb /><lb />edition features additional scope<lb />notes and references, as well as<lb />expanded headings in childrenTs<lb />literature, health services, com-<lb /><lb />Stories Behind Words<lb /><lb />By Peter Limburg January<lb />300pp. ISBN 0-8242-0718-1<lb />$30 U.S. and Canada,<lb /><lb />$35 other countries.<lb /><lb />This book presents a wealth of<lb />social, linguistic, and cultural<lb />information, tracing the evolution<lb />of almost 300 English words.<lb /><lb />ancient times to the nuclear age.<lb /><lb />puters, and video technology.<lb /><lb />User's Guide $89 U.S. and Canada,<lb />$99 other countries.<lb /><lb />Caroline Bauer demonstrates her<lb />storytelling skills in front of a<lb />school-age audience and explains<lb />how to use them ina library or<lb />classroom in this lively instruc-<lb />tional videotape.<lb /><lb />Twenty Tellable Tales<lb /><lb />Edited by Margaret Read MacDonald<lb />February 1986 240pp. ISBN 0-8242-<lb />0719-X $28 U.S. and Canada,<lb /><lb />$32 other countries.<lb /><lb />A collection of 20 folktales from<lb />around the world, perfect for<lb />reading aloud to children up to<lb />sixth-grade level, this work also<lb />offers instructions for shaping,<lb />learning, and telling the tales.<lb /><lb />1986<lb /><lb />NEW! CURRENT BIOGRAPHY EXPANDED BY 40%<lb /><lb />Current Biography<lb /><lb />Annual subscription: 11 monthly issues<lb />ISSN 0011-3344 $42 U.S. and Canada,<lb />$52 other countries.<lb /><lb />Beginning with the January 1986<lb />issue, Current Biography goes<lb />from 48 to 64 pages, with the<lb />number of articles increased by<lb />more than 40%" from 12 to as<lb />many as 18 profiles in each<lb />issue, or nearly 200 per year.<lb /><lb />Current Biography<lb />Yearbook 1985<lb /><lb />Ready 508pp. ISSN 0084-9499<lb />$35 U.S. and Canada, $45 other countries.<lb /><lb />The 1985 Yearbook cumulates the<lb />profiles and obituaries included in<lb />the 11 monthly issues of Current<lb />Biography. and offers an index to<lb />all the biographical articles that<lb />have appeared since 1981.<lb /><lb />Current Biograph<lb />Cumulated Index 1<lb /><lb />Ready 132pp. ISBN 0-8242-0722-x<lb />$12 U.S. and Canada, $15 other countries.<lb /><lb />This revised and updated index<lb />lists all profiles and obituaries<lb />included in Current Biography from<lb />January 1940 through the end of<lb />1985"authoritative information on<lb />more than 6,000 personalities.<lb /><lb />NEW" INDEXING &amp; CATALOGING SERVICES<lb /><lb />Book Review Digest, Essay and General Fiction Catalog, ReadersT Guide<lb />Author/Title index, Literature Index 11th Edition, 1985 Abstracts<lb /><lb />1975-1 984 1980-1984 March 1986 900pp. tent. 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This new<lb />Cumulation follows Library of<lb /><lb />Ongress filing rules.<lb /><lb />LC 34-14581<lb /><lb />$160 U.S. and Canada,<lb />$205 other countries.<lb /><lb />This five-year cumulative volume<lb />lists subject and author refer-<lb />ences to some 20,000 essays<lb />from more than 1,500 publi-<lb />cations in the humanities<lb />and social sciences<lb /><lb />Note: Those who have main-<lb />tained a subscription for the<lb />past five years receive the<lb />five-year volume as part of<lb />their regular subscription.<lb /><lb />annotated list of<lb /><lb />collections.<lb /><lb />THE<lb /><lb />This five-year service is an<lb /><lb />the best new and established<lb />English-language in-print or<lb />out-of-print titles vital for<lb />the maintenance of public<lb />and college library<lb /><lb />Available in microfiche format,<lb />this new service provides com-<lb />plete indexing as well as high<lb />quality abstracts for each of the<lb />articles indexed in the periodicals<lb />covered by ReadersT Guide to<lb />Periodical Literature.<lb /><lb />some 7,000 of<lb /><lb />H.W. WILSON<lb /><lb />COMPANY<lb /><lb />950 University Avenue, Bronx, NY 10452<lb /><lb />To Order Call Toll-Free: 1-800-367-6770<lb /><lb />In New York State, call 1-800-462-6060; In Canada, call collect 1-212-588-8400.<lb /><lb />1986 Spring"13<lb /></p>
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          <lb />
          <lb />Indexing Local History<lb /><lb />Mary A. Hamil<lb /><lb />If you are considering initiating an indexing<lb />project, oHistorical and Genealogical Gold Mine:<lb />An Index Project for a Small Town Newspaper�!<lb />would provide a good background for some<lb />advance decision making.<lb /><lb />All indexes done by the Davidson County<lb />Community College Learning Resources Center<lb />have been done manually on 3� x 5� index cards<lb />by library technicians whenever they had free<lb />time. The index was typed; and as part of the<lb />editing process, all references to one person,<lb />whether given with nicknames, initials, or full<lb />name, have been combined. Many indexers prefer<lb />listing each separately, which is certainly easier<lb />and safer, but it is not as helpful to researchers.<lb /><lb />Basic decisions, such as word by word rather<lb />than letter by letter alphabetizing, filing of oMc,�<lb />and initials, have been made according to the<lb />rules by which catalog cards are filed.<lb /><lb />Subject indexing is the most difficult to han-<lb />dle, especially in old documents, since terminol-<lb />ogy sometimes changes as the years pass. The<lb />term used in the document should be used but a<lb />see reference from the more current term in-<lb />creases the usefulness of the index. Chapter VI of<lb />ClevelandTs Indexing and Abstracting? contains<lb />good guidelines on some of these points.<lb /><lb />Even though there seem to be some problems<lb />involved in an automated system, a simple, inex-<lb />pensive indexing program for<lb />the IBM PC is being sought by<lb />our staff. A discussion of<lb />automated vs. manual sys-<lb />tems is included in an article<lb />by B.M. Hall in Indexer® for<lb />April, 1983.<lb /><lb />This project began about<lb />five years ago when a staff<lb />member did a brief subject<lb />index for Homespun, a magazine published by the<lb />school children of Davidson County from 1973 to<lb /><lb />1983. A copy of this index was sent to each public<lb />school in the county.<lb /><lb />Mary A. Hamil is Director of Library Services at Davidson<lb />County Community College in Lexington.<lb /><lb />14"North Carolina Libraries<lb /><lb />The next effort was lar-<lb />gely a name index and relied<lb />on the detailed table of con-<lb />tents to provide subject<lb />access to Dr. Jacob LeonardTs<lb />Centennial History of David-<lb />son County. This was under-<lb />taken largely as a means of<lb />answering reference ques-<lb />tions on local history. When<lb />members of the newly formed Genealogical<lb />Society wanted to purchase copies, the Learning<lb />Resources Center (LRC) had the index printed by<lb />the campus print shop, commissioned a drawing<lb />of the old county court house for the cover, and<lb />discovered it had a sort of business sideline. Not<lb />only local individuals and institutions but librar-<lb />ies such as the Newberry in Chicago purchased<lb />copies!<lb /><lb />The number of copies of the Centennial His-<lb />tory index which were sold seemed to indicate<lb />that this project filled a real need and should be<lb />continued.<lb /><lb />Our third publication<lb />was not a true index but<lb />rather an alphabetical ar-<lb />rangement of the records of<lb />the Evangelical Lutheran<lb />f : Congregation at Sandy Creek<lb />ei ! Meeting House. The trans-<lb /><lb />cription of these records was<lb /><lb />: done by Mary Jo Shoaf, Pres-<lb /><lb />mo" ident of the Genealogical So-<lb /><lb />ciety. The earliest record is a baptism which<lb /><lb />occurred in 1787. It is interesting to note the<lb /><lb />inclusion of a list of oculord members.� One is<lb /><lb />specified as a free man, the others as servants<lb />(slaves?).<lb /><lb />Davidson County has five churches dating<lb />from the mid-eighteenth century whose early<lb />records survive, so the staff began to access these.<lb />The oldest organized congregation in the area is<lb />Pilgrim. In actuality, three congregations, two<lb />Lutheran and one German Reformed, shared the<lb /><lb /></p>
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        <p>Pilgrim Building until 1903<lb />when the Reformed group<lb />purchased the building at<lb />auction. In 1979, Rev. James<lb />E. Neese published a book<lb />called The Dutch Settlement<lb />on AbbottTs Creek which is a<lb />history of Pilgrim Reformed<lb />United Church of Christ (the<lb />German Reformed Church,<lb />as a result of several mergers, became a part of<lb />the United Church of Christ in 1961). Rev. Neese<lb />did not include an index with his book, so the LRC<lb />Produced one in the same format as the other two<lb />but secured in a 3M binder. This is the format we<lb />are still using for our indexes.<lb /><lb />The next effort was to<lb />index Garland HendricksT<lb />1964 book, Saints and Sin-<lb />ners at Jersey Church. This<lb />1775 Baptist church is of<lb />particular interest since<lb />there are over 70 slave mem-<lb />bers whose names appear in<lb />the record.<lb /><lb />AbbottTs Creek Baptist<lb />Church was organized in 1783, and their records<lb />are available on microfilm, but the Genealogical<lb />Society has indexed the earliest of these records<lb />M their Journal, so there is no need for the LRC<lb />to index them.<lb /><lb />Most of the first indexes were primarily of the<lb /><lb />Lexington area, so fairness indicated that index<lb />Number five should be a Thomasville history,<lb />Wheels of Faith and Courage, which was written<lb />by Jewel Sink in 1952.<lb />_ During the 1984-85 year, Brenda James<lb />Mdexed Rowan County, A Brief History, written<lb />by James S. Brawley and published by the N.C.<lb />Division of Archives and History. This was chosen<lb />because Davidson County was formed out of<lb />Rowan. She has also indexed<lb />a bicentennial publication<lb />called Historical Gleanings<lb />of Davidson County.<lb /><lb />The current project is a<lb />120-page typescript of local<lb />history columns of a 1905<lb />Lexington newspaper, The<lb />Dispatch. This is very inter-<lb />esting material since it con-<lb /><lb />tains much local folklore which has never been<lb />published in book form.<lb /><lb />When an order is received for any one of the<lb />indexes, a small slip listing all the indexes and<lb />prices (mostly in the $4.00 to $5.00 range) is<lb />enclosed with the shipment. Copies of each index<lb />are sent to the Division of Archives and History<lb />and the North Carolina Genealogical Society. The<lb />Society lists the indexes in its publication and<lb />that takes care of our marketing effort.<lb /><lb />We have also been<lb />involved with a hardback<lb />book, Country College on the<lb />Yadkin, by Virginia Fick, who<lb />teaches English at our school.<lb />Some of the material for her<lb />book was obtained from Da-<lb />vidson Room files in the LRC.<lb />Our Dean of Learning Re-<lb /><lb />8 sources, John Thomas,<lb />helped in the negotiations with Hunter Publishing<lb />Company; and our Audiovisual Coordinator,<lb />Michael Anthony, took many of the pictures.<lb /><lb />North Carolina is fortunate to have had the<lb />North Carolina Historical Review and the Uni-<lb />versity of North Carolina Press which have done<lb />an outstanding job of publishing North Carolina<lb />materials for more than half a century. Davidson<lb />County Community CollegeTs effort certainly is<lb />not in the same league with their products but<lb />does make a small contribution toward preserv-<lb />ing our heritage and making it accessible. f]]<lb /><lb />References<lb />1. Armstrong, T.F. and Fennell, J.C. oHistorical and Genealogical<lb />Gold Mine: An Index Project for a Small-Town Newspaper.� RQ<lb />22 (1982): 140-145.<lb /><lb />Bakewell, K.G.B. Symposium: Inadequacies of Book Indexes.<lb />New York: R.R. Bowker Co., 1974.<lb /><lb />2. Cleveland, Donald B. and Cleveland, Ana D. Introduction to<lb />Indexing and Abstracting. Littleton, Col.; Libraries Unlimited,<lb />1983.<lb /><lb />Fennie-Collura, M. oLibrarian as Entrepreneur Indexer.� Refer-<lb />ence Services Review 11 (1983): 83-87.<lb /><lb />3. Hall, B.M. oGetting the Index Right: Roles and Responsibilities.�<lb />Indexer 13 (1983): 166-172.<lb /><lb />Rubinstein, E. oSaints and Indexers.� Indexer 12 (1981): 213-<lb />214,<lb /><lb />Spiker, Sina. Indexing Your Book, a Practical Guide for<lb />Authors. Madison, Wisc.: University of Wisconsin Press, 1975<lb />(c1954).<lb /><lb />oSymposium: Indexers at Work.� 11 (1979): 213-219.<lb /><lb />Thornton, J.L. oProgress in Indexing: Factor or Fiction?�<lb />Indexer 11 (1978): 7-8.<lb /><lb />Photos by Mike Anthony<lb /><lb />1986 Spring"15<lb /></p>
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          <lb />
          <lb />Bibliographic Instruction at Learning<lb />Resources Centers in North Carolina<lb /><lb />Susan Janney<lb /><lb />Whether or not it is a oself-evident social<lb />good,�' bibliographic instruction (BI) has become<lb />an issue, a discipline and even a opolitical move-<lb />ment� to some librarians. Despite the revived<lb />interest in a service that learning resources cen-<lb />ters (LRCs) have traditionally provided, little<lb />information is available on bibliographic instruc-<lb />tion in North CarolinaTs community college sys-<lb />tem.<lb /><lb />A survey of librarians at LRCs in the state<lb />was conducted during fall, 1985, to ascertain how<lb />they address the issue in philosophical and prac-<lb />tical terms. Besides providing an overview of cur-<lb />rent adult olibrary literacy� efforts, the findings<lb />might encourage program evaluation, profes-<lb />sional development and additional investigation<lb />in bibliographic instruction.<lb /><lb />What is BI? " A Survey of the Literature<lb /><lb />For purposes of this study, bibliographic<lb />instruction is defined as reference services that<lb />teach patrons how to use the LRC in particular<lb />and libraries in general " the owho, what, when,<lb />where, why and how� of library use. Depending<lb />upon the setting and objectives, instruction might<lb />entail individual reference service, orientation<lb />tours, workshops, classroom lectures and/or<lb />formal coursework. In this sense, the term<lb />encompasses the distinctions writers such as<lb />James Rice and Anne Roberts make among olev-<lb />els� of bibliographic instruction.<lb /><lb />RiceTs hierarchy consists of olibrary orienta-<lb />tion� (introducing olibrary facilities, the physical<lb />plant, the staff, the departments, and a few very<lb />commonly used resources�), olibrary instruction�<lb />(covering omore advanced techniques for infor-<lb />mation access and library use�)4 and obibliogra-<lb />phic instruction� (formal or complete coursework<lb />integrating oall levels of library orientation and<lb />library instruction�)5,<lb /><lb />Roberts defines bibliographic instruction as<lb />the ointensive process of teaching ... efficient and<lb />effective� library use by elucidating oresearch<lb />methodology, search strategy, and the biblio-<lb /><lb />Susan Janney is Assistant Librarian at Caldwell Community<lb />College and Technical Institute in Lenoir.<lb /><lb />16"North Carolina Libraries<lb /><lb />graphic structure of a given literature in a disci-<lb />pline.�6 In her view, bibliographic instruction plus<lb />~library orientation� (explaining oavailable library<lb />facilities and services�) equals olibrary instruc-<lb />tion.��<lb /><lb />While library orientation is only a component<lb />or olevel� of bibliographic instruction, it could be<lb />the mainstay of a program for most community<lb />college and technical institute students. Gener-<lb />ally, curricula are not geared to the ouse of sophis-<lb />ticated reference materials so necessary for<lb />upper level and graduate study. Instruction is<lb />seldom aimed at developing in-depth research<lb />competencies.� Moreover, vocational and techni-<lb />cal coursework is generally not amenable to the<lb />otypical, successful library instruction programs<lb />keyed to research papers.�?<lb /><lb />Thus, given the community college/technical<lb />instituteTs mission, curricula and diverse student<lb />body, various approaches to bibliographic instruc-<lb />tion should be offered. Ideally, the program would<lb />incorporate the following key elements of adult<lb />education: o1. several starting levels, 2. several<lb />profitable points of termination, and 3. several<lb />rates and directions of advancement.� Viewed<lb />from this perspective, bibliographic instruction<lb />and other kinds of reference work can form the<lb />continuum of an ointegrated information services<lb />program.�<lb /><lb />However, it should be pointed out that the<lb />objectives of bibliographic instruction programs<lb />oof necessity must be unique to each institution<lb />and be the product of that institution.�!2<lb /><lb />Why BI?<lb /><lb />The American Library Association urges all<lb />libraries to make user education oone of the pri-<lb />mary goals of service� having the osame adminis-<lb />tration, funding, and staffing as do more tradi-<lb />tional library programs.�!3 The Association of<lb />College and Research Libraries Bibliographic<lb />Instruction Task Force guidelines exhort a library<lb />onot only to support the teaching function of its<lb />parent institution but also to actively participate<lb />in that function.� The program should be based<lb />upon a owritten profile of the information needs<lb /></p>
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        <p>of various segments of the academic community�<lb />and a owritten statement of objectives.�!5 The<lb />oThink Tank� recommendations assert that ocom-<lb />Petency in library research should be a funda-<lb />mental goal of education. Effective bibliographic<lb />instruction� helps students understand the ona-<lb />ture of learning and scholarship, directly sup-<lb />Ports their coursework, and helps prepare them<lb />for self-directed life-long learning.�!<lb /><lb />It may be that obibliographic instruction<lb />Needs no more justification than instruction in<lb />Composition or any of the liberal arts,�!� but the<lb />issue often seems tenable when LRCs try to reach<lb />Students in other classes. Students in vocational<lb />and technical programs, for example, otend not to<lb />have prior library use experience and may be<lb />�,�mbarrassed or afraid to use the LRC, or may<lb />Simply see no relevance in it.�!8 Furthermore, their<lb />Mstructors also might not have had olibrary usage<lb />8S an important part of their backgrounds. They<lb />are often not aware of what the LRC can do for<lb />them and their students.�!9<lb /><lb />Adult students in general do not oidentify as<lb />Completely with the student role ... They have<lb />Other responsibilities ... which compete for in-<lb />Volvement.�2° Their participation in bibliographic<lb />struction owill be shaped more by their own<lb />Perceptions than by passive acceptance of the<lb />Values of faculty and librarians.�2!<lb /><lb />Then there is the danger of succumbing to<lb />the ohead-in-the-clouds� approach preached by<lb />the omoral majority of the library profession.�<lb />Constance McCarthy warns that students who<lb />have been led to believe that they have been<lb />�,�quipped oto use any library unaided, for any<lb />Purposes, for the rest of their lives� are actually<lb />ill-prepared to face the complexity and dynamics<lb />of libraries.23<lb /><lb />_ John Swan adds that oif bibliographic instruc-<lb />tion is treated as an end in itself, a discipline for<lb />Students to master, rather than a path to the<lb />Mastery of real disciplines,� the relationship<lb />between library use and learning can be ob-<lb />Scured.24<lb /><lb />Library instruction that instead encourages a<lb />realistic view of bibliographic research will not<lb />delude students that one outline or otipsheet� can<lb />�,�ncapsulate good research strategy for all disci-<lb />Plines.�25<lb /><lb />If students can also discover their oown<lb />Power to get information,� bibliographic instruc-<lb />tion might provide the oincentive to continue<lb />oarning begun in the classroom� or to devise per-<lb />Sonal learning projects.�* Therein lies its relation-<lb />Ship to adult education, or what is known as<lb />lifelong learning or independent learning.�2�<lb /><lb />Bibliographic instruction, then, can effec-<lb />tively support classroom teaching if it is practical<lb />and student-oriented. It can also serve as one<lb />component of a complete learning resources pro-<lb />gram. Even if it cannot induce most students to<lb />become independent, life-long library users, it<lb />might help to demonstrate the LRCTs interest in<lb />their pursuit of lifelong learning.<lb /><lb />Thus, given the community<lb />college/technical instituteTs<lb />mission, curricula and diverse<lb />student body, various ap-<lb />proaches to bibliographic in-<lb />struction should be offered.<lb /><lb />What are North CarolinaTs LRCs Doing?<lb /><lb />What are LRCs in North CarolinaTs commu-<lb />nity college system doing about bibliographic<lb />instruction? Manual searches of the literature<lb />and a database search by the State Library;<lb />inquiries at the libraries and library schools at<lb />Appalachian State University, East Carolina Uni-<lb />versity, North Carolina Central University, UNC-<lb />Chapel Hill and UNC-Greensboro; and contact<lb />with the Library Orientation Instruction Ex-<lb />change uncovered no studies on this specific sub-<lb />ject. Consequently, the author conducted a survey<lb />during fall, 1985, to get some obaseline� informa-<lb />tion.<lb /><lb />The survey instrument was a questionnaire<lb />incorporating key points covered in the ERIC pub-<lb />lication, oOrganizing and Managing a Library<lb />Instruction Program: Checklists;�8 Evaluating<lb />Bibliographic Instruction: A Handbook, by<lb />ACRLTs Bibliographic Instruction Section;?® and<lb />The Bibliographic Instruction Clearinghouse: A<lb />Practical Guide, by the Bibliographic Instruction<lb />SectionTs Clearinghouse Committee.2° Nineteen<lb />multiple- and forced-choice questions covered<lb />bibliographic instruction program planning, ad-<lb />ministration, implementation and evaluation. A<lb />final section employed a Likert scale to elicit atti-<lb />tudes about such issues as the role of public<lb />schools, library schools and professional organi-<lb />zations in bibliographic instruction. Most items<lb />permitted alternate responses, and comments<lb />were encouraged.<lb /><lb />A questionnaire and cover letter were mailed<lb />to the director or reference librarian (depending<lb />upon staff size and job. titles) of each LRC in the<lb />community college system. Forty-eight of the 58<lb /><lb />1986 Spring"17<lb /></p>
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        <p>questionnaires were returned, an 83% response<lb />rate. Several participants wrote notes on the sur-<lb />vey, supplied sample program materials and pro-<lb />vided follow-up telephone interviews.<lb /><lb />Results of the survey are summarized below,<lb />following the format of the questionnaire. (Note:<lb />Some questions were not answered by some par-<lb />ticipants. Thus, percentages and other statistics<lb />are based upon the total number of responses per<lb />item.) A complete copy of the survey follows.<lb /><lb />1. What types of BI are provided? As shown<lb />in Table I, the most prevalent approach to teach-<lb />ing library skills is the orientation tour, followed<lb />by individualized instruction/reference service.<lb />Seven schools also require bibliographic instruc-<lb />tion (at least for some students), and five offer an<lb /><lb />elective course.<lb />TABLE I<lb /><lb />Types or oLevels� of Bibliographic Instruction<lb /><lb />% of No. of<lb />Types of BI LRCs LRCs<lb />Required course 15 0<lb />Elective course 10 5<lb />Course-related/course-integrated 50 24<lb />Workshops or term-paper clinics A9 9<lb />Individual classroom lectures/demos. 52 25<lb />Orientation tours 88 42<lb />Individualized instruction 67 32,<lb /><lb />48 respondents = 100%<lb /><lb />2. What is usually taught? Virtually all of the<lb />programs (98%) cover general instructions for<lb />using basic oresearch tools� (ie., the catalog and<lb />periodical indexes), the LRCTs layout and how to<lb />locate materials (96%), and information on<lb />resources, policies and procedures for patrons<lb />(92%). Seventy-one percent of the programs<lb />introduce research techniques. Less than half<lb />offer detailed instruction about research, the<lb />classification system, reference works and audio-<lb />visual media (including computer software). This<lb />advanced instruction is offered in the BI courses<lb />and in some orientations.<lb /><lb />3. What media/methods are used? The lec-<lb />ture method is used most often (88%), followed by<lb />the use of library reference exercises (65%), audio-<lb />visual media (63%), and handouts (62%). Self-in-<lb />structional modules are used at only four, or eight<lb />percent, of the schools.<lb /><lb />4. When is BI offered? Fall is the busiest<lb />quarter, when most LRCs are orienting new stu-<lb />dents. Bibliographic instruction (all types) is<lb />offered an average of 18 times then. Averages for<lb />other quarters are: spring, 11; winter, 10; and<lb />summer, 7. Three LRCs noted no BI activities dur-<lb />ing summer quarter, but one reported 50.<lb /><lb />18"North Carolina Libraries<lb /><lb />5. How many people are taught annually?<lb />Estimates range from 2,000 participants at one<lb />school to 100 at two. The median number is 350;<lb />the mean, 523.<lb /><lb />6. Does the LRC administer BI? At seven of<lb />the 48 schools represented, the LRC is not<lb />responsible for all, or most, of the BI on campus.<lb />Alternatives cited include: work with a faculty<lb />liaison, independent work by some faculty, and<lb />the incorporation of BI into other courses (course-<lb />integrated BI).<lb /><lb />7. Who usually implements BI? At half of the<lb />schools, a odesignated LRC staff member� usually<lb />provides the instruction. The LRC director teach-<lb />es most often at 39% of the schools. At 11 schools<lb />(24%), the LRC and the faculty jointly provide BI;<lb />at eight (17%), an instructor often works inde-<lb />pendently.<lb /><lb />Some of the alternative approaches noted<lb />above are exemplified by the programs at Car-<lb />teret Technical College (required course), Vance-<lb />Granville Community College (elective course)<lb />and Mitchell College (course-integrated).<lb /><lb />CarteretTs Library Science 1000 course (Gen-<lb />eral Education curriculum) parallels the one East<lb />Carolina University requires of all new students.<lb />In fact, LRC director Ed Shearin teaches it as an<lb />adjunct professor of ECUTs continuing education<lb />division. The course is a co-requisite (with the<lb />English oresearch paper� course) for college-<lb />transfer candidates. The 1.5 credit-hour course is<lb />offered fall, winter and spring quarters. Classes<lb />are held two hours a week. Instruction centers<lb />upon general research principles and their appli-<lb />cation. The basic text is a booklet compiled by Dr.<lb />Shearin, which is sold in the bookstore. Students<lb />are graded on assignments, tests and the comple-<lb />tion of a opathfinder� or bibliography. Most of the<lb />coursework is done at CarteretTs LRC, but stu-<lb />dents take at least one ofield trip� to ECUTs Joyner<lb />Library. This fall, the LRC will provide orienta-<lb />tions for the technical English course required in<lb />vocational/technical programs.<lb /><lb />Vance-Granville offers an elective oLibrary<lb />Services� course (English 105) every quarter. An<lb />average of 12 students enroll for each class.<lb />Taught by librarian/instructor Frank Sinclair, the<lb />course acquaints students with print and non-<lb />print media, A/V equipment, the LRCTs resources<lb />and services, and research techniques. Reference<lb />questions, exercises and tests cover such areas as:<lb />the Dewey Decimal System, the catalog, general<lb />and specialized reference works, periodicals,<lb />microforms and bibliography (in principle and<lb />practice). Evaluation is based upon assignments<lb />and a final exam.<lb /></p>
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        <p>Until recently, Mitchell's college-parallel stu-<lb />dents took a requisite research skills course for<lb />One quarter-hour credit in English. In fall, 1985,<lb />the instruction was integrated into English 151,<lb />the oresearch� course. Basic library tools and skills<lb />are introduced, and students get experience in<lb />using the LRC. Their participation is factored into<lb />their final grade.<lb /><lb />Marcia Bradshaw, LRC director, begins with a<lb />One-hour classroom session for each section of<lb />the course (nine were open last fall). Transparen-<lb />Cies and a videotape, oThe Mitchell LRC� are<lb />Shown, and a otopic list� is distributed. (The<lb />Course requires a research paper, and the LRC<lb />lists various topics on which it has sufficient<lb />resources.) Students also complete an exercise<lb />Using the catalog, periodical indexes and News-<lb />bank. Copies of oA Reference Guide to the Mitchell<lb />LRC� are available at the reference desk for stu-<lb />dent use. The LRC also provides similar instruc-<lb />tion in the technical English course required for<lb /><lb />vocational/technical students.<lb /><lb />All three LRCs (as well as many others) offer<lb />a range of reference services, including program-<lb />related orientations, to support bibliographic<lb />instruction.<lb /><lb />8. Do faculty support BI? Giving rough esti-<lb />Mates of what percentage of the faculty/staff<lb />Support BI efforts, the LRCs perceived the most<lb />Cooperation in the integration of BI into classes<lb />(mean percentage: 43) and in the assignment of<lb />Classwork requiring the use of LRC materials<lb />(40%). Approximately 30% of the faculty and staff<lb />Promote BI and/or LRC use, and accompany stu-<lb />dents during BI sessions. A mean of 27% request<lb />Orientations. Still fewer plan BI with the LRC staff<lb />(18%), require their students to master library<lb />Skills (16%), personally receive BI (15%), help<lb />evaluate BI (13%), and invite LRC staff members<lb />to departmental meetings (12%). The lowest level<lb />of apparent participation was in presenting BI<lb />JOintly with the LRC staff (10%).<lb /><lb />9. How is BI promoted? By far, the most fre-<lb />quent means of promoting BI is through discus-<lb />Slons with faculty/staff patrons at the LRC, or<lb />With those who frequent the LRC (used by 94% of<lb />the LRCs). Eighty-one percent use handbooks,<lb />handouts and other materials. Other popular<lb />avenues of promotion include: discussions with<lb />Student patrons (66%), discussions with faculty/<lb />Staff onon-patrons� (53%) and information in col-<lb />lege handbooks and catalogs (53%). Eight LRCs<lb />(17%) use the student newspaper; five (11%) use<lb />the local newspaper. One each use the schoolTs<lb /><lb />Cable television channel and departmental meet-<lb />Ings,<lb /><lb />10. Who usually receives BI? Seventy-two<lb />percent of the LRCs frequently provide BI<lb />oriented to students in a particular course (usu-<lb />ally an English course). Forty-eight percent con-<lb />centrate on students in a particular program,<lb />usually nursing. Other otarget� groups include:<lb />associate degree candidates in general (46%) and<lb />evening students (33%). Only 24% of the programs<lb />are geared to technical and vocational students.<lb />Seventeen percent typically involve Adult Basic<lb />Education students. Regular BI sessions for<lb />faculty and staff were reported by 13% and 4%,<lb />respectively, of the LRCs.<lb /><lb />A primary goal of most of the<lb />BI programs (92%) is, indeed,<lb />~to help students find sources<lb />for their assignments.�<lb /><lb />11. What are the goals? A primary goal of<lb />most of the BI programs (92%) is, indeed, oto help<lb />students find sources for their assignments.�<lb />Eighty-five percent seek to opromote student LRC<lb />use in general.� Promoting olife-long learning� is a<lb />goal of 75% of the programs, while 69% try to<lb />encourage faculty/staff use of the LRC.<lb /><lb />12. What are the guidelines? More than half<lb />(60%) of the LRCs represented do not have a writ-<lb />ten policy, statement of goals and objectives, and<lb />set of procedures for their BI program. Ostensibly,<lb />most of them do have some written or informal<lb />guidelines for this and/or other reference servi-<lb />ces.<lb /><lb />13. How are needs assessed? Seventy-three<lb />percent of the LRCs consider curriculum require-<lb />ments in determining needs for bibliographic<lb />instruction. Slightly fewer, 71%, take into account<lb />faculty and staff comments. StudentsT comments<lb />figure into the assessments at 58% of the LRCs,<lb />and one-half of them note recurring reference<lb />questions. At three (6%) of the schools, BI pre/<lb />post-tests are given.<lb /><lb />14. Is BI evaluated? Sixty per cent of the<lb />LRCs ocontinuously and systematically� evaluate<lb />their efforts in bibliographic instruction.<lb /><lb />15. How is BI evaluated? The factor most of<lb />the LRCs (77%) use in program evaluation is<lb />ocomments by students.� Seventy-five per cent<lb />rely upon ocomments by faculty and/or staff par-<lb />ticipants.� Twenty-nine, or 65%, of the LRCs note<lb />ochanges in the types of reference questions<lb />asked.� Eight (18%) LRCs use opost-instructional<lb />questionnaires.�<lb /><lb />1986 Spring"19<lb /></p>
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        <p>16. How does BI rate? Table II lists the rat-<lb />ings the librarians gave to their BI programTs<lb />methods/media and results/effectiveness. Most of<lb />the respondents are satisfied on both counts.<lb /><lb />TABLE II<lb /><lb />Self-Ratings of Programs<lb /><lb />Methods/Media Results/Effectiveness<lb /><lb />Rating %, (Resp.) Rating %, (Resp.)<lb /><lb />Inadequate 0% (0) Below expect. 9% (4)<lb /><lb />Needs some Near expect. 41% (19)<lb />improvement 41% (19)<lb /><lb />Good 63% (29) Meets expect. 46% (21)<lb /><lb />Very good 7% (3) Exceeds expect. 4% (2)<lb /><lb />46 respondents = 100%<lb /><lb />17. What affects program quality? The most<lb />common impediment to implementing or improv-<lb />ing bibliographic instruction is oinsufficient time<lb />to work out the logistics� (e.g., needs assessment,<lb />teaching methods, evaluation). Fifty-three per<lb />cent of the librarians reported that they wrestle<lb />with this problem. A contender is the oneed for<lb />more LRC staff,�cited by 51%. Forty-five per cent<lb />point to olow faculty/staff support,� while 19%<lb />choose olow student support.� Only one librarian<lb />noted the problem of olow LRC staff support.�<lb /><lb />18. What will improve BI? The plans or<lb />priorities the LRCs have for improving their bibli-<lb />ographic instruction include the following: work-<lb />ing more closely with faculty and staff (68%),<lb />working on program logistics (41%), investigating<lb />additional modes of instruction (such as CAI and<lb />telecourses) (34%), and improving publicity<lb />(34%). Twenty per cent will encourage profes-<lb />sional development in BI. Only seven per cent will<lb />seek additional funding.<lb /><lb />19. What is best for ~ooneophytesTT? The ques-<lb />tion, oHow do you think library skills are most<lb />effectively learned at your school by those who<lb />have never, or seldom, used a library?� brought<lb />the following responses (Note: 47 of the 48 LRCs<lb />responded; some chose several alternatives. Per-<lb />centages are based upon the number of ovotes�<lb />each item received.):<lb /><lb />informally, as needed ........ 74% (85)<lb />in a osubject� course, with<lb /><lb />teacher's help werss sic tedd. 38% (18)<lb />in a short-term BI session<lb /><lb />(e.g, orientation) oSIT 34% (16)<lb />It. 2 BECOUNSEE Sats as otis, pete 11% (5)<lb />other: oassignment-related,�<lb /><lb />oreference exercises� ....... 4% (2)<lb /><lb />20. How significant is BI? Table III repro-<lb />duces responses to the last item on the question-<lb />naire. Essentially, most of the librarians agreed<lb />that:<lb /><lb />BI is and should be an important service<lb /><lb />faculty should be involved in BI (by<lb />requiring or providing basic BI)<lb /><lb />teacher training should cover BI<lb />library schools should stress BI<lb />public schools should require BI<lb /><lb />professional development in BI is<lb />available<lb /><lb />the profession acknowledges the<lb />significance of BI<lb /><lb />Summary<lb /><lb />The survey findings suggest that these LRCs<lb />" and others in the state " generally take a<lb /><lb />TABLE III<lb /><lb />Positions On BI Issues<lb /><lb />Issue<lb /><lb />% of All Responses No. of Responses<lb />SA A D SD*<lb /><lb />BI is a minor element of my LRCTs services.<lb />BI should be an important element of my LRCTs services.<lb /><lb />The faculty at my school should teach their students basic library skills. 4% (2)<lb />The faculty at my school should see to it that their students know basic library skills.<lb /><lb />2% (1) 28% (11) 40%(19) 34% (16)<lb />70% (26) 46%(17) 8%(3)  3%(1)<lb />47% (21) 36%(16) 13% (6)<lb />38% (18) 47% (22) 138%(6) 2%(1)<lb /><lb />Prospective teachers should master, and be able to teach, basic library skills<lb /><lb />as part of their education.<lb />BI needs more emphasis in library schoolsT curricula.<lb />BI should be required in the public schools.<lb /><lb />29% (13) 62% (28) 7%(3) 2%(1)<lb />33% (15) 54% (25) 13%(6) 0%(0)<lb />52% (24) 43%(20) 4%(2) 0% (0)<lb /><lb />Avenues for professional development in BI (i.e., NCLA, LRA workshops,<lb /><lb />news on BI, etc.) are available to me.<lb />The need for, and value of, BI is underrated by the profession.<lb /><lb />12% (5) 58% (25) 28%(12) 2% (1)<lb />12% (5) 40% (17) 47% (20) 2% (1)<lb /><lb />*Key: SA " Strongly Agree A " Agree D " Disagree SD " Strongly Disagree<lb /><lb />20"North Carolina Libraries<lb /></p>
        <pb facs="00027310_0025" />
        <p>Practical, appropriate approach to bibliographic<lb />instruction and are cognizant of the professional<lb />and educational implications of the issue.<lb /><lb />The author believes that the subject warrants<lb />additional study, particularly in the areas of bibli-<lb />Ographic instruction for vocational/technical<lb />Students, faculty involvement, and the coordina-<lb />tion of efforts with library and public schools.<lb /><lb />References<lb />1. James Benson, oBibliographic Education: A Radical Assess-<lb />Ment,� Proceedings from the Second Southeastern Conference on<lb />Approaches to Bibliographic Instruction (Charleston, S.C.,<lb />1979), 55.<lb />2. oThink Tank Recommendations for Bibliographic Instruc-<lb />tion,� College and Research Libraries News 42 (Dec. 1981): 395.<lb />3. James Rice, Teaching Library Use (Westport, Conn.: Green-<lb />Wood Press, 1981), 46.<lb />4. Ibid., 62.<lb />5. Ibid., 89.<lb />6. Anne F. Roberts, Library Instruction for Librarians (Lit-<lb />tleton, Colo.: Libraries Unlimited, 1982), 15.<lb />7. Ibid.<lb />8. Ronald J. Homick, oLibrary Use Instruction in Community<lb />Colleges,� Catholic Library World 55 (April 1984): 400.<lb />9. Ibia.<lb />10. Thomas B. Merson, oThe Junior College: TodayTs Goals,<lb />Tomorrow's Aspirations� in Perspectives on the Community-<lb />Junior College: Selected Readings, eds., William K. Ogilvie and<lb />Max R, Raines (New York: Appleton-Century-Crofts, 1971), 5.<lb />11. Mary Reichel, oBibliographic Education and Reference Desk<lb />Service " A Continuum� in Library Instruction and Reference<lb />Services, eds., Bill Katz and Ruth A. Fraley (New York: Haworth<lb />Press, 1984), 196.<lb /><lb />12. Association of College and Research Libraries, Bibliographic<lb />Instruction Section, oToward Guidelines for Bibliographic<lb />Instruction in Academic Libraries� in Roberts, 112.<lb /><lb />13. oInstruction in the Use of Libraries: Policy Statement,� Amer-<lb />ican Library Association, Council Document #45 (Chicago: ALA,<lb />1980).<lb /><lb />14. Roberts, 111.<lb /><lb />15. Ibid.<lb /><lb />16. oThink Tank Recommendations,� 397.<lb /><lb />17. Ibid.<lb /><lb />18, Homick, 400.<lb /><lb />19. Ibid.<lb /><lb />20. C. Kasworm, oThe Older Student as an Undergraduate,�<lb />Adult Education 31 (Fall 1980): 42.<lb /><lb />21. Sheila Howard, oLibrary Use Education for Adult University<lb />Students,� Canadian Library Journal 40 (June 1983): 150.<lb /><lb />22. Quoted in John Lubans, Jr., oLibrary Literacy,� RQ 22 (Fall<lb />1982): 14.<lb /><lb />23. Constance McCarthy, oLibrary Instruction: Observations<lb />from the Reference Desk,� RQ 22 (Fall 1982): 36.<lb /><lb />24. John C. Swan, oThe Reference Librarian Who Teaches: The<lb />Confessions of a Mother Hen� in Library Instruction and Refer-<lb />ence Services, 57.<lb /><lb />25. McCarthy, 39.<lb /><lb />26. Mary Ellen Kennedy, oBibliographic Instruction in the Aca-<lb />demic Library: Looking at the Adult Student� in Library<lb />Instruction and Reference Services, 207.<lb /><lb />27. Ibid.<lb /><lb />28. Roberts, 129-155.<lb /><lb />29. Evaluating Bibliographic Instruction: A Handbook, ed.,<lb />Bibliographic Instruction Section, Association of College and<lb />Research Libraries (Chicago: ALA, 1983).<lb /><lb />30. The Bibliographic Instruction Clearinghouse: A Practical<lb />Guide, ed., Clearinghouse Committee, Bibliographic Instruction<lb />Section, ACRL (Chicago: ALA, 1984).<lb /><lb />Survey On LRC Bibliographic Instruction<lb /><lb />1. What type(s) or olevel� (s) of bibliographic instruction (BI)<lb />does your LRC provide?<lb />O required course<lb /><lb />(av. enrollment: when offered ______)<lb />D elective course<lb />(ay. enrollment: when offered _____)<lb /><lb />O course-related or course-integrated sessions<lb />T O workshops or term-paper clinics<lb /><lb />O individual classroom lectures/demonstrations<lb /><lb />O orientation tours<lb /><lb />O individualized instruction<lb /><lb />2. What is usually otaught� during BI?<lb /><lb />O the LRCTs layout: locating the catalog, collections, etc.<lb /><lb />O the LRCTs resources, policies and general procedures<lb />for patrons<lb /><lb />O general instructions for using basic oresearch tools�<lb />(i.e., catalog, periodical indexes, etc.)<lb /><lb />O detailed instructions on the classification system,<lb />choosing and using reference works, etc.<lb /><lb />0 using A/V media (including computer software)<lb /><lb />O general instruction on research techniques<lb /><lb />O detailed instruction on research techniques<lb /><lb />O other:<lb /><lb />3. What instructional media and methods are used?<lb /><lb />O lectures<lb /><lb />O A/V media<lb /><lb />O -self-instructional modules<lb /><lb />O classroom exercises<lb /><lb />Q library reference exercises<lb /><lb />O research projects<lb /><lb />O tests or quizzes<lb /><lb />D bibliographies<lb />O handouts<lb />O handbooks<lb />O displays, point-of-use instructions<lb />Bro) est Vike a eeieonee pense eae ee GNM<lb />4, How many times is BI (all types) usually provided each<lb />quarter?<lb />fall winter spring summer<lb /><lb />5. Approximately how many people are otaught� each aca-<lb />GeMIC VAN hea ee<lb /><lb />6. Is the LRC responsible for all or most of the BI at your<lb />school?<lb /><lb />yes<lb /><lb />no (please explain):<lb /><lb />7. Who usually implements BI?<lb /><lb />O the LRC director<lb /><lb />O adesignated LRC staff member (position):<lb /><lb />O most of the LRC staff, as needed or on a rotating basis<lb /><lb />0 LRC staff and faculty member(s) jointly<lb /><lb />O faculty member(s)<lb /><lb />O other:<lb /><lb />8. Roughly estimating, what percent of the faculty and school<lb />staff:<lb />O Request LRC orientations for their students<lb />O Accompany students during BI sessions<lb />O Plan BI jointly with the LRC staff for their students<lb />O Present BI jointly with the LRC staff to their students<lb />O Help evaluate BI<lb />OQ integrate BI into their instruction<lb /><lb />1986 Spring"21<lb /></p>
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        <p>O Make assignments requiring the use of LRC resources<lb />O Require that their students master basic library skills<lb />O Personally receive BI<lb />O Promote BI and/or LRC use<lb />Invite LRC staff members to departmental meetings<lb />9. How does the LRC promote BI?<lb />O via discussions with student patrons<lb />via discussions with student non-patrons<lb />via discussions with faculty/staff patrons<lb />via discussions with faculty/staff non-patrons<lb />via posters and/or displays<lb />in LRC handbooks, handouts, etc.<lb />in faculty/staff newsletters<lb />in the student newspaper<lb />in college catalogs and handbooks<lb />in circulars distributed to the public<lb />in local newspaper<lb />O other:<lb />10. What group(s) receive BI most often?<lb />students in a particular course:<lb />students in a particular program:<lb />AA., A.AS., etc., degree candidates in general<lb />occupational diploma (voc/tech) candidates in general<lb />ABE/GED students<lb />evening students<lb />continuing education students<lb />special credit students<lb />faculty<lb />O staff (non-LRC)<lb />O community patrons<lb /><lb />11. What goals does your LRC have for those who receive BI?<lb />0 to help students find sources for their assignments<lb />0 to help students meet certification requirements<lb />0 to help students prepare for college transfer<lb />0 to promote student LRC use in general<lb />OD to encourage olife-long learning�<lb />O to acquaint faculty and/or staff with LRC resources<lb />0 to promote faculty and/or staff use of the LRC<lb />O other:<lb />12. Does your LRC have a written policy, statement of goals and<lb />objectives, and set of procedures for BI?<lb />O yes O no<lb />13, What factors are considered in assessing needs for BI?<lb />O LRC use patterns and/or circulation statistics<lb />recurring reference questions<lb />comments by students<lb />comments by faculty and/or staff<lb />student surveys<lb />faculty and/or staff surveys<lb />institutional self-study recommendations<lb />student-body profiles<lb />curriculum requirements<lb />area occupational needs<lb />pre- and post-tests given during BI sessions<lb />0 other:<lb />14, Does your LRC continuously and systematically evaluate its<lb />BI?<lb />0 yes O no<lb />15. What factors are considered in formally or informally eval-<lb />uating BI?<lb />O changes in LRC use patterns and/or circulation statis-<lb />tics<lb />changes in the types of reference questions asked<lb />comments by student participants<lb />comments by faculty and/or staff participants<lb />results of post-instructional questionnaires<lb />results of BI tests and/or exercises<lb />other:<lb /><lb />rae eS)<lb /><lb />a gf<lb /><lb />eo<lb /><lb />ft Get Bree: &amp;<lb /><lb />ga i i<lb /><lb />Hoon<lb /><lb />&amp; Be) 2 eel<lb /><lb />22"North Carolina Libraries<lb /><lb />16. How would you rate, overall, the BI program on:<lb /><lb />methods and media results/effectiveness<lb />O inadequate O below expectations<lb />0 needs some improvement O near expectations<lb />O good O meets expectations<lb />Overy good O exceeds expectations<lb /><lb />17. What factors impede the implementation or improvement<lb />of BI?<lb /><lb />O insufficient time to work out the logistics (e.g., needs<lb />assessment, teaching methods, evaluation)<lb />inadequate or insufficient instructional materials<lb />inadequate support funding<lb />the need for more LRC staff<lb />low LRC staff support<lb />low faculty/staff support<lb />low administration support<lb />low student support<lb />insufficient publicity<lb />other:<lb /><lb />|b Ca bf |<lb /><lb />i a il<lb /><lb />18. What plans does the LRC have for improving BI?<lb /><lb />O working on program logistics<lb /><lb />O investigating additional modes of instruction (e.g,<lb />CAI modules, telecourses)<lb /><lb />O securing additional funding<lb /><lb />O encouraging professional development in BI<lb /><lb />O working more closely with faculty and/or staff<lb />improving publicity<lb /><lb />O other:<lb /><lb />19. How do you think library skills are most effectively learned<lb />at your school by those who have never, or seldom, used a<lb />library?<lb /><lb />O informally, as the need arises<lb />OD in a subject-area course, with the teacher's guidance<lb /><lb />O in short-term BI session (i.e., orientations, etc.)<lb />O other:<lb /><lb />20. For the following items, please indicate whether you:<lb />SA " strongly agree<lb />A " agree<lb />D " disagree<lb />SD " strongly disagree<lb />O Blis a minor element of my LRCTs services<lb />O BI should be an important element of my LRCTs servi-<lb />ces<lb />O The faculty at my school should teach their students<lb />basic library skills<lb />O The faculty at my school should see to it that their<lb />students know basic library skills y<lb />O Prospective teachers should master, and be able to<lb />teach, basic library skills as part of their education<lb />O Bi needs more emphasis in library schoolsT curricula<lb />O) BI should be required in the public schools<lb />O) Avenues for professional development in BI (i.e.,<lb />NCLA, LRA workshops, news on BI, etc.) are available<lb />to me<lb /><lb />0 The need for, and value of, BI is underrated by the<lb />profession<lb /><lb />MANY THANKS for your kind assistance ... and any addi-<lb />tional comments you have.<lb /><lb />Plese return the survey by Oct. 14th<lb /><lb />Susan Janney, Assistant Librarian<lb /><lb />Caldwell Community College LRC<lb />1000 Hickory Boulevard |<lb />Hudson, NC 28638 -<lb /></p>
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        <p>
          <lb />
          <lb />The COMCAT Chronicles:<lb />The North Carolina Community Colleges<lb /><lb />Union COM Catalog Project<lb />Linda S. Halstead<lb /><lb />During 1982, deliberations of the Automa-<lb />tions Committee of the North Carolina Commu-<lb />nity College Learning Resources Association in-<lb />Cluded discussion of a possible major project. As<lb />the automation trend approached our libraries,<lb />the Automations Committee, in its leadership role<lb />for the community college system, was imme-<lb />diately concerned that some colleges under pres-<lb />Sure to begin library automation might undertake<lb />Projects that did not adhere to MARC standards.<lb />The committee was also apprehensive that auto-<lb />Mation systems might be chosen which would<lb />inhibit future networking capabilities.<lb /><lb />In March, 1983, upon a recommendation<lb />from Shirley McLaughlin, LRC Director for Ashe-<lb />Ville-Buncombe Technical College, the Automa-<lb />tions Committee adopted a COM catalog project.<lb />Marge Lindsay, then networking consultant from<lb />the North Carolina State Library, and Vera<lb />Fessler, a representative from General Research<lb />Corporation, offered valuable information and<lb />Support to the committee in making decisions<lb />Concerning the project.<lb /><lb />The committee decided that a COM catalog<lb />Project would allow libraries to begin working<lb />toward automation by building a data base in<lb />Standard MARC format. This data base could be<lb />updated by loading Solinet records made avail-<lb />able through the North Carolina Community Col-<lb />lege Media Processing Services. Further, this<lb />Project would give the committee additional time<lb />to study automation systems and formulate<lb />Tecommendations for library automation. The<lb />COM catalog would be a useful by-product allow-<lb />Ing libraries to provide inexpensive microform<lb />Copies of catalogs to off-campus teaching loca-<lb />tions. This would benefit students on these cam-<lb />Puses and help the colleges comply with new<lb />Southern Association of Colleges and Schools<lb />Criteria requiring services at off-campus sites. The<lb /><lb />Sh<lb /><lb />Linda s. Halstead, Librarian at Central Carolina Technical<lb />College in Sanford, is Chairman of the North Carolina Com-<lb />Munity College Learning Resources Association Automations<lb />Committee, 1982-84, and Project Coordinator for The North<lb /><lb />eee Community Colleges Union COM Catalog Project,<lb />3-85.<lb /><lb />committee members also felt that a union catalog<lb />might enhance the chances for outside funding<lb />while improving interlibrary loan services among<lb />participating colleges. As a consortium, they<lb />could be assured of better prices from vendors;<lb />and the consortium would serve as a vehicle for<lb />training and support as other colleges endea-<lb />vored to develop COM catalogs.<lb /><lb />In addition, the committee decided to send a<lb />questionnaire to all learning resources centers in<lb />the community college system to ascertain inter-<lb />est in the project if, by chance, full or partial fund-<lb />ing were available. When results of the question-<lb />naire were obtained, a proposal to Occupational<lb />Education Research Services in the Department<lb />of Community Colleges would be submitted.<lb /><lb />General Research Corporation (GRC) was<lb />selected as the vendor because of time con-<lb />straints in submitting the proposal and the<lb />immediate availability of price information. Also,<lb />possible advice and support were available from<lb />Caldwell Technical Community College personnel,<lb />who had also chosen GRC as their COM vendor.<lb />Committee members had good reports about<lb />GRC, and had heard horror stories about conver-<lb />sion projects through other vendors. GRC had<lb />offered special consortium prices, and the com-<lb />mittee felt it would be best to keep to a minimum<lb />the number of vendors building different data<lb />bases within the community college system. Using<lb />the same vendor would be less complicated in the<lb />long run and improve networking and system<lb />compatibility.<lb /><lb />The committee sent out 58 questionnaires in<lb />March. Thirty-five of these were returned. Twen-<lb />ty-two colleges were interested in the project if it<lb />were fully funded, and ten were interested even if<lb />partial funding were available. Since only limited<lb />funding was available from Occupational Educa-<lb />tion Research Services, these ten institutions were<lb />contacted to determine their willingness to par-<lb />ticipate. Nine colleges were included in the pro-<lb />posal: Asheville-Buncombe Technical College, Cen-<lb />tral Carolina Technical College, Central Piedmont<lb />Community College, Guilford Technical Commun-<lb />ity College, Rowan Technical College, Sampson<lb /><lb />1986 Spring"23<lb /></p>
        <pb facs="00027310_0028" />
        <p>Technical College, and Wilson County Technical<lb />Institute.<lb /><lb />The proposal was delivered in June, and in<lb />August the committee was notified that the proj-<lb />ect was not funded. A meeting was held that<lb />month at Central Carolina Technical College to<lb />decide whether or not to proceed with the proj-<lb />ect. Central Carolina Technical College offered to<lb />serve as the coordinating/billing agency for the<lb />consortium. The decision was made to organize<lb />independent of the Learning Resources Associa-<lb />tion. Those institutions that wished to be included<lb />in the consortium were asked to notify the project<lb />coordinator by September 15.<lb /><lb />As work progresses, it is impor-<lb />tant to keep up with the edit-<lb />ing process.<lb /><lb />The original eight project institutions were<lb />Asheville-Buncombe, Brunswick, .Carteret, Cen-<lb />tral Carolina, Guilford, Rowan, Sampson, and Wil-<lb />son. In September the consortium members<lb />discussed the COM catalog process, decided how<lb />often catalogs would be produced, who would be<lb />the contact person at each institution, and if any<lb />other union products were desired. By late Sep-<lb />tember, a contract was received from GRC, and in<lb />mid-October the consortium members met at<lb />Central Carolina Tech to develop parameters<lb />which would determine the appearance of the<lb />catalogs. In November the members met at Guil-<lb />ford Technical Community College for a training<lb />workshop led by personnel from Caldwell Techni-<lb />cal Community College. The parameters and final<lb />contract were then mailed to GRC.<lb /><lb />The new year brought new members for the<lb />consortium. Vance-Granville Community College<lb />and Cape Fear Technical Institute joined in Janu-<lb />ary and Craven Community College in April. The<lb />first input was sent by Wilson Tech in February<lb />1984. Most of the other original eight institutions<lb />began inputting in March and April. In May,<lb />Media Processing Services offered to conduct<lb />MARC workshops for the members. This helped to<lb />conquer fears about MARC coding. Several meet-<lb />ings were held throughout the year to discuss the<lb />progress of the project and problems being<lb />encountered.<lb /><lb />By January 1985, the consortium members<lb />were feeling fairly confident about the system<lb />when GRC informed the group that they would be<lb />phasing out the present method of input and<lb />changing to microcomputer input through their<lb /><lb />24"North Carolina Libraries<lb /><lb />new software, COM/QUEST. This announcement<lb />caused considerable panic. A few institutions<lb />were happy with the change, but most were con-<lb />cerned about requesting more equipment money<lb />as well as adjusting to a new system. In February,<lb />the decision was made to contact other vendors<lb />and explore other available options to reassure<lb />the consortium that GRC was the best vendor for<lb />the project.<lb /><lb />In March 1985, Media Processing Services<lb />requested Solinet archive tapes which were avail-<lb />able for the period of August 1983 through<lb />December 1984. During the LRA Conference in<lb />March, subcommittees were organized to review<lb />vendor proposals and to do research on COMCAT<lb />orientation for patrons and staff.<lb /><lb />In June, Media Processing Services notified<lb />the consortium that they were subscribing to<lb />archive tapes for all the community colleges,<lb />allowing records to be extracted for COMCAT<lb />updates. A meeting was held at Carteret Techni-<lb />cal College for a GRC COM/QUEST demonstra-<lb />tion. This demonstration and the report of the<lb />subcommittee studying vendor proposals resulted<lb />in the decision to retain GRC as the project<lb /><lb />vendor.<lb /><lb />During the summer, consortium members<lb />worked frantically to complete their data input<lb />before the final cut-off date in September. Only<lb />three colleges finished inputting their mono-<lb />graphs entirely. The others plan to complete<lb />monographs during the coming year, clean up the<lb />inevitable errors, complete authority work, and,<lb />in most cases, input audiovisual collections. Some<lb />of the members who began to use QUEST during<lb />the summer rush were surprised and pleased<lb />with the speed of the new process.<lb /><lb />In October, the colleges received their COM<lb />catalogs. Union catalogs were also mailed. The fol-<lb />lowing month, Shirley Gregory, Librarian at Wil-<lb />son Tech, became project coordinator. South-<lb />eastern Community College was welcomed into<lb />the group as a new member of this growing con-<lb />sortium.<lb /><lb />Membership in the consortium is flexible,<lb />allowing new members to join at any time. To join<lb />the consortium, a college contacts the project<lb />coordinator, who sends the new member infor-<lb />mation and helps to establish parameters and<lb />procedures. The new member sends the coordi-<lb />nating institution a letter of commitment agree-<lb />ing to be responsible for its share of the costs of<lb />the project.<lb /><lb />In addition to responsibilities for the orienta-<lb />tion of new members, the project coordinator<lb />handles day-to-day problems, serves as liaison<lb /></p>
        <pb facs="00027310_0029" />
        <p>between the vendor and consortium members,<lb />disseminates information about the project,<lb />Serves as a general resource person, calls meet-<lb />ings when required, and bills members for their<lb />Share of the NCCC Union COM Catalog Project<lb />invoice from GRC.<lb /><lb />Some questions that need to be addressed<lb />before considering a COM catalog project concern<lb />the physical and human requirements, the proce-<lb />dures, the cost, customer support, and the poten-<lb />tial for finding a match, or hit, with the<lb />bibliographic records available in the vendor's<lb />data base. These questions can be answered from<lb /><lb />the experience of the NCCC Union COM Catalog<lb /><lb />Project with General Research Corporation only.<lb />A questionnaire was sent to the project partici-<lb />Pants to aid in the formulation of answers to<lb />these questions.<lb /><lb />Concerning the question of physical require-<lb />Ments, initially the inputting process required an<lb />IBM Selectric typewriter equipped with a special<lb />typing element, special ribbon density, and special<lb />Computer paper designed for optical character<lb />recognition (OCR) typing. Computer errors result-<lb />�,�d from wrinkles, spots, or flaws in the paper,<lb />faulty ribbons, or poorly corrected typing errors.<lb /><lb />GRC later phased out this system and<lb />advised the consortium that the new contract of<lb />November 1, 1985 would require the use of their<lb />COM/QUEST software. The hardware required<lb />for QUEST included: an IBM-PC compatible micro-<lb />Computer, PC-DOC 2.0 or later, with 256K of<lb />Memory; a single disk drive; monitor; and a 1200<lb />baud modem. No problems occurred from using a<lb />telephone line through the college switchboard.<lb />This line was specially programmed to allow<lb />direct long distance dialing for inputting COM<lb />Catalog data, on-line searching through Dialog,<lb />and electronic mail.<lb /><lb />Concerning the question of personnel, the<lb />Project places a heavy load on staff. In a small<lb />library, it is difficult to take on any other projects<lb />while conversion is under way. This was the most<lb />frequent negative response mentioned by project<lb />Participants. Three questionnaires were not re-<lb />Ceived from the consortium members; but of<lb />those received, six replied that they had hired<lb />additional staff. In all but one institution this was<lb />a full-time position or the equivalent in part-time<lb />Personnel.<lb /><lb />It is, perhaps, ideal to have one full-time per-<lb />Son responsible for the whole procedure. Partici-<lb />Pants found that the person need not be a<lb />Professional. Clerical personnel were trained very<lb />Successfully to fill the position. It is more impor-<lb />tant that the person hired be someone who is<lb /><lb />detail conscious and capable of sustaining inter-<lb />est and attention through the often boring peri-<lb />ods of straight numerical input. In answering a<lb />question concerning how comfortable the person<lb />felt doing MARC coding, all replied that once the<lb />person actually became involved and had some<lb />experience coding some records, they lost their<lb />initial fears and began to feel quite comfortable.<lb /><lb />Several of the participants had problems<lb />with turnover among staff members assigned to<lb />the project, which resulted in additional time<lb />spent in training new personnel. Because of the<lb />temporary nature of the position, it would be wise<lb />to expect to lose personnel to permanent posi-<lb />tions elsewhere. One of the project participants<lb />suggested training a back-up person for each proj-<lb />ect task. If the person is not a professional, then<lb />professional time must be allotted to answer<lb />questions resulting from coding records and from<lb />problems discovered through editing the biblio-<lb />graphic record retrieved from the data base. If<lb />the record which was pulled from the vendorTs<lb />data base to match an ISBN or LCCN does not<lb />precisely correspond with the shelf list card, deci-<lb />sions must be made about whether the differ-<lb />ences are acceptable. A record of decisions made<lb />would help this editing process proceed more<lb />smoothly while assuring consistency and helping<lb />to eliminate repeat questions.<lb /><lb />Of the eight institutions returning question-<lb />naires, five utilized work-study students. They<lb />were given tasks such as inventory, matching edit<lb />sheets and shelf lists, proofing, typing, looking up<lb />ISBNs and LCCNs, filing, and sorting. Union<lb />members changing to LC classification during the<lb />conversion process also trained students in re-la-<lb /><lb />belling cards and books.<lb />As a rule of thumb, the following procedures<lb /><lb />apply for most conversion projects. Begin by<lb />weeding the collection. DonTt waste valuable time<lb />inputting materials that should be discarded.<lb />Then take an inventory of the collection to avoid<lb />including materials that are missing. If the shelf<lb />list does not have an ISBN or LCCN, check the<lb />books during the inventory process. Most vendors<lb />use these numbers to match books with biblio-<lb />graphic records in their data base. The project<lb />participants were instructed to prefer an LCCN<lb />over an ISBN when inputting and an ISBN on a<lb />card over one in a book when they were different.<lb />The COMCAT group consulted the following sourc-<lb />es to locate numbers: the book itself, Books In<lb />Print, the union microfiche for the Kansas Net-<lb />work (provided by GRC), American Book Pub-<lb />lishing Record, the Dialog Remarc data base, and<lb />Media Processing Services. Based on our own ex-<lb /><lb />1986 Spring"25<lb /></p>
        <pb facs="00027310_0030" />
        <p>perience at Central Carolina Tech, coding a<lb />record was quicker than consulting several sourc-<lb />es. Only the book and the Kansas Network micro-<lb />fiche were checked. Later in the project, many<lb />problems were solved through the assistance of<lb />Media Processing Services staff, saving the partic-<lb />ipants many hours of searching and coding. If a<lb />change to LC classification is contemplated,<lb />remember when checking for ISBNs and LCCNs to<lb />record a call number that might appear in the<lb />book or on a union list if one does not appear on<lb />the shelf list card.<lb /><lb />The next step is to begin inputting records,<lb />making sure to record what has been done with<lb />each bibliographic item. For example, was a LCCN<lb />typed or was it an original entry, has it been<lb />edited, was it xeroxed and sent somewhere for<lb />searching, etc.? The Record Control Number was<lb />circled or written on the shelf list when the check-<lb />ing was completed. This Record Control Number<lb />is the number assigned to the bibliographic<lb />record in the data base and must be used when<lb />updating or deleting a record. At Central Carolina<lb />the project staff made an initial pass through our<lb />card catalog, inputting all records which showed<lb />an ISBN or LCCN. Through the editing process the<lb />staff could then become more comfortable with a<lb />MARC record. One of the other colleges input<lb />their collection by completing one shelf list<lb />drawer before beginning another.<lb /><lb />The Library of Congress published MARC<lb />Formats for Bibliographic Data, a helpful refer-<lb />ence for use in MARC coding decisions.<lb /><lb />As the work progresses, it is important to<lb />keep up with the editing process. It is so easy to<lb />get behind in the beginning when a large percen-<lb />tage of the collection is being input. This is espe-<lb />cially true when using the method of entering all<lb />available ISBNs and LCCNs at once. In planning<lb />deadlines, remember to allow extra time at the end<lb />of the project for final clean-up and authority<lb />work.<lb /><lb />Vendor costs averaged 25 cents per record.<lb />Those schools responding to the questionnaire<lb />reported costs were very close to their budget<lb />estimates. The vendor costs included data base<lb />maintenance, input charges, edit lists, freight<lb />charges, production costs for 14 union catalogs<lb />and an average of 8.64 individual catalogs,<lb />authority control for a few schools that had com-<lb />pleted their authority work, cross references, soft-<lb />ware licensing, user manuals, and the supplies<lb />used in the beginning of the project for OCR input.<lb />These figures do not include staff and equipment<lb />costs which have varied from institution to insti-<lb />tution. The union catalog is expensive to produce;<lb /><lb />26"North Carolina Libraries<lb /><lb />however, consortium members share other costs,<lb />such as data base maintenance and software<lb />licensing. Having the union catalog for inter-<lb />library loan purposes is an obvious benefit to the<lb />participants.<lb /><lb />Customer support from GRC was excellent.<lb />They provided a toll-free number, and were will-<lb />ing and available to answer all questions. When<lb />problems were discovered, they helped solve<lb />them.<lb /><lb />The union catalog is expensive<lb />to produce; however, consor-<lb />tium members share other<lb />costs such as data base main-<lb />tenance and software licens-<lb />ing. Having the union catalog<lb />for inter library loan purposes<lb />is an obvious benefit to the<lb />participants.<lb /><lb />Shirley McLaughlin determined, with a few<lb />edit lists remaining to be checked, that Asheville-<lb />Buncombe Tech had averaged spending approx-<lb />imately 9.5 minutes per title. With the first college<lb />inputting in February 1984, four more beginning<lb />in March, three more in April, and one more in<lb />May, by July the colleges had entered 53 percent<lb />of the records that would comprise our data base<lb />fourteen months later. There are two reasons for<lb />this. First, most of the participants went com-<lb />pletely through their shelf list catalog inputting<lb />ISBNs and LCCNs before tackling problems.<lb />Secondly, project staff members were not at this<lb />time heavily involved with editing. Five of the col-<lb />leges responded that their staff had coded an<lb />estimated average of 17.4 percent of their collec-<lb />tion for original input.<lb /><lb />Seven of the eight institutions responding to<lb />the questionnaire stated that the project had<lb />taken longer than planned. Comments were:<lb />oSuch projects USUALLY take longer than antici-<lb />pated.� oNo previous experience upon which to<lb />base time requirements.� oStaff changes required<lb />retraining ...�<lb /><lb />The project went faster and smoother for<lb />those libraries that chose not to convert their col-<lb />lections from Dewey Decimal classification to the<lb />Library of Congress system. Their staff had less<lb />difficulty matching edit lists and did not have to<lb />spend time looking for classification numbers<lb /></p>
        <pb facs="00027310_0031" />
        <p>which did not appear on the data base record.<lb />However, only one institution that had chosen<lb />this time to reclassify its collection had second<lb />thoughts about the decision. The majority felt<lb />that this was the best time to complete this addi-<lb />tional project, and that the LC classification sys-<lb />tem was better suited to technical collections.<lb />Some libraries had several shelves of books for a<lb />Particular curriculum classified in one truncated<lb />Dewey number. Many of the call numbers had<lb />changed through different editions of Dewey.<lb />Since a change in classification was considered<lb />necessary, it would be best to incorporate this<lb />Process into the project. Staff and patrons would<lb />then have time to become familiar with the new<lb />System before automation required a further<lb />adjustment. If automation seems traumatic for<lb />Some people in any case, the less complicated the<lb />Process the more likely the new technology will be<lb />accepted by both staff and patrons.<lb /><lb />SRR a SRE ET<lb /><lb />The final data base report<lb />Showed an overlap of holdings<lb />of only 30.6 percent.<lb /><lb />ee oo<lb /><lb />The final data base report showed an overlap<lb />of holdings of only 30.6 percent. This relatively<lb />Small percentage was surprising given the fact<lb />that the collections are small and contain many of<lb />the same reference books. Also, there is duplication<lb />of curricula among many of the colleges.<lb /><lb />Since the first union catalog and individual<lb />COM catalogs were delivered in October 1985; it is<lb />Still too early to assess the impact of the union<lb />Catalog on interlibrary loan activities as well as to<lb />determine the acceptance of the COM catalog by<lb />library patrons. In most cases, the colleges are<lb />Still in the process of changing old Dewey book<lb />labels to the Library of Congress call numbers<lb />appearing on the COM catalog. Patrons who have<lb />used the COM catalog, however, seem to be<lb />accepting the new format.<lb /><lb />It is expected that the union catalog will<lb />�,�xpedite the response time for interlibrary loans<lb />by allowing each college to call directly the library<lb />Owning requested material and have it delivered<lb />through the state courier. Many of the institutions<lb />have already joined the North Carolina Educa-<lb />tional Computing ServiceTs Mail/News service and<lb />Plan to use this for interlibrary loan requests and<lb />Messages. With subject access to collections, the<lb />Consortium members can now fill many requests<lb />Previously referred to libraries outside of the<lb /><lb />community college system. This will strengthen<lb />our already strong cooperative ties and may lead<lb />to further networking.<lb /><lb />At the beginning of the project library per-<lb />sonnel expressed various rationales for convert-<lb />ing to a COM catalog: a first step towards<lb />automation; a desire to be ready to participate in<lb />area and statewide networking; easy conversion<lb />to LC classification; elimination of manual labor<lb />involved in catalog card maintenance resulting<lb />from revisions of Dewey, AACR II, new filing rules;<lb />elimination of filing cards altogether; provision of<lb />multiple catalogs in various locations; elimination<lb />of space problems in housing additional card<lb />catalogs; and provision of a union catalog for<lb />interlibrary loan.<lb /><lb />The project was a new challenge and a learn-<lb />ing experience for all of the consortium members.<lb />Each of the participants has gained valuable<lb />information that it is willing to share with others<lb />contemplating a conversion project.<lb /><lb />Although the group reports having a stressful<lb />year, they were fortunate to have library staff<lb />members who could see the advantages of the<lb />project. At meetings, the positive attitudes of the<lb />members were impressive. The project partici-<lb />pants felt that automation was imminent and<lb />wanted to be prepared to take advantage of it as<lb />soon as it became feasible for them. It is, perhaps,<lb />understandable that in technical and community<lb />colleges many librarians are open to new technol-<lb />ogy. When automation reaches us, we will be<lb />standing with our magnetic tape in hand, ready<lb />and waiting and waiting and waiting .... al<lb /><lb />This publication iy<lb /><lb />is available<lb /><lb />in microform<lb />from University<lb />Microfilms<lb />International.<lb /><lb />Call toll-free 800-521-3044. In Michigan,<lb /><lb />Alaska and Hawaii call collect 313-761-4700. Or<lb />mail inquiry to: University Microfilms International,<lb />300 North Zeeb Road, Ann Arbor, MI 48106.<lb /><lb />1986 Spring"27<lb /></p>
        <pb facs="00027310_0032" />
        <p>
          <lb />
          <lb />The Educational Preparation Available<lb />for LRC Professionals<lb /><lb />Joanne Sneed and Lee W. Finks<lb /><lb />The learning resources center of the two-year<lb />college gets very little attention from the research<lb />sector of librarianship, especially compared to the<lb />academic, school and public library. The reasons<lb />for this can only be guessed at: our practitioners<lb />are busy and problem-oriented people, and<lb />library school professors seem to find other areas<lb />more to their taste.<lb /><lb />One of the few things that seems to be gener-<lb />ating research into the learning resources center<lb />is the much dreaded omasterTs paper� that is still<lb />required in many MLS programs. One of the<lb />authors of this article recently went through this<lb />familiar ordeal, concentrating her attention on<lb />the LRC"specifically on the educational prepa-<lb />ration available for the two-year college librarian.<lb /><lb />In reviewing the literature on the subject, the<lb />investigators encountered a recurrent theme.<lb />Two-year colleges were different in substantive<lb />ways from other types of academic institutions<lb />and had a different sense of mission that required<lb />a different way of doing things. This carried over<lb />to the learning resources center. Research reports<lb />and academic writings reflected a strong belief<lb />that this new library form required a type of<lb />library education different from that which was<lb />traditionally available. Other research probed the<lb />curricula of library education and found a scar-<lb />city of courses that were aimed at preparing the<lb />LRC librarian.<lb /><lb />This phenomenon"the gap between the per-<lb />ceived need for special preparation and the<lb />actual availability of special preparation"be-<lb />came the focus of this piece of research. A ques-<lb />tionnaire was sent to all fifty-nine of the ALA<lb />accredited library schools in April of 1985. It<lb />sought information about curricular and noncur-<lb />ricular offerings, and also probed educatorsT atti-<lb />tudes towards this particular area of professional<lb />education.<lb /><lb />Review of Past Research<lb /><lb />A review of pertinent research done over the<lb /><lb />Joanne Sneed is a student and Lee Finks is Associate Profes-<lb />sor in the School of Library Science at North Carolina Central<lb />University in Durham.<lb /><lb />28"North Carolina Libraries<lb /><lb />past twenty years in response to the development<lb />of the learning resources center program should<lb />help the reader to understand the present-day<lb />problem.<lb /><lb />In 1968, Fritz Veit recognized that junior col-<lb />leges were changing, that public junior colleges<lb />were becoming larger institutions with a com-<lb />munity orientation and that this changed the<lb />nature and extent of library services.! Concerned<lb />with the preparation of librarians for junior and<lb />community college work, he collected data on the<lb />offerings of ALA accredited library schools. He<lb />submitted to each a short questionnaire which<lb />drew information on special courses offered,<lb />workshops and institutes for practicing librar-<lb />ians, etc.<lb /><lb />All schools responded to this survey and it<lb />showed that not a single school included a course<lb />designed for this type of library. Two schools<lb />offered seminars and two held or co-sponsored<lb />workshops, institutes or conferences on the jun-<lb />ior college library. Schools having courses dealing<lb />with specific types of libraries advised students to<lb />take the college and university libraries course. In<lb />a considerable number of schools more specific<lb />attention was given through the option of<lb />directed reading or the selection of pertinent<lb />reports.<lb /><lb />Veit concluded that educators felt prepara-<lb />tion for community and junior college librarian-<lb />ship was essentially the same as for four-year<lb />college librarianship. It was recognized that each<lb />had its own characteristics which deserved spe-<lb />cial consideration. He did not foresee the addition<lb />of courses in the near future. He expected the<lb />general college library course, with directed read-<lb />ing and selected reports, to continue to be the<lb />type available. It seemed probable that seminars<lb />in the junior college would be offered to supple-<lb />ment this course. In reporting his research Veit<lb />stressed to library educators that the professional<lb />librarian in most junior colleges held faculty sta-<lb />tus and therefore should have acquired teaching<lb />skill and should know the characteristics of the<lb />student body and the total academic environ-<lb />ment.<lb /><lb />As community colleges continued to grow<lb /></p>
        <pb facs="00027310_0033" />
        <p>and develop, the library distinguished itself as a<lb />center for all types of resources for teaching and<lb />learning. The oAACJ-ACRL Guidelines for Two-<lb />Year College Learning Resources Programs� were<lb />adopted in 1972. The role of the librarian was<lb />expanding and attention turned to community<lb />college library professionals to identify the types<lb />of preparation that would be most useful.<lb /><lb />Two researchers, Elizabeth Matthews? and<lb />Shirley Edsall?, made nationwide surveys in 1972<lb />and 1973 respectively. Though differing in focus<lb />Somewhat, these confirmed that basic core library<lb />courses were regarded as very valuable prepara-<lb />tion. Those surveyed in these studies also ex-<lb />pressed a need for preparation in audiovisual<lb />materials selection and administration, commu-<lb />nity college education, library and learning<lb />resources administration, educational technol-<lb />ogy, design and production of media, curriculum<lb />design and computer science.<lb /><lb />As a result of EdsallTs research findings and a<lb />grant awarded by the U.S. Office of Education, the<lb />University of Indiana Library School sponsored a<lb />program to prepare persons of minority back-<lb />ground as community college librariansT. The<lb />Program objectives focused on knowledge of the<lb />Philosophy of the LRG; its relation to the total<lb />educational program of the college; and the<lb />attainment of skills and competencies to run a<lb />center. The program offered regular library<lb />School courses based on the needs expressed in<lb />the previous survey research. There were also<lb />Courses on the community college and on LRC<lb />librarianship. The external evaluatorTs report said<lb />that the program could be used as a model by<lb />library schools to develop a community college<lb />library course as part of their masters degree<lb />Program.<lb /><lb />The growth trend continued through the<lb />1970s. The increase in the size and number of<lb />Community colleges together with the 1979 ALA<lb />Quantitative standards and the revised guidelines<lb />Promoted further innovative developments in the<lb />LRC. At the same time, changes were also taking<lb />place in library education. Consequently a second<lb />Study of the status of community college librar-<lb />ianship in library schools was made in 1980. Ruth<lb />Person polled schools using a questionnaire sim-<lb />ilar to that used by Fritz Veit. Person reported<lb />that six schools had a course for community col-<lb />lege librarians and that thirty-six offered an aca-<lb />demic library course which included the commu-<lb />nity college library. About one-half of these<lb />Schools also offered courses identified by Mat-<lb />thews and Edsall as being important preparation.<lb />Three encouraged students to enroll in general<lb /><lb />education courses in the community college and<lb />several offered a practicum.<lb /><lb />In 1982 Marilyn Lary collected data from the<lb />directors of Florida community college learning<lb />resources centers®, This survey inquired about the<lb />most obvious weaknesses in the preparation of<lb />professional staff and about the competencies<lb />that would be sought in future employees.<lb />Respondents most often named lack of computer<lb />awareness as a weakness. Lack of expertise in<lb />design and production and curriculum design<lb />were also frequently given. Competencies that<lb />would be sought after in the future were identi-<lb />fied as reference service, bibliographic instruc-<lb />tion, computer operations and applications,<lb />media design and production and curriculum<lb />design.<lb /><lb />Methodology<lb /><lb />Given the changes in library education, the<lb />two-year college LRC and the employment situa-<lb />tion since the late '70s, a new survey was designed<lb />to shed light on how American library education<lb />was responding to the needs of would-be LRC<lb />professionals. In April of 1985, questionnaires<lb />were mailed to the deans of the 59 ALA accred-<lb />ited library schools and 52 of these were com-<lb />pleted and returned for a response rate of 88%.<lb /><lb />The questionnaire used was composed of two<lb />parts: Part I seeking information about the prac-<lb />tices of the library school and Part II seeking<lb />some indication of educatorsT attitudes toward<lb />two-year college librarianship as a speciality. The<lb />six questions in the first part asked about courses<lb /><lb />_ that were included in the curriculum, noncurricu-<lb /><lb />lar offerings, and interdisciplinary or other<lb />courses recommended to an interested student.<lb />Respondents were asked reasons for not includ-<lb />ing special courses and encouraged to add<lb />general comments.<lb /><lb />Part II was composed of six attitude state-<lb />ments concerning the need for special courses,<lb />the obligation of the profession to support this<lb />area of librarianship, and the future outlook for<lb />the community college and the learning resources<lb />center. Two statements reflected each concept,<lb />one expressed in a positive way and the other<lb />negatively. Structured responses were ostrongly<lb />agree,� otend to agree,� otend to disagree,� and<lb />ostrongly disagree.�<lb /><lb />Results<lb /><lb />It is difficult to identify strong trends or sig-<lb />nificant correlations when the current research is<lb />compared to the previous studies described<lb /><lb />1986 Spring"29<lb /></p>
        <pb facs="00027310_0034" />
        <p>above. Certain differences from the Veit and Per-<lb />son findings will be noted, and new information<lb />on curricular offerings, etc., will be presented.<lb />Among the most helpful data were the comments<lb />of the respondents, which will also be represented<lb />below.<lb /><lb />Veit found in 1968 that no schools had yet<lb />offered courses focused on the two-year college,<lb />but that library schools seemed to be aware of a<lb />developing need since institutes and workshops<lb />were being considered by a few. Person reported<lb />in 1980 six schools with special courses. In 1985<lb />only three schools regularly teach courses, while<lb />three teach courses if there is sufficient interest.<lb />In 1968, schools offering courses dealing with<lb />specific types of libraries advised students to take<lb />the college and university libraries course. Person<lb />said in 1980 that thirty-six schools included the<lb />two-year college in the academic library course.<lb />In the current survey, thirty-two advise taking<lb />such a course. Only four mentioned that the LRC<lb />received significant attention in the course, how-<lb />ever.<lb /><lb />Veit reported that students were able to fol-<lb />low a special interest through directed reading<lb />and special reports. In 1985 this is still a means of<lb />individualized learning where special courses are<lb />not taught. PersonTs study showed that three<lb />schools encouraged students to enroll in general<lb />education courses and that several had a practi-<lb />cum for community college experience. In reply to<lb />the current survey, nine schools indicated they<lb />would suggest an interdisciplinary curriculum,<lb />two specifying education courses. Twenty-two<lb />schools would offer a practicum, internship or<lb />field study.<lb /><lb />Two-year colleges were differ-<lb />ent in substantive ways from<lb />other types of academic insti-<lb />tutions and had a different<lb />sense of mission that required<lb />a different way of doing things.<lb />This carried over to the learn-<lb />ing resources center.<lb /><lb />When the courses now offered by schools giv-<lb />ing special attention to two-year college librarian-<lb />ship are compared to those identified by<lb />Matthews, Edsall and Lary, one finds a corres-<lb />pondence. Courses now being taught in these<lb />three schools are:<lb /><lb />30"North Carolina Libraries<lb /><lb />Introduction to the Theory and Practices<lb />of the LRC in Higher Education and<lb />Industry<lb />Media and Learning Resources Centers in<lb />Post Secondary Education and Indus-<lb />try<lb />Media Center Administration<lb />Management of Information Agencies<lb />Instructional Development<lb />Theories of Educational Communication<lb />Microcomputer Courses<lb />Although there was no question to elicit<lb />information about courses in the general curricu-<lb />lum that would satisfy needs found by these three<lb />researchers, several respondents mentioned the<lb />following:<lb />Nonbook Acquisition and Cataloging<lb />Media Utilization and Production<lb />Information Systems<lb />Microcomputers in Libraries<lb />Reference and Bibliography<lb /><lb />Attitudes of Library Educators<lb /><lb />When the responses to Part II, the attitude<lb />statements, were evaluated as a whole, it was<lb />found that the mean attitude toward the com-<lb />munity college librarianship was essentially neu-<lb />tral. The mean score was calculated to be very<lb />close to 2.5, based on a 1-4, negative to positive,<lb />scale. Of the statements, those concerning the<lb />need for professional commitment scored slightly<lb />more positively than those concerning the inclu-<lb />sion of special courses and the future of the<lb />community college. When grouped according to<lb />the treatment of two-year college librarianship in<lb />the curriculum, it was seen that schools actually<lb />offering courses scored most positively, with<lb />those offering courses according to interest scor-<lb />ing somewhat less positively. On the scale of 1 to 4<lb />these were 3.28 and 2.97 respectively.<lb /><lb />Schools offering the academic libraries course<lb />and other options averaged a score of 2.3; while<lb />those offering only the academic libraries course<lb />scored 2.28, the lowest mean score. The group of<lb />schools that offered no academic library course,<lb />but offered a practicum, internship, independent<lb />study or other options scored 2.45 and schools<lb />showing no specific options scored 2.49. The table<lb />below represents these relationships in more<lb />detail.<lb /><lb />Comments added by respondents to this sur-<lb />vey revealed a lack of agreement concerning the<lb />degree of specialization needed to prepare for<lb />community college librarianship, and also the<lb />appropriateness of this specialization in a mas-<lb /></p>
        <pb facs="00027310_0035" />
        <p>Table of Average Scores of Paired Attitude Statements<lb /><lb />Attitudes<lb />Toward Special Toward Toward Future<lb />Group N Course Professional of Community Mean<lb />Commitment College<lb />1 3 3.33 3.5 3 3.28<lb />2 3 2.92 3.25 2.75 2.97<lb />3 18 2.11 2.4 2.4 2.3<lb />4 13 2.06 2.34 2.45 2.28<lb />5 7 Pali 2.86 2.32 2.45<lb />6 8 2.13 2.87 2.47 2.49<lb /><lb />Group 1: Schools Offering Special Courses |<lb /><lb />Group 2: Schools Offering Special Courses if Demand ;<lb />Group 3: Schools Offering Academic Libraries Course and Other Options<lb />Group 4: Schools Offering Academic Libraries Course Only<lb /><lb />Group 5: Schools Offering Other Options Only<lb />Group 6: Schools Offering No Specific Options<lb /><lb />terTs degree program. While the opinions repres-<lb />enting schools presently having courses were<lb />quite positive, those not teaching courses regu-<lb />larly showed a less committed attitude. One edu-<lb />cator wrote:<lb /><lb />oI donTt offer my course [regularly] because<lb />thereTs just no demand. Also, I think that 4-year<lb />academic libraries have adapted some of the<lb />practices and forward-thinking ideas of LRCs<lb />which mean that old differences between 2-yr.<lb />and 4-yr. colleges are becoming less distinct. I<lb />donTt think they [LRCs] are as unique as they<lb />were 10 years ago.�<lb /><lb />A large group expressed the belief that the<lb />requirements are not significantly different from<lb />other academic libraries. The academic libraries<lb />curriculum"with perhaps the addition of inde-<lb />Pendent study, a practicum or internship"was<lb />felt to be adequate preparation. A respondent ex-<lb />plained:<lb /><lb />oWe now offer a course in ~Academic Librar-<lb />iesT which is actually a practicum designed to<lb />respond to the studentsT specific interest in that<lb />broad area of service. If a student is interested in<lb />LRC service, the practicum is designed in that<lb />environment.�<lb /><lb />Another said:<lb /><lb />o.., student can basically design his own pro-<lb />gram taking media courses, management, aca-<lb />demic libraries, technology and independent<lb />study.�<lb /><lb />One North Carolina respondent commented:<lb /><lb />oThere is enough flexibility in our program to<lb />accommodate the occasional student through<lb />higher education here and at NCSU.�<lb /><lb />A group who acknowledged having had expe-<lb />rience in a learning resources center, or who had<lb />studied it extensively, does believe the diversity of<lb />its clientele, resources and services set it apart<lb />from more traditional college and university<lb />libraries. However, a few of these see it as a com-<lb />posite of library types"academic, school, techni-<lb />cal school and public library. These would<lb />approach the need by advising diverse type-of-li-<lb />brary courses. One respondent wrote:<lb /><lb />oMy entire professional career was spent in<lb />the community college library. I feel strongly that<lb />community college librarianship is a mix of pub-<lb />lic and academic librarianship. We have courses<lb />in both those areas which I recommend com-<lb />munity college-bound students to take. I think<lb />their preparation is adequate.�<lb /><lb />A different approach suggested was the<lb />abandonment of type-of-library courses. One<lb />respondent who had studied community college<lb />librarianship extensively felt that it did not<lb />receive adequate attention in the confines of the<lb />academic libraries curriculum. The solution pro-<lb />posed was to replace the type of library course<lb />with administrative courses that focus on com-<lb />munity analysis and planning. From the group<lb />not having type-of-library courses, one respond-<lb />ent expressed a similar concept:<lb /><lb />oOur curriculum is aimed at providing a<lb />general theory base, some tools courses"i.e.,<lb />needs assessment, systems analysis, research<lb />methods"and opportunities for in depth study<lb />in such areas as the educational function of<lb />libraries and other information systems ... We do<lb />not offer courses by type of library ... The specific<lb />techniques associated with an LRC are best<lb />learned through continuing education programs,<lb />on the job, or through practicum experience<lb />(which we encourage).�<lb /><lb />1986 Spring"31<lb /></p>
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        <p>The feeling that LRC librarianship is too spe-<lb />cialized for concentration at the masterTs degree<lb />level was expressed by several educators. One<lb />said:<lb /><lb />o... In my experience students may tell us<lb />(or themselves) that they plan to work in an LRC,<lb />but they will apply for whatever job becomes<lb />available ... I cannot believe that this level of<lb />specialization is appropriate at the basic mas-<lb />terTs degree. Perhaps as part of continuing edu-<lb />cation or training.�<lb /><lb />One school that does have special courses<lb />does not at the present offer a full concentration<lb />which, in its opinion, deals effectively with the<lb />LRC concept. The respondent noted that:<lb /><lb />oTo be truly effective the LRC concentration<lb />would require more emphasis on instructional<lb />design and application of media technologies"<lb />we are probably talking about 42-48 semester<lb />hours. The job market has not been sufficient to<lb />justify a longer MLS degree or an M.Ed. in<lb />instructional design. The ideal might be a joint<lb />masterTs in library science and instructional<lb />design.�<lb /><lb />In summarizing the comments, we could con-<lb />clude that student interest is the most often<lb />named factor determining the inclusion of courses<lb />for two-year college librarianship. Interest dove-<lb />tails with employment opportunities. In 1985, the<lb />lack of a job market has not completely obliter-<lb />ated the slight trend toward special courses that<lb />began in the 1970s, but it has taken its toll. It has<lb />become less practical for students to concentrate<lb />in a narrow area. Consequently it is less feasible<lb />for schools to offer this narrowly focused type of<lb />library course at the masterTs level.<lb /><lb />One way of filling the gap, at least partially, is<lb />the greater flexibility in programming that is now<lb />found in more and more schools. It was shown<lb />that the number of schools offering a practicum,<lb />internship and advising interdisciplinary educa-<lb />tion courses has increased since 1980. Another<lb />expression of flexibility is found in the philosophy<lb />of emphasizing similarities rather than differen-<lb />ces, and teaching students to assess the environ-<lb />ment and to solve individual problems using basic<lb />knowledge.<lb /><lb />This study suggests that there is an area for<lb />cooperation between LRCs and library schools<lb />which might be considered more seriously"that<lb />of making internships and practicum opportuni-<lb />ties more widely available. An ongoing dialogue<lb />between library schools and LRC administrators<lb />might enlighten the academicians as to the reali-<lb />ties of life and enable schools to meet the needs of<lb /><lb />32"North Carolina Libraries<lb /><lb />continuing education for professionals more<lb />effectively.<lb /><lb />The feeling that LRC librarian-<lb />ship is too specialized for con-<lb />centration at the masterTs de-<lb />gree level was expressed by<lb />several educators.<lb /><lb />Conclusions<lb /><lb />Looking at the rather oluke-warm� attitudes<lb />of library educators toward the LRC and taking<lb />into consideration the thought and analysis<lb />expressed in their descriptions of the different<lb />curricula, we might draw a few general conclu-<lb />sions. First, the two-year college LRC can not<lb />count on much support from library education, at<lb />least as far as specialized course offerings are<lb />concerned. Second, there is general agreement<lb />that. LRC librarianship does have its own needs<lb />that should be met in one way or another.<lb /><lb />This piece of research, as other research<lb />before it, focuses our attention on the options of<lb />continuing education and staff development.<lb />Perhaps the next step is the practical one of<lb />developing the necessary linkages between prac-<lb />ticing librarians and the various educational arms<lb />of the profession.<lb /><lb />References<lb /><lb />1. Fritz Veit, oTraining the Junior College Librarian,� Journal of<lb />Education for Librarianship 9 (Fall 1968): 108-115.<lb /><lb />2. Elizabeth W. Matthews, oUpdate in Education for Community<lb />College Library Administrators,� Journal of Education for<lb />Librarianship 19 (Spring 1979): 304-311.<lb /><lb />3. Charles Hale and Shirley Edsall, oThe Education of Commu-<lb />nity College Librarians,� Journal of Education for Librarian-<lb />ship 16 (February 1975): 75-78<lb /><lb />4. Ibid, p. 78-82<lb /><lb />5Ruth J. Person, oEducation for Community College Librarian-<lb />ship: An Update,� College and Research Libraries News 42 (Sep-<lb />tember 1981): 269-271.<lb /><lb />6. Marilyn Lary, oEducation for the Community College Librar-<lb />ian,� Community and Junior College Libraries 2 (Spring 1984):<lb /><lb />51-59. all<lb /><lb />Copies of articles from<lb /><lb />this publication are now<lb />available from the UMI<lb />Article Clearinghouse.<lb /><lb />lt :<lb /><lb />Mail to: University Microfilms International<lb />300 North Zeeb Road, Box 91 Ann Arbor, MI 48106<lb /><lb /><lb /><lb /></p>
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        <p>
          <lb />
          <lb />Library Involvement in<lb />Literacy Education Programs<lb />of the North Carolina<lb />Community College System<lb /><lb />Elinor Vaughan<lb /><lb />The prevalence of illiteracy in the most pros-<lb />Perous nation on Earth has generated a great<lb />deal of publicity in this decade. On the national<lb />level, in 1982 a highly publicized report in U.S.<lb />News &amp; World Report stated that twenty-three<lb />million Americans, or one in five adults, lack the<lb />reading and writing skills to minimally cope with<lb />life in our society; one fifth of the adult population<lb />was therefore described as functionally illiterate.!<lb />In 1983 the report of the National Commission on<lb />Excellence in Education proclaimed that o... our<lb />nation is at risk through the erosion of basic<lb />Skills,�2<lb /><lb />The March, 1985 publication, Illiterate Amer-<lb />ica, contained the suggestion by author Jonathan<lb />Kozol that the report of the National Commission<lb />On Education had actually understated the prob-<lb />lem of illiteracy: oWhen we are told by those who<lb />Write commission studies that our nation is at<lb />risk, we need to ask whether that risk is not much<lb />greater and far less mechanical than they suggest.<lb />It is the risk of ceasing to be a democratic nation<lb />altogether.�<lb /><lb />Kozol illustrates his alarm by stating that<lb />Sixty million Americans, a third of the adult popu-<lb />lation, cannot read the front page of a news-<lb />Paper.~ The lack of literacy skills prevents many of<lb />these adults from finding employment in a society<lb />Which demands increasingly complex skills of its<lb />Workers. Usually illiterate Americans exert little<lb />influence in the political process; therefore they<lb />are powerless to help their children escape a sim-<lb />ilar fate, and the cycle of illiteracy is perpetuated.®<lb /><lb />More startling facts were reported in April,<lb />1985, in USA Today: the United States ranks for-<lb />ty-ninth in literacy among the 158 members of the<lb />United Nations; yet most illiterates have com-<lb />Pleted at least twelve grades.é<lb /><lb />. Lg<lb /><lb />Elinor Vaughan is Librarian at Stanly Technical College in<lb />Albemarle.<lb /><lb />The implications of functional illiteracy for<lb />the American economy and defense were public-<lb />ized in August, 1985, by the report Literacy at<lb />Work, prepared by the Northeast-Midwest Insti-<lb />tute and funded by the American Can Company<lb />Foundation.T Referring to the report, which was<lb />presented during the House Education and Labor<lb />CommitteeTs hearings on illiteracy in this nation,<lb />the committee chairman, Representative Augus-<lb />tus Hawkins of California, stated that the inability<lb />of citizens to function effectively in society costs<lb />the government about 225 billion dollars in wel-<lb />fare payments, crime, incompetence on the job,<lb />lost tax revenue, and remedial education expend-<lb />itures annually.®<lb /><lb />North Carolina is third among<lb />states in the percentage of<lb />adult illiteracy in the popula-<lb />tion.<lb /><lb />Illiteracy as a societal problem has also been<lb />publicized in recent months in North Carolina.<lb />The involvement of the North Carolina Communi-<lb />ty College System in an intensified effort to com-<lb />bat illiteracy in the state was announced on<lb />August 8, 1984, by the president of the North<lb />Carolina Department of Community Colleges,<lb />Robert W. Scott, who officially inaugurated a two-<lb />year program to promote literacy education, the<lb />oNorth Carolina Adult Literacy Awareness Initia-<lb />tive.� Scott stated that illiteracy o... is an eco-<lb />nomic problem ... It is a social problem .... It is a<lb />human problem.�9<lb /><lb />In a subsequent message to the personnel<lb />who work in literacy education programs in the<lb />North Carolina Community College System, Scott<lb />provided some figures which illustrate the magni-<lb />tude of the problem of illiteracy in the state:<lb /><lb />1986 Spring+"33<lb /></p>
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        <p>o835,620 is not a telephone number or a quarter-<lb />backTs signal. It is the number of North Carolina<lb />adults over the age of 25 who have less than an<lb />eighth-grade education. This number exceeds the<lb />combined populations of Charlotte, Raleigh, Win-<lb />ston-Salem, and Greensboro. Another figure, 1.5<lb />million, signifies the number of adults in our state<lb />who have not completed their high school educa-<lb />tion, a number greater than the combined popu-<lb />lations of Wake, Guilford, Cumberland, Forsyth,<lb />Durham, and Gaston counties, six of the most<lb />populous counties in North Carolina. Only two<lb />other states in the union have a higher percent-<lb />age of the work force without high school diplo-<lb />mas.�0<lb /><lb />In August, 1985, the second year of the two-<lb />year oAdult Literacy Awareness Initiative,� the<lb />effort to reach more illiterate adults in need of<lb />instruction in basic literacy skills was launched by<lb />both former governor Robert W. Scott, now the<lb />president of the North Carolina Department of<lb />Community Colleges, and the present governor of<lb />the state, James G. Martin. Both spoke of the vast<lb />numbers of North Carolinians who have been<lb />adversely affected by illiteracy and of the effect of<lb />their lack of basic skills on the economy of the<lb />state. Scott stated that despite a forty-eight per-<lb />cent increase in enrollment in Adult Basic Educa-<lb />tion classes from 1981 to 1984, only six percent of<lb />adults in need of literacy education have been<lb />reached." Scott also stated that low productivity,<lb />absenteeism, and poor quality work are often<lb />associated with illiterate workers, and he con-<lb />tinued that literacy education programs ocan and<lb />do indeed turn a tax burden into a taxpayer.�<lb /><lb />The social and economic implications of illi-<lb />teracy cited by President Scott were underscored<lb />by Governor Martin when he stated, oThe loss of<lb />human potential to our people, our economy, and<lb />to our stateTs future is enormous. Industries who<lb />are considering coming to North Carolina want to<lb />be assured of a literate and trainable work<lb />force.�2<lb /><lb />Across the state, newspaper editorials have<lb />publicized the need for the alleviation of the prob-<lb />lem of illiteracy in North Carolina. For example,<lb />the lead editorial in the Winston-Salem Journal<lb />of Sunday, August 11, 1985, noted that North<lb />Carolina is third among states in the percentage<lb />of adult illiteracy in the population, and this<lb />situation has resulted in an oilliteracy penalty�<lb />being imposed on the state in terms of a less<lb />knowledgeable citizenry and a drain on the econ-<lb />omy. The editorial concluded with the sugges-<lb />tion that the repeal of the penalty of adult func-<lb />tional illiteracy oshould become a high priority on<lb /><lb />34"North Carolina Libraries<lb /><lb />the agenda for North Carolina and the nation.�4<lb /><lb />The Role of Libraries<lb /><lb />The urgency of the need for literacy educa-<lb />tion in the decade of the eighties at the state and<lb />national levels has been highlighted; a related<lb />topic is an exploration of the role of libraries in<lb />supporting the impetus for literacy education.<lb /><lb />At the national level the voices who support<lb />the literacy education movement and the role of<lb />libraries in this mission have been apparent. Writ-<lb />ing in 1981, Henry Drennan of the Research and<lb />Demonstration Branch, Office of Libraries and<lb />Learning Technologies, United States Department<lb />of Education, described in general terms the<lb />commitment of librarians to the cause of promot-<lb />ing the value of literacy: oLibrarians, with other<lb />educators, share a deep unease about illiteracy.<lb />Their concern is rooted in the power of the writ-<lb />ten word to overcome social disabilities and to<lb />furnish opportunity for well-being.�®<lb /><lb />In 1983 librarians responded positively to the<lb />urgency of the report of the National Commission<lb />on Excellence in Education by participating in the<lb />Libraries and Learning Project, sponsored by the<lb />United States Department of Education, Center<lb />for Libraries and Education Improvement. Sug-<lb />gestions for implementing the recommendations<lb />contained in A Nation at Risk were gathered in<lb />Libraries and the Learning Society; Papers in<lb />Response to a Nation at Risk.'* Representing aca-<lb />demic librarians, Richard M. Dougherty discussed<lb />the responsibility to students with poor literacy<lb />skills as follows: oThe mediocrity referred to by the<lb />At Risk authors refers to the bulk of our school<lb />age population, but there is a special need to aid<lb />those groups that are frequently categorized as<lb />disadvantaged .... Our strategy is to link together<lb />the talents of librarians, counselors, and reading<lb />instructors using the library environment as the<lb />programTs focal point.�!�<lb /><lb />Also written in response to A Nation at Risk<lb />was the 1984 report by the American Library<lb />Association Task Force on Excellence in Educa-<lb />tion, Realities: Educational Reform in a Learn-<lb />ing Society which recommended increased co-<lb />operation between libraries and literacy volun-<lb />teers and expanded support for literacy training<lb />programs for adults, as well as other suggestions<lb />for strengthening our educational programs.<lb /><lb />Yet another exhortation on the national level<lb />for the alleviation of adult illiteracy in America<lb />was offered by the Librarian of Congress, Daniel J.<lb />Boorstin. On December 7, 1984, Dr. Boorstin pro-<lb />posed in a report to the Congress of the United<lb /></p>
        <pb facs="00027310_0039" />
        <p>States to eradicate adult illiteracy in the United<lb />States over the next several years. Suggesting that<lb />there would be no better way to observe the two-<lb />hundredth anniversary of the United States Con-<lb />Stitution in 1989 than to abolish illiteracy, Dr.<lb />Boorstin stated: oThere would be no better mani-<lb />fest of our determination to fulfill the hopes of our<lb />founders and justify the faith that a free people<lb />Can provide themselves and their children with<lb />the knowledge that will keep them free.��<lb /><lb />Concerning the reactions of those North<lb />Carolinians representing libraries to the calls for<lb />literacy education in the decade of the eighties, in<lb />1982 H.K. Griggs asked for cooperation among<lb />North Carolinians, including educators, librar-<lb />ians, business leaders, and legislators, to oform a<lb />Coalition to develop awareness and develop plans<lb />and secure resources to reduce the catastrophic<lb />effect of the 1,000,000 illiterates in the state.�?°<lb /><lb />The previously discussed oAdult Literacy<lb />Awareness Initiative� sponsored by the North<lb />Carolina Department of Community Colleges has<lb />been one response to this plea. Librarians, too,<lb />have responded, either by sponsoring or promot-<lb />ing literacy education programs. One example of<lb />multi-agency sponsorship of a literacy education<lb />program is Project LIFT (Learning Information<lb />for Today). Sponsored by the Durham County<lb />Literacy Council, the Durham County Public<lb />Library, local educational institutions, and service<lb />Organizations, LIFT promotes and provides liter-<lb />acy education tutoring services.?!<lb /><lb />Other examples of literacy education proj-<lb />�,�cts involving multi-agency cooperation served<lb />as models of successful projects at spring work-<lb />Shops sponsored by the North Carolina Library<lb />Association Public Library Section Literacy Com-<lb />mittee. Two workshops held in May, 1985, and<lb />titled oLearning About Literacy: How to Set Up a<lb />Literacy Program in Your Library,� highlighted<lb />the ABLE (Adult Basic Literacy Education) Proj-<lb />�,�ct, sponsored by Central Piedmont Community<lb />College; Project REAL (Reading Education for<lb />Adults at the Library) sponsored by the Rock-<lb />ingham County Public Library in conjunction with<lb />Rockingham Community College; and the ACE<lb />(Adult Continuing Education) Department at<lb />Forsyth County Public Library, which works<lb />Closely with Forsyth Technical College and the<lb />local literacy council.<lb /><lb />As references to the oAdult Literacy Aware-<lb />ness Initiative� and the library-sponsored pro-<lb />grams just mentioned illustrate, it is apparent<lb />that responses to the need for literacy education<lb />among North Carolinians in the 1980s have<lb />involved the North Carolina Community College<lb /><lb />System. The third largest such system in the<lb />nation, the North Carolina organization of fifty-<lb />eight technical and community colleges has been<lb />committed to literacy education since the incep-<lb />tion of the system in 1963, as literacy skills have<lb />long been considered important in helping North<lb />Carolinians train for jobs and in making the labor<lb />force in North Carolina attractive to new indus-<lb />try. One example of the impact the community<lb />college system has had on adult education in<lb />North Carolina is the fact that currently about<lb />one-fifth of all high school diplomas, or the equiv-<lb />alent, awarded to North Carolinians are given to<lb />adults enrolled in the basic education programs<lb />offered by the community college system.??<lb /><lb />... our nation is at risk through<lb />the erosion of basic skills.<lb /><lb />The primary purpose of this paper is to<lb />examine the role played by the libraries or learn-<lb />ing resources centers of the North Carolina<lb />Community College System in the fulfillment of<lb />the literacy education mission of the system.<lb /><lb />The Role of the Community College Library<lb /><lb />Discussion of the role of the technical or<lb />community college library in the fulfillment of the<lb />literacy education mission of such institutions<lb />has not been prolific. Most literacy-related pro-<lb />grams reported in the literature have been spon-<lb />sored by public libraries and community agencies,<lb />but rarely by the libraries of the technical or<lb />community colleges. Reports of support for insti-<lb />tutional literacy programs have also been sparse,<lb />as pertains to the technical or community college<lb />libraries.<lb /><lb />In 1981 Richardson, Martens, and Fisk dis-<lb />cussed three categories of college literacy educa-<lb />tion programs, referred to as remedial, compen-<lb />satory, and developmental programs. In broad<lb />terms they explained the role played by libraries<lb />in support of these programs. Their work, Func-<lb />tional Literacy in the College Setting, was not<lb />specific to junior, community, or technical college<lb />libraries or learning resources centers, however.4<lb /><lb />Baughman in 1982 discussed the need for<lb />junior and community college librarians to in-<lb />volve themselves in assisting onew learners,� often<lb />enrolled in literacy programs such as those de-<lb />scribed by Richardson, Martens, and Fisk, to suc-<lb />ceed in the educational setting of the community<lb />or junior college.�<lb /><lb />1986 Spring"35<lb /></p>
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        <p>The only major study that focused on the role<lb />of the college library in literacy education was<lb />conducted by Ester G. Smith in 1981. Funded by<lb />the Office of Libraries and Learning Technologies<lb />of the United States Department of Education,<lb />the Libraries in Literacy project collected data<lb />on libraries in relation to literacy programs,<lb />including college programs. Almost two hundred<lb />references to literacy programs were made, but<lb />none that were concerned with community col-<lb />leges. Most references were to public library liter-<lb />acy projects.?6<lb /><lb />Truett?� and Shaughnessy?T reported separ-<lb />ately studies of small samples of fairly inactive<lb />levels of library support for community college<lb />literacy education programs; library staff mem-<lb />bers did not actively promote literacy-related<lb />programs but did make materials and space<lb />available.<lb /><lb />Another report of a small sample was made<lb />by Person and Phifer in 1983, when they reported<lb />the responses of thirty-one library/learning re-<lb />sources center directors to a questionnaire con-<lb />cerning the nature of their involvement in the<lb />literacy programs of their community colleges,<lb />which were located in eight eastern states. The<lb />results indicated that while the directors recog-<lb />nized functional illiteracy to be a problem in their<lb />communities, there was a rather low level of par-<lb />ticipation in local literacy efforts, including coop-<lb />eration with other agencies involved in literacy<lb />education.?9<lb /><lb />In a separate study, Person and Phifer<lb />reported in 1985 that libraries in both community<lb />colleges and four-year institutions provided pri-<lb />marily traditional or passive library services, such<lb />as making materials available or providing library<lb />orientation when requested, in support of institu-<lb />tional literacy education programs. In this study,<lb />twenty community colleges were matched with<lb />twenty four-year colleges located in eight eastern<lb />states. Although the authors were encouraged to<lb />find awareness of concern for the growing<lb />national problem of functional illiteracy at all<lb />institutions and evidence of support for literacy<lb />education at all libraries included in the study,<lb />the authors suggested that library staffs consider<lb />planning for more active involvement in programs<lb />to support literacy education, and they suggested<lb />that the library staffs plan for more interaction<lb />with faculty, the library staff at fellow institutions,<lb />and with community agencies that are concerned<lb />with literacy education.®°<lb /><lb />As for information regarding library support<lb />for literacy education programs of the North<lb />Carolina Community College System, no extensive<lb /><lb />36"North Carolina Libraries<lb /><lb />studies could be located. However, there have<lb />been reports concerning the activities of the<lb />technical and community college libraries in<lb />North Carolina, which include information about<lb />the tutoring and developmental studies that may<lb />be included, along with the library services, in the<lb />learning resources center (LRC) concept frame-<lb />work utilized in many of the institutions in the<lb />North Carolina Community College System. A<lb />comprehensive study of this nature was con-<lb />ducted in 1979 and reported in 1980 by Ernest W.<lb />Tomkins.?!<lb /><lb />In 1983 Ronald L. Plummer discussed the<lb />role of community college librarians as agents of<lb />education for adult students, including those stu-<lb />dents in need of instruction in basic skills, within<lb />the setting of the learning resources center. Sev-<lb />eral North Carolina Community College LRC<lb />directors were interviewed by the author. The<lb />article stressed the idea that the librarian of the<lb />technical or community college should be avail-<lb />able to help students achieve their learning objec-<lb />tives, regardless of the level of instruction in<lb />which the student is involved.*2<lb /><lb />The Survey of Literacy Programs<lb /><lb />In order to obtain more extensive informa-<lb />tion about the nature of library support for the<lb />literacy education mission of the North Carolina<lb />Community College System, identical three-part<lb />surveys were sent in April, 1985, to both library<lb />program directors and directors of the Adult<lb />Basic Education (ABE) program at fifty-seven of<lb />the fifty-eight members of the North Carolina<lb />Community College System. Stanly Technical Col-<lb />lege in Albemarle was excluded from the survey<lb />so as to preclude the possibility of the emergence<lb />of preconceived ideas.<lb /><lb />It was expected that a comprehensive and<lb />detailed report of the nature of library support<lb />for the literacy programs of the community col-<lb />lege system could be obtained by surveying both<lb />those persons who work most directly for the pro-<lb />vision of library services, the library program<lb />directors, and the persons who plan for the provi-<lb />sion of instruction for the client group most in<lb />need of literacy education at the institutions, the<lb />directors of the Adult Basic Education programs.<lb />The Adult Basic Education programs, located at<lb />each of the institutions in the North Carolina<lb />Community College System, serve those students<lb />who receive instruction in basic reading and<lb />mathematics skills at or below the eighth grade<lb />level, depending on the needs of the students.<lb />According to Mark R. Van Sciver, 49,600 students<lb /></p>
        <pb facs="00027310_0041" />
        <p>were enrolled in such classes during the 1984-85<lb />school year.®3<lb /><lb />The following definitions preceded the ques-<lb />tionnaire that was answered by the library and<lb />ABE personnel, along with instructions that<lb />respondents were to complete the surveys with-<lb />out collaboration and return them independently:<lb />1. Functional illiteracy is the quality or state of<lb />being unable to read or write sufficiently well to<lb />function successfully in society. At the North<lb />Carolina community college, the student who has<lb />less than an eighth-grade education is placed in<lb />Adult Basic Education (ABE) classes; it is this<lb />Population of students that will be referred to as<lb />the functionally illiterate students who are en-<lb />rolled in literacy education classes.<lb /><lb />2. Literacy program director"the person who is<lb />most directly responsible for administering the<lb />literacy education program of the community col-<lb />lege; this person may report to a superior who has<lb />final approval of major decisions involving the<lb />literacy program.<lb /><lb />3. Literacy program facilitators"teachers of the<lb />Adult Basic Education classes; they report to the<lb />literacy program director.<lb /><lb />4. Library program director"the person who<lb />Oversees the daily functioning of the library pro-<lb />gram; this person may report to a superior who.<lb />has final approval of major decisions involving the<lb />library.<lb /><lb />A one hundred per cent return was achieved<lb />from the study population. The collected data<lb />Were arranged in tabular format, observations<lb />Were noted, and conclusions were derived. A<lb /><lb />report of the major observations and conclusions<lb />follows.<lb /><lb />Major Observations and Conclusions<lb /><lb />First Section.<lb /><lb />Results of the first section of the three-part<lb />Survey provided information concerning the ad-<lb />Ministration of library and literacy programs at<lb />the various institutions, as well as an updated<lb />Profile of the components of the various learning<lb />resources centers that were represented, thereby<lb />Complementing TompkinsT 1979-80 study (see<lb />Note 31). The services most frequently reported as<lb />available through the learning resources centers<lb />according to the library program directors were<lb />library and audiovisual services. Four institutions,<lb />Cape Fear Technical Institute and Craven, Isother-<lb />Mal, and Southeastern Community Colleges,<lb />reported that only library service was adminis-<lb />tered through the learning resources center<lb />(LRC). Three other institutions, Forsyth and Guil-<lb />ford Technical Colleges and Sandhills Community<lb /><lb />College, reported that the learning resources con-<lb />cept was not in use, but rather the library was a<lb />separate administrative unit. The institutions<lb />which reported the largest number of functions<lb />administered through the learning resources cen-<lb />ter, ten, were Central Carolina Technical College,<lb />Davidson County Community College, and Ran-<lb />dolph Technical College. An average of 4.78 pro-<lb />grams or services were administered through the<lb />learning resources centers at the fifty-four insti-<lb />tutions which employ the learning resources con-<lb />cept.<lb /><lb />Concerning the administration of the Adult<lb />Basic Education programs, literacy program<lb />directors specified the department of continuing<lb />education most often, thirty-four times, as the<lb />administrative agency for their programs. Six<lb />literacy directors reported that the ABE program<lb />was administered through the learning resources<lb />center; these programs were located at Beaufort<lb />County Community College, Davidson County<lb />Community College, Edgecombe Technical Col-<lb />lege, Halifax Community College, Nash Technical<lb />College, and Roanoke-Chowan Technical College.<lb /><lb />Second Section.<lb /><lb />The second section of the three-part survey<lb />was intended to gather information pertaining to<lb />the respondentsT perception of functional illiter-<lb /><lb />CORDURA* NYLON<lb />BOOK BAG<lb /><lb />A Top-Of-the-Line Bag.<lb />at an economy bag price.<lb />for those heavy-weight<lb />jobs. Made of durable<lb />water repellant, soil<lb />resistant Cordura Nylon,<lb />these bags will outlast<lb /><lb />canvas 2-1. Stainless<lb />steel rivets at key stress<lb />points. 12" Nylon Straps<lb />Smaill-13" Lx13"°Hx5"W;<lb />Large-16V2"Lx16"Hx10"W.<lb />Colors: Navy, Green, Burg.<lb />Prices begin at $10.95-<lb />Small, $12.95-Large<lb />MADE IN THE U.S.A<lb /><lb />CUSTOM PRINTED<lb />TOTE BAG<lb /><lb />A versatile bag made of<lb />10.38 02. army duck with<lb />1" handles and open top.<lb />Created with FUND<lb />RAISING in mind, the<lb />JanWay Tote Bag comes<lb />in several standard<lb />designs or with YOUR<lb />CUSTOM DESIGN<lb />Custom printing begins at<lb />$2.60/bag (100 min.).<lb />Size: 16 V2""Wx15"H<lb />MADE IN THE U.S.A.<lb /><lb />FOR MORE INFORMATION ABOUT JANWAY BAGS<lb />FOR FUND RAISING OR FOR CARRYING THOSE<lb />HEAVY LOADS,<lb /><lb />WRITE OR CALL (Collect) TODAY!<lb />(717)494-1239<lb /><lb />JanWay Co., R.D.#3 Box 211, Cogan Station, PA 17728<lb /><lb />1986 Spring"37<lb /></p>
        <pb facs="00027310_0042" />
        <p>TABLE I.<lb />Perceived Levels of Functional Illiteracy<lb /><lb />Literacy Program Library Program<lb />Directors Directors<lb />Responses (N=57) (N=57)<lb /><lb />N % of N N % of N<lb />Functional illiteracy is widespread in the area. 48 84 26 46<lb />Functional illiteracy is a problem in the area but less so than in other areas. 5 9 21 37<lb />Functional illiteracy affects a significant minority of the area population. 4 4 5 9<lb />Functional illiteracy affects only a small portion of the area population. 0 0 0 0<lb />No response. 0 0 5 9<lb /><lb />acy as a community problem and the role played<lb />by the North Carolina Community College System<lb />in the provision of literacy education services to<lb />the functionally illiterate segments of the popula-<lb />tion. The extent of cooperation among commu-<lb />nity agencies to provide literacy education<lb />programs was also explored.<lb /><lb />In order to obtain information concerning<lb />the respondentsT perception of the prevalence of<lb />functional illiteracy in the various service areas,<lb />respondents were given four choices of broad<lb />categories in which to record their perceptions. A<lb />summary of the responses to this area of ques-<lb />tioning is contained in Table I. (Percentages are<lb />rounded to the nearest whole number on all<lb />tables.)<lb /><lb />Several observations can be made in refer-<lb />ence to the data reported in Table I. One is that<lb />literacy program directors exhibited a much<lb />higher level of perception of functional illiteracy<lb />as a widespread community problem than did<lb />library program directors; however, all who<lb />responded perceived functional illiteracy to affect<lb /><lb />at least a significant minority, in their opinion.<lb />The observation can also be made that all literacy<lb />directors responded to the question, but nine per<lb />cent of the librarians failed to respond. Perhaps<lb />the librarians felt unqualified to answer the ques-<lb />tion; or, perhaps they simply chose to omit the<lb />question.<lb /><lb />When asked specifically to estimate the per-<lb />centage of the population in their service areas<lb />who could be described as functionally illiterate,<lb />there were again indications that librarians were<lb />reluctant to answer for one reason or another, as<lb />almost half the library program directors omitted<lb />the question (see Table II).<lb /><lb />The range of estimates of functional illiteracy<lb />most frequently specified by the literacy program<lb />directors, twenty to twenty-nine per cent, roughly<lb />corresponds with a report on functional illiteracy<lb />in North Carolina which was prepared by another<lb />agency, thereby lending validity to the estimates<lb />provided on this survey. A report on functional<lb />illiteracy in North Carolina prepared by the For-<lb />syth County Public Library based on 1980 United<lb /><lb />TABLE II.<lb />Estimated Percentages of Functionally Illiterate Persons<lb /><lb />SS SS SSS SSS RSS SS<lb /><lb />Percentage of Functional Illiteracy Estimated<lb /><lb />-_<lb /><lb />55 or over<lb />50-54<lb />45-49<lb />40-44<lb />35-39<lb />30-34<lb />25-29<lb />20-24<lb />15-19<lb />10-14<lb /><lb />0-9<lb />No response<lb /><lb />Literacy Program Library Program<lb />Directors Directors<lb /><lb />N sy eer N se oO) ofN<lb />2 4 Z 4<lb />3 5 1 2<lb />2 4 1 2<lb />4 q 3 5<lb />3 5 2 4<lb />8 14 5 9<lb /><lb />10 18 4 7<lb /><lb />ll 19 5 9<lb />5 9 6 ll<lb />4 i 2 4<lb />0 0 0 0<lb />5 9 26 46<lb /><lb />38"North Carolina Libraries<lb /></p>
        <pb facs="00027310_0043" />
        <p>States Census data places the average state-wide<lb />functional illiteracy rate at twenty-four per cent.34<lb /><lb />The importance of the North Carolina Com-<lb />munity College System as a provider of literacy<lb />education in the state was affirmed by both<lb />groups of respondents, as ninety-four per cent of<lb />the literacy program directors and eighty-nine<lb />per cent of the library program directors identi-<lb />fied the community college system as the sole or<lb />primary provider of literacy education in their<lb />Service areas. Information concerning other pro-<lb />viders of literacy education in the state, according<lb />to the respondents, also emerged from the survey.<lb /><lb />A summary of the agencies cited by both groups<lb />of respondents as providers of literacy education<lb />in North Carolina is provided in Table III.<lb /><lb />Third Section.<lb /><lb />The third section of the three-part survey<lb />attempted to identify and evaluate respondentsT<lb />perceptions of the role of library service in the<lb />provision of basic literacy education instruction<lb />in the North Carolina Community College System.<lb />RespondentsT perceptions of the appropriate role<lb />of library service in institutional literacy educa-<lb />tion programs as well as reports of the various<lb /><lb />TABLE III.<lb />Identification of Providers of Literacy Education in North Carolina<lb /><lb />ae SS ASS I RAREST AA A SRR ATT SEIS EY<lb /><lb />Identified by Literacy<lb />Program Directors<lb /><lb />Identified by Library<lb />Program Directors<lb /><lb />Agencies Cited  (N=57) pares Ni N=57 Bibi<lb />A unit of the North Carolina Community College System 57 100 53 93<lb />Public schools 8 14 ll 19<lb />YMCA or YWCA 0 0 2 4<lb />Laubach volunteers 23 40 15 26<lb />Public libraries 9 16 13 23<lb />Churches 19 33 11 19<lb />Miscellaneous others 12 QF 6 ll<lb />No response 0 0 4 i,<lb /><lb />How much<lb />would you pav...<lb /><lb />to stop the book loss<lb />in your library?<lb /><lb />A Checkpoint library detection system costs<lb />far less than your missing books are costing<lb /><lb />you each year in dollars and loss of service.<lb /><lb />The Checkpoint System<lb /><lb />e No False Alarms<lb /><lb />e Safe<lb />e Reliable<lb /><lb />e Effective<lb />e Attractive<lb />e Thousands in Use<lb /><lb />For information, please call or write: CHECKPOINT<lb /><lb />North Carolina Representative<lb /><lb />Checkpoint Systems, Inc.<lb />550 Grove Road, Mid Atlantic Park,<lb />P.O. Box 188, Thorofare, NJ 08086<lb />(609) 848-1800 e TELEX: 84-5396<lb /><lb />Wes Brewer - 919-493-2161<lb /><lb />1986 Spring"39<lb /></p>
        <pb facs="00027310_0044" />
        <p>TABLE IV.<lb />Perceived Levels of Appropriate Library Involvement in the Adult Basic Education (ABE) Program<lb /><lb />SSS<lb /><lb />Selections by Literacy Selections by Library<lb />Program Directors Program Directors<lb />Responses (N=57) (N=57)<lb /><lb />N % of N N % of N<lb />aa Sn Sebastes<lb />Library staff should plan for heavy use of library resources by<lb />ABE students. 22 39 21 37<lb /><lb />Library staff should expect to provide support for ABE programs;<lb /><lb />however no planning for library use is expected to take place among<lb /><lb />library or literacy program directors.<lb /><lb />Library staff should expect little use of library by ABE students.<lb /><lb />No response.<lb /><lb />library services made available to ABE students<lb />were examined. As Table IV illustrates, an expec-<lb />tation of a somewhat higher level of library use by<lb />ABE students was indicated by library program<lb />directors than by literacy program directors.<lb /><lb />Concerning specified descriptions of library<lb />services, respondents were provided with a list of<lb />eleven library functions as well as an oother� option<lb />with space allowed by description of any services<lb />that were added. Actually, a non-selection as well<lb />as a selection process occurred at this point, as<lb />one quarter of the literacy program directors<lb />reported no areas of library involvement in the<lb />ABE program, and twenty-one per cent of the<lb />library program directors did the same (see<lb />Table V). Perhaps the literacy program directors<lb />were not familiar with the library offerings for the<lb />ABE students; perhaps they perceived an absence<lb />of services; perhaps they simply chose not to<lb />respond to this line of questioning. Several library<lb />program directors frankly stated that they had<lb />little involvement with the ABE program; specific<lb />comments will follow.<lb /><lb />11 19 Li, 30<lb />24 42 15 26<lb />0 0 4 +<lb /><lb />Among library program directors, the largest<lb />number of respondents, thirteen of fifty-seven,<lb />reported two areas of service to the Adult Basic<lb />Education students. As Table V indicates, few<lb />respondents reported more than four areas of<lb />library involvement in the literacy education pro-<lb />gram.<lb /><lb />Table VI specifies the eleven areas of library<lb />functions from which respondents were asked to<lb />identify the offerings to ABE students, as well as<lb />the rate of response. oOther� services identified by<lb />librarians were two services reported once each<lb />by separate library program directors as follows:<lb />(1) cataloging of ABE materials, and (2) direc-<lb />tional reference service. oOther� was marked by<lb />seven different literacy program directors, but the<lb />services they referred to were not named.<lb /><lb />As in the studies reported by Person and<lb />Phifer (see notes 29 and 30), the library services<lb />most frequently identified were those that are<lb />generally regarded as otraditional,� such as mak-<lb />ing reading materials available, providing orienta-<lb />tion to the library, or preparing displays.<lb /><lb />TABLE V.<lb />Quantitative Report of Areas of Library Involvement in Adult Basic Education (ABE) Programs<lb /><lb />SSS<lb /><lb />Number of Areas of Library Involvement Reported<lb /><lb />Number of Areas Specified Number of Areas Specified<lb /><lb />by Literary Program Directors _ by Library Program Directors<lb /><lb />(N=57)<lb /><lb />N=<lb />% of N Cyeema<lb /><lb />N N N<lb />""""".-"9(<lb /><lb />12 or more 0 0 0 0<lb />11 1 2 0 0<lb />10 0 0 0 0<lb /><lb />9 0 0 0 0<lb />8 0 0 it 2<lb />7 1 2 1 2<lb />6 2 4 1 2<lb />5 3 5 2 4<lb />4 4 7 7 12<lb />3 9 16 ll 19<lb />2 11 19 13 23<lb />1 12 21 9 16<lb />0 14 25 12 21<lb /><lb />40"North Carolina Libraries<lb /></p>
        <pb facs="00027310_0045" />
        <p>TABLE VI.<lb />Specified Areas of Library Involvement in Adult Basic Education (ABE) Programs<lb /><lb />SS SSCS SSS SS SSS SSS SESS SE SS SASS<lb /><lb />Services Reported<lb /><lb />Availability According to Availability According to<lb />Literacy Program Directors Library Program Directors<lb />(N=57) (N=57)<lb /><lb />N % of N N % of N<lb /><lb />errr<lb /><lb />Provides orientation to library 15 26 23 40<lb />Provides bibliographic instruction 4 i 8 14<lb />Circulates ABE texts 18 32 18 32<lb />Has available high interest/low vocabulary materials 21 37 31 54<lb />Provides special shelving for high/low materials 12) UHe 9 16<lb />Consults with ABE staff concerning selections ll 19 8 14<lb />Provides space for tutoring ABE students 8 14 5 9<lb />Coordinates tutoring volunteers 2 4 2 4<lb />Cooperates with community agencies to promote literacy programs 8 14 4 7<lb />Prepares promotional displays 13 23 13 23<lb />Plans regularly with ABE staff for library involvement 3 5 1 2<lb />Other va 12 2 4<lb />None 14 25 12 21<lb /><lb />SA AAA SSE SSSR A SSS SSS SS SESS oF POE I NTA<lb /><lb />Comments Clarify Postions<lb /><lb />The final portion of the questionnaire asked<lb />respondents to indicate any of several suggested<lb />Changes in the interrelationship of library and<lb />literacy program facilitators that were considered<lb />desirable, and additional comments were invited.<lb />As Table VII indicates, a non-selection as well as a<lb />Selection process occurred, as a number of<lb />respondents did not indicate the desirability of<lb />changes in the working relationships of library<lb />and literacy program staff persons. Interpreta-<lb />tions may be made that the non-respondents saw<lb />no need for changes; they did not agree that the<lb />Suggested changes were the appropriate ones to<lb />make; or they simply chose not to respond. How-<lb />ever, as Table VII indicates, a selection process did<lb />occur, and the results point to perceived needs<lb />for closer working relationships and better com-<lb /><lb />munication among the library and literacy pro-<lb />gram personnel at the various institutions of the<lb />North Carolina Community College System.<lb /><lb />Comments were invited at the conclusion of<lb />the questionnaire, and many of the comments<lb />underscored the interpretation just stated of the<lb />desirability perceived among a number of respon-<lb />dents of working toward more open lines of com-<lb />munication among library and literacy program<lb />personnel. Typical comments of this nature from<lb />library personnel were: oThis survey has facili-<lb />tated a new concern for me ... I hadnTt thought<lb />about interaction of facilitators of literacy and<lb />library programs. Thank you!� and oAll options<lb />[suggested areas of library involvement] are good.<lb />We need to do more.�<lb /><lb />Other library personnel seemed interested in<lb />improving efforts to support the ABE program"if<lb /><lb />TABLE VII.<lb />Changes in Program Procedures.<lb /><lb />LL SS SSS SSS<lb /><lb />Suggested Changes<lb /><lb />Selected by Literary Selected by Library<lb />Program Directors Program Directors<lb />(N=57) (N=57)<lb />N % of N N % of N<lb /><lb />oa EE Riel REE Rae a neem A 2 la<lb /><lb />A library staff member should be designated to work with literacy<lb /><lb />staff concerning ABE program.<lb /><lb />A designated time for joint ABE/library staff consultation should<lb /><lb />be set up.<lb /><lb />The library staff should be relieved of all responsibility for handling<lb /><lb />ABE texts.<lb /><lb />The library budget needs to reflect fewer expenditures in support of<lb /><lb />ABE program.<lb /><lb />ABE staff persons should exert greater effort to inform library staff<lb /><lb />of program needs.<lb /><lb />The library budget should include greater expenditures in support<lb /><lb />of ABE.<lb />No response.<lb /><lb />21 37 23 40<lb />12 21 24 42<lb /><lb />3 5 2 A<lb /><lb />2 4 6 11<lb />24 42 29 51<lb />16 28 27 47<lb />14 25 7 12<lb /><lb />st<lb /><lb />1986 Spring"41<lb /></p>
        <pb facs="00027310_0046" />
        <p>asked to do so. One comment of this nature was,<lb />oThe library staff is willing to assist the literacy<lb />education program in any way it can. At our<lb />school, all the program director has to do is ask,<lb />and the library staff will do whatever it can.�<lb />Another librarian commented, oSince I have been<lb />librarian, there has been no real involvement with<lb />the ABE program. I would be willing to work with<lb />the facilitators to improve the services of the<lb />library to these people.�<lb /><lb />Other comments from librarians indicated<lb />that very little has been expected from their<lb />libraries in terms of support for the Adult Basic<lb />Education program, and that little change is<lb />expected. Several cited difficulties in providing<lb />services to off-campus classes. One library pro-<lb />gram director stated, oThe library has never had<lb />any connection with the literacy program. The<lb />Library Services Department is completely sepa-<lb />rate from any developmental studies program.�<lb />Another librarian stated, oI have answered few<lb />questions on the survey because the LRC has had<lb />little involvement with the literacy program. But<lb />perhaps that is exactly what you were trying to<lb />find out from your study.�<lb /><lb />Comments from literacy program directors<lb />indicated a range of reactions, also. Some com-<lb />ments by ABE directors indicated that they have<lb />established rapport with the library personnel at<lb />their institutions, such as the comment, oThe<lb />library staff and the ABE staff have an excellent<lb />working relationship.�<lb /><lb />Other comments indicated that the library<lb />staff is cooperative when services are requested,<lb />such as oLibrary staff is always cooperative and<lb />attempts to satisfy requests that are made for the<lb />benefit of the literacy students.�<lb /><lb />As was the case with comments from library<lb />personnel, some comments from literacy educa-<lb />tion personnel indicated little library involvement<lb />in the literacy education programs. Some cited<lb />the predominance of off-campus classes; others<lb />implied that the library staff was not greatly<lb />interested in providing services to ABE students.<lb />One Adult Basic Education program director<lb />stated that the library staff o... doesnTt see the<lb />need to do any more than required.� However, at<lb />another institution, it seems apparent that the<lb />library staff would not be encouraged to work<lb />with the literacy education students, as the liter-<lb />acy program director stated, oAll literacy educa-<lb />tion materials are provided by ABE program"li-<lb />brary use is not needed.�<lb /><lb />Several literacy program directors, however,<lb />acknowledged the need for changes in their work-<lb />ing relationship with the library staff and seemed<lb /><lb />42"North Carolina Libraries<lb /><lb />eager to do so. One comment was, oThere is little<lb />interaction between my office and the library.<lb />This is as much my fault as anyone's.� Another<lb />ABE director stated, oWe would greatly benefit<lb />from library special displays and programs.� And<lb />a related comment from another ABE director<lb />stated that othe entire [library] staff ... should<lb />promote the [ABE] program from every moun-<lb />tain top.�<lb /><lb />Conclusion<lb /><lb />Functional illiteracy has been recognized in<lb />the decade of the 1980s as a threat to the quality<lb />of life and the economy in the United States and<lb />in North Carolina. A concerted effort is being<lb />made in North Carolina to alleviate functional illit-<lb />eracy through basic skills classes sponsored by<lb />the North Carolina Community College System<lb />and other public agencies, as well as through the<lb />cooperative efforts of volunteers and various<lb />employers who appreciate the skills of a literate<lb />work force.<lb /><lb />The libraries of the North Carolina Commu-<lb />nity College System, administered separately or as<lb />a component of the learning resources center,<lb />have not been particularly active in the literacy<lb />education initiative, according to the results of<lb />the survey just reported. For the most part, servi-<lb />ces to Adult Basic Education students have been<lb />the traditional ones, including such services as<lb />making materials available and providing library<lb />orientation information upon request. Perhaps<lb />this has been because active involvement in the<lb />provision of library services to Adult Basic Educa-<lb />tion students has not been seen as necessary or<lb />appropriate, in light of all the other demands<lb />made on library personnel, particularly from stu-<lb />dents enrolled in curriculum programs.<lb /><lb />However, perhaps in this decade of the 1980s,<lb />as the state and nation must contend with<lb />attempting to alleviate the problems caused by<lb />functional illiteracy, the librarians of the North<lb />Carolina Community College system can find<lb />additional ways to assist in the literacy education<lb />efforts.<lb /><lb />As was suggested by several participants in<lb />the survey just discussed, joint efforts among<lb />literacy and library program directors may prove<lb />helpful. Perhaps joint planning sessions, begin-<lb />ning with discussions of program missions, could<lb />provide opportunities for planning displays, pro-<lb />grams, publicity campaigns, and similar activities.<lb /><lb />A recent publication which may prove useful<lb />for establishing areas of support and cooperation<lb />is The Library Literacy Connection. Published in<lb /></p>
        <pb facs="00027310_0047" />
        <p>1984 and planned for librarians and Adult Basic<lb />Education teachers, this handbook discusses<lb />criteria for selection of appropriate materials for<lb />adult new readers and provides a bibliography of<lb />appropriate new materials. It also discusses skills<lb />new readers must master, provides suggestions<lb />concerning collection organization, and suggests<lb />methods of cooperation for literacy education<lb />with public libraries.*®<lb /><lb />Steven Baughman has suggested that it is the<lb />librarians of the community colleges who have<lb />helped to transform disadvantaged students to<lb />successful learners: oThe role of the community<lb />college librarian, whether as interpreter of the<lb />collection, media specialist, or study skills counse-<lb />lor, can provide the human link between new<lb />learners and some of the complicated media<lb />forms and associated technology necessary for<lb />them to survive the initial college experience.�<lb /><lb />Perhaps community college librarians work-<lb />ing with those who teach the basic literacy skills<lb />can continue to touch the lives of even more new<lb />learners.<lb /><lb />References<lb /><lb />1. oAhead: A Nation of Illiterates?� U.S. News &amp; World Report,<lb />May 17, 1982, p. 53.<lb /><lb />2. National Commission on Excellence in Education, A Nation<lb />at Risk: the Imperative for Educational Reform, 1983, cited by<lb />Jonathan Kozol, oThe Crippling Inheritance� (New York: The<lb />New York Times Book Review, 3 March 1985), p. 26.<lb /><lb />3. Jonathan Kozol, oThe Crippling Inheritance,� The New York<lb />Times Book Review, 3 March 1985, p. 27.<lb /><lb />4. Ibid., p. 26.<lb /><lb />5. Ibid., p. 27.<lb /><lb />6. USA Today, 2 April 1985, quoted in MORE... 2 (May 1985),<lb />p. 4,<lb /><lb />7. Paula Duggan, Literacy at Work (Washington, D.C.: North-<lb />east-Midwest Institute, 1985), pp. 1-21.<lb /><lb />8. o60 Million American Adults Functionally Illiterate, Group<lb />Says,� The Charlotte Observer, 4 August 1985, p 17A.<lb /><lb />9. Robert W. Scott, oMessage from the State President,� MORE...<lb />2 (September 1984):2.<lb /><lb />10. Ibid.<lb /><lb />11. oMartin Seeks Redoubled Efforts Against Adult Illiteracy in<lb />N.C.,� Greensboro News &amp; Record, 9 August 1985, p. C3.<lb /><lb />12. Ibid.<lb /><lb />13. Ibid.<lb /><lb />14, oThe Illiteracy Penalty,� Winston-Salem Journal, 11 August<lb />1985, p. C2.<lb /><lb />15. Henry Drennan, oLibraries and Literacy Education,� Catho-<lb />lic Library World 52 (April 1981): 377.<lb /><lb />16. American Library Association, Libraries and the Learning.<lb />Society; Papers in Response to o~A Nation at Risk� (Chicago:<lb />American Library Association, 1984), pp. 1-151.<lb /><lb />17. Ibid., p. 14.<lb /><lb />18. American Library Association, Realities: Educational Re-<lb />Jorm in a Learning Society (Chicago: American Library Associa-<lb />tion, 1984), pp. 1-12.<lb /><lb />19. U.S., Congress, Joint Committee on the Library, Books in<lb />Our Future, A Report from the Librarian of Congress to the<lb />Congress, S. PRT. 98-231, 98th Congress, 1984, p. 27.<lb /><lb />20. H.K. Griggs, Sr., oShould Public Libraries Help to Improve<lb />Literacy in North Carolina?� North Carolina Libraries 40 (Fall/<lb />Winter 1982): 264-265.<lb /><lb />21. For Those Who Can't Read (Durham, N.C.: Durham County<lb />Literacy Council, Inc., [n.d.]), unp.<lb /><lb />22. North Carolina Library Association, Public Library Section,<lb />Literacy Committee, Learning About Literacy: How to Set Up a<lb />Literacy Program in Your Library (Winston-Salem, N.C.: For-<lb />syth County Public Library, 1985), unp.<lb /><lb />23. The 1983-84 Educational Guide Catalog; The North Caro-<lb />lina Community College System (Raleigh, N.C.: N.C. Department<lb />of Community Colleges, 1983), p. 1.<lb /><lb />24, Elizabeth Fisk, Kathryn Martens, and Richard Richardson,<lb />Functional Literacy in the College Setting (Washington, D.C.:<lb />American Association for Higher Education, 1981), p. 5.<lb /><lb />25. Steven A. Baughman, oThe Community-Junior College<lb />Library and the Educationally Disadvantaged Student,� Com-<lb />munity &amp; Junior College Libraries 1 (Winter 1982): 25-31.<lb /><lb />26. Ester G. Smith, Libraries in Literacy (Washington, D.C.: U.S.<lb />Department of Education, 1981).<lb /><lb />27. Carol Truett, oServices to Developmental Education Stu-<lb />dents in the Community College: Does the Library Have a Role?�<lb />College &amp; Research Libraries 44 (January 1983): 20-28.<lb /><lb />28. Thomas W. Shaughnessy, oLibrary Services to Educationally<lb />Disadvantaged Students,� College &amp; Research Libraries 36<lb />(November 1975): 443-448.<lb /><lb />29. Ruth J. Person and Kenneth O. Phifer, oThe Role of Commu-<lb />nity College Libraries and Learning Resource Centers in Literacy<lb />Education,� Community &amp; Junior College Libraries 2 (Fall<lb />1983): 9-22.<lb /><lb />30. Ruth J. Person and Kenneth O. Phifer, oSupport for Literacy<lb />Education in Academic Libraries,� College &amp; Research Libraries<lb />46 (March 1985): 147-153.<lb /><lb />31. Ernest Wayne Tompkins, Learning Resources Centers in the<lb />North Carolina Community College System: A Status Study,<lb />1979 (Ed.D. dissertation, North Carolina State University at<lb />Raleigh, 1980).<lb /><lb />32. Ronald J. Plummer, oThe Librarian As Adult Educator in the<lb />Learning Resources Center,� Community &amp; Junior College<lb />Libraries 2 (Fall 1983): 29-37.<lb /><lb />33. Michael J. Robinson, oIlliteracy: More Than Just Inconve-<lb />nient,* The (Raleigh) News and Observer, 27 October 1985, p. 1D.<lb />34. Merrikay E. Brown and Ann McNichols, comps., Functional<lb />Illiteracy Rate in North Carolina by County (Age 25 and Up)<lb />(Winston-Salem, N.C.; Forsyth County Public Library [n.d.]), p. 1.<lb />35. Marguerite Crowley Weibel, The Library Literacy Connec-<lb />tion: Using Library Resources with Adult Basic Education Stu-<lb />dents (Bethesda, Md.: ERIC Document Reproduction Service, ED<lb />247 464, 1984).<lb /><lb />36. Baughman, oThe Community-Junior College Library and the<lb />Educationally Disadvantaged Student,� p. 29.<lb /><lb />1986 Spring"43<lb /></p>
        <pb facs="00027310_0048" />
        <p>eee A eee Ng ee nem gee oe cee ay<lb />New North Carolina Books<lb /><lb />Alice R. Cotten, Compiler<lb /><lb />Paul D. Escott. Many Excellent People: Power<lb />and Privilege in North Carolina. 1850-1900.<lb />Fred W. Morrison Series in Southern Studies.<lb />Chapel Hill: University of North Carolina Press,<lb />1985. 344 pp. $29.00. ISBN 0-8078-1651-5.<lb /><lb />Many Excellent People is an important book<lb />for everyone interested in North Carolina history,<lb />from professional scholar to casual reader. Paul<lb />D. Escott, chairman of the Department of History<lb />at the University of North Carolina at Charlotte,<lb />has produced an astute and insightful social pro-<lb />file of the Old North State during the second half<lb />of the nineteenth century.<lb /><lb />EscottTs thesis is simple and direct: that<lb />North Carolina was as undemocratic in its politi-<lb />cal structure in 1900 as it had been in 1850. In<lb />KscottTs view, the state was dominated by an elite<lb />social group, headed by the oSquirearchy,� which<lb />weathered the traumatic events of Civil War,<lb />Reconstruction, New South industrialization, and<lb />an 1890s farmersT revolt. Always willing to resort<lb />to the wily appeals of owhite supremacy,� this elite<lb />held off repeated popular challenges to its power<lb />and privilege. While Escott concedes that the<lb />osuccession of major events seemed likely to<lb />transform the state,� his oconclusions emphasize<lb />continuity in power relationships and in the eliteTs<lb />undemocratic attitudes.� (xvii-xviii.)<lb /><lb />The continuity, however, did not persist<lb />without challenge. A related and vital theme of<lb />the work is the dedicated effort of poorer, less<lb />privileged North Carolinians, white and black<lb />alike, to redirect the stateTs energies into more<lb />democratic channels through a transformed po-<lb />litical structure. This is a theme with tragic over-<lb />tones, for the reform attempts twice fell victim to<lb />racism, fraud, and outright violent denial.<lb /><lb />When Escott is at his best, the history is vivid<lb />and dynamic. This is particularly true when<lb />Escott treats the decades of Civil War and Recon-<lb />struction, a period in which he has previously<lb />published. His profile of the North Carolina gen-<lb />try, which emphasizes propriety as well as prop-<lb />erty in defining the class, is undoubtedly the best<lb />the reviewer has read. Escott also avoids the ten-<lb /><lb />44"North Carolina Libraries<lb /><lb />dency of many liberal revisionists to romanticize<lb />those who were not among the elite. For example,<lb />Escott treats the numerically dominant yeomen<lb />farmers with judicious restraint, balancing their<lb />zeal for self-reliance with their outspoken preju-<lb />dices. This balance is harmonized best in the fine<lb />chapters that detail the violent struggle and<lb />genuine suffering that were part of the homefront<lb />experience during the Civil War. Most readers<lb />should come away with an altered perspective on<lb />the sacred traditions of the Confederate cause,<lb />whether during the war itself or in the vicious<lb />years of Reconstruction that followed.<lb /><lb />EscottTs social tapestry, although finely<lb />woven, is not without threads that can be picked<lb />or frayed. This is most apparent in his treatment<lb />of the New South decades. While the chapters on<lb />industrialization are detailed and original, Escott<lb />argues, perhaps too strongly, that the benevolent<lb />paternalism ascribed to cotton mill owners of the<lb />period did not exist. The evidence that Escott<lb />presents does support his argument, but he ne-<lb />glects some evidence that supports the traditional<lb />thesis. For example, Escott is correct to reinter-<lb />pret the famous revival that brought Salisbury its<lb />first post-bellum cotton mill. Tradition holds that<lb />local citizens in 1887 responded to an evangelistTs<lb />admonition that what the town needed onext to<lb />religion, was a cotton mill� to benefit the poor. The<lb />Salisbury crusade was, as Escott claims, engi-<lb />neered by local business interests. Having uncov-<lb />ered the commercial design, however, he then<lb />fails to assess the very necessary evangelical rhe-<lb />toric and benevolent emotion that oPreacher Pear-<lb />son� evoked in Salisbury, Concord, and other<lb />Piedmont towns undergoing economic transfor-<lb />mation. The lack of philanthropic intention does<lb />not in itself negate a paternalistic outlook among<lb />the industrialists.<lb /><lb />There are other quibbles. In assessing post-<lb />bellum trends in agriculture the author fails to<lb />carry through with the previous close attention<lb />he paid to five representative counties, The<lb />reader will look in vain for the specific impact of<lb />the crop lien and other market forces in these<lb />counties. In addition, the presentation on Popu-<lb /></p>
        <pb facs="00027310_0049" />
        <p>lism seems sketchy compared to the attention<lb />paid to Reconstruction. The reader needs to know<lb />more about who the Populists were and why some<lb />North Carolina farmers turned to protest through<lb />the ballot box, while others did not.<lb /><lb />Such weaknesses, however, in no way mar the<lb />value or the beauty of the book. Escott writes with<lb />a grace akin to the skills of a Brushy Mountain<lb />fiddler. His narrative brings welcome lucidity to<lb />revisionist scholarship, which is often turgid and<lb />doctrinaire. His book is recommended for every<lb />North Carolinan who wants to learn the real her-<lb />itage of the Tar Heel past.<lb /><lb />Gary Freeze, University of North Carolina at Charlotte<lb /><lb />Mary Jarrell, ed. Randall JarrellTs Letters: An<lb />Autobiographical and Literary Selection. Bos-<lb />ton: Houghton Mifflin Company, 1985. 540 pp.<lb />$29.95. ISBN 0-395-34405-0.<lb /><lb />This curiously uneven collection of the letters<lb />of Randall Jarrell reveals that he was a better<lb />poet, critic, and teacher than he was a letter writ-<lb />er. Beginning in 1935 with a letter to Robert Penn<lb />Warren and ending with a letter to Adrienne Rich,<lb />the volume includes a number of letters to poets<lb />and writers who were friends and contemporar-<lb />ies of Jarrell, as well as many letters to the two<lb />Women to whom he was married. JarrellTs widow<lb />edited this volume and supplied the explanatory<lb />italicized passages that bridge the letters and<lb />offer Mrs. JarrellTs own reminiscences of the<lb />events described by Jarrell. The editorTs note indi-<lb />cates that some portions of the letters have been<lb />omitted, but there are no ellipses in the text to<lb />indicate where these omissions occur. There is a<lb />good index and a short list of JarrellTs published<lb />work.<lb /><lb />Jarrell was a poet of stature, ranked with the<lb />other major American poets of World War II and<lb />the post-war era. A disciple of John Crowe Ran-<lb />som and a younger friend of Robert Penn Warren<lb />and Allen Tate, Jarrell graduated from Vanderbilt<lb />University in 1935 more anxious than agrarian,<lb />more rambunctious than rural. His bibliography<lb />lists ten volumes of poetry, one novel, and four<lb />childrenTs books. Several translations and anthol-<lb />Ogies attest to his creative and far-ranging inter-<lb />est in literature.<lb /><lb />Obsessed as he was with writing, Jarrell<lb />apparently did not consider letter writing an art<lb />to be developed. The letters are informative but<lb />Many are not stylistically pleasing, and the reader<lb /><lb />New North Carolina Books<lb /><lb />senses his effort to sustain the letter after the<lb />initial paragraph or two.<lb /><lb />The most interesting letters are those Jarrell<lb />wrote to other poets in which he gave generously<lb />of his critical talent. It would be well to read these<lb />letters with the works of his poet-correspondents<lb />in hand. As one reads JarrellTs comments to<lb />Robert Lowell, Adrienne Rich, Louise Bogan and<lb />other poets it would be interesting to know<lb />whether JarrellTs admonitions to change a word<lb />here, a line there, were acted upon by the recip-<lb />ients of his advice.<lb /><lb />On the other hand, we learn very little of Jar-<lb />rellTs own work. He wrote more about the creation<lb />of his novel, Pictures from an Institution, a<lb />satiric academic novel, than he did about his poe-<lb />try. His letters tend to enumerate poems he has<lb />written and to speak more of their publication<lb />and reception than to tell how the poem came<lb />into being. Perhaps the poetic process cannot be<lb />described, but the letters that deal with his own<lb />work are not very revealing and not up to the<lb />quality of the poetry itself.<lb /><lb />The same is true of many of the letters de-<lb />scribing events from which some of the best poe-<lb />try emerged. Reading JarrellTs war letters one<lb />thinks that he was emotionally untouched by the<lb />war though he served in the army for several<lb />years. In long letters to his first wife he recounted<lb />his daily life and clerical assignments, but the let-<lb />ters do not convey the horror and futility of war<lb />that is expressed so eloquently in his poems in<lb />Little Friend, Little Friend and Losses.<lb /><lb />Women were the subject of many of JarrellTs<lb />poems, and it is apparent from these letters that<lb />he liked women and felt comfortable with them.<lb />He wrote more personally to them than he did to<lb />men; the letters to his two wives and to the<lb />women poets he admired are warm, passionate,<lb />friendly, and humorous. He is more self-revealing<lb />and the letters flow more spontaneously than in<lb />many of the letters to his male literary peers.<lb /><lb />Jarrell began his teaching career at Kenyon<lb />College and taught at the University of North<lb />Carolina at Greensboro (then Woman's College)<lb />for eighteen years. He was a frequent contributor<lb />of critical essays to The Nation and The New<lb />Republic during those years and a number of the<lb />letters deal with the publication of those brillant<lb />and controversial articles. One senses that their<lb />creation and reception were a matter of consid-<lb />erable anxiety to Jarrell. His teaching was per-<lb />haps more rewarding; he apparently liked<lb />teaching and was probably good at it. He loved<lb />cats, classical music, tennis, and sports cars, and<lb /><lb />1986 Spring"45<lb /></p>
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        <p>New North Carolina Books<lb /><lb />the letters contain rhapsodic accounts of his<lb />adventures with each.<lb /><lb />The last year of JarrellTs life was marred by<lb />illness as his emotions were caught up in the<lb />roller coaster of manic depression. It is to Mary<lb />JarrellTs credit that she includes a number of let-<lb />ters he wrote under the cloud of that illness, and<lb />the reader is allowed to witness his descent into<lb />and emergence from depression. It is tragic that<lb />just as he was recovering he was killed by an<lb />automobile as he strolled one evening in Chapel<lb />Hill, shortly after his 51st birthday.<lb /><lb />This book will be of particular interest to stu-<lb />dents of contemporary American literature. It is<lb />recommended for college and university libraries<lb />as well as for public libraries with collections of<lb />modern American literature.<lb /><lb />Frances A. Weaver, University of North Carolina at Chapel Hill<lb /><lb />Jean Bradley Anderson. Piedmont Plantation:<lb />The Bennehan-Cameron Family and Lands in<lb />North Carolina. Durham: Historic Preservation<lb />Society of Durham. 1985. 227 pp. $24.95. ISBN 0-<lb />9615577-1-0. (Historic Preservation Society of<lb />Durham, Durham Arts Council Bldg., 120 Morris<lb />Street, Durham 27701.)<lb /><lb />When Richard Bennehan moved to Piedmont<lb />North Carolina from Virginia in 1768 his imme-<lb />diate object was to assume management of a<lb />country store in the rapidly developing backcoun-<lb />try of the province. In so doing Bennehan laid the<lb />foundation for a dynasty of plantation aristoc-<lb />racy that stretched for four generations. Benne-<lb />hanTs daughter, Rebecca, married Duncan Came-<lb />ron in 1803 and through succeeding generations<lb />the Bennehan-Cameron family rose to be the<lb />wealthiest in North Carolina. In addition to Stag-<lb />ville and Fairntosh plantations in modern Dur-<lb />ham County, their property spread into Wake,<lb />Granville, Person, and Orange counties as well as<lb />including plantations in Mississippi and Alabama.<lb />Their holdings ultimately included between 20,000<lb />and 30,000 acres with a slave population of<lb />almost 1,000.<lb /><lb />Using the plantations as a backdrop upon<lb />which the Bennehan and Cameron characters<lb />move and work, the author proceeds in a chrono-<lb />logical fashion to recount the construction of<lb />houses, barns, shops, and mills. She examines the<lb />slave population and the familyTs relationship to<lb />the community of slaves; she follows the Camer-<lb />ons through their various business, political, edu-<lb />cational, and philanthropic undertakings; and<lb />she explores the new order of agricultural life<lb /><lb />46"North Carolina Libraries<lb /><lb />after the Civil War. Without question the author<lb />has succeeded in preparing a highly readable yet<lb />fully documented study of plantation life and bus-<lb />iness enterprises that spans one hundred and<lb />fifty years of North Carolina history.<lb /><lb />Piedmont Plantation is based on two reports<lb />prepared for the North Carolina Division of<lb />Archives and History. The author expanded and<lb />reworked these studies which were prepared<lb />when the buildings and grounds of Stagville<lb />became a state historic site in 1977. The book<lb />retains the massive attention to minute detail<lb />expected of historic sites reports, but that very<lb />feature enhances the publicationTs usefulness as a<lb />fact-laden source of nineteenth century planta-<lb />tion life. Extensive appendixes contain lists of<lb />family land purchased, slaves acquired by pur-<lb />chase or gift, overseers of the various plantations<lb />in the complex, cemeteries on the property, agri-<lb />cultural census data, stock and tools, and mill<lb />statistics. Genealogical charts and an eleven page<lb />index make it possible to locate facts and family<lb />with minimum difficulty. The book will be of par-<lb />ticular interest to college and university libraries<lb />and to large public libraries with highly developed<lb />North Carolina holdings.<lb /><lb />Donald R. Lennon, East Carolina University<lb /><lb />Richard Cooper. Henry Berry Lowry: Rebel With<lb />a Cause. 48 pp. ISBN 0-89136-057-3. Thomas<lb />Wolfe, Voice of the Mountains. 48 pp. ISBN 0-<lb />89136-061-1. Raleigh: Creative Productions, 1985.<lb />$107 for the set of twelve oFamous Tar Heels.�<lb />(Box 30515, Raleigh 27612.)<lb /><lb />Henry Berry Lowry, a Lumbee Indian, was the<lb />Robin Hood of his people during the late 19th cen-<lb />tury. Through the lean days of Reconstruction,<lb />Lowry and his gang stole food and provisions to<lb />help keep their people alive, careful to take only<lb />from those who could afford it.<lb /><lb />Thomas Wolfe, one of the University of North<lb />CarolinaTs most famous alumni, is well known for<lb />his novels, several of which are based on his boy-<lb />hood in Asheville. Wolfe grew up in a strange fam-<lb />ily with parents who maintained separate houses<lb />a block apart. His father was a stonecutter with a<lb />weakness for alcohol; his mother, known as a<lb />penny pincher, ran a boarding house called Old<lb />Kentucky Home.<lb /><lb />What do Henry Berry Lowry and Thomas<lb />Wolfe have in common? Both are North Caro-<lb />linians, and both are included in a set of twelve<lb />biographies by Richard Cooper in a series called<lb />oFamous Tar Heels.�<lb /></p>
        <pb facs="00027310_0051" />
        <p>The twelve biographies, each forty-eight pages<lb />in length, compare favorably with other biogra-<lb />phies for children. Written on the fourth grade<lb />reading level, the books seem to be a valuable<lb />accompaniment to the unit on North Carolina<lb />history studied in that grade. They may also be<lb />useful to eighth graders who study North Caro-<lb />lina history.<lb /><lb />Among the ten other North Carolinians<lb />included in oFamous Tar Heels� are several well<lb />known names such as Billy Graham, O. Henry,<lb />Sugar Ray Leonard, Sam Ervin, and Manteo. Oth-<lb />ers that may be less well known, particularly to<lb />children, are Richard Caswell, John Chavis, James<lb />Augustus McLean, Susie Sharp, and Zeb Vance. A<lb />quick check in Books-in-Print revealed available<lb />biographies for only three of those included in the<lb />Set: Billy Graham, Sam Ervin, and Thomas Wolfe.<lb />Of those three, the only ones written for children<lb />were of Billy Graham.<lb /><lb />An experienced newspaper reporter who has<lb />often drawn editorial cartoons, Richard Cooper<lb />not only wrote the biographies but illustrated<lb />them as well. The color illustrations complement<lb />the texts nicely and help bring the characters to<lb />life. Each book, short enough to be read in one or<lb />two sittings, begins with an anecdote in an<lb />attempt to catch the readerTs attention.<lb /><lb />Cooper is currently compiling a second set of<lb />biographies of famous North Carolinians which<lb />will become available this spring. Among those to<lb />be included will be Elizabeth Koontz, Charles B.<lb />Aycock, Mary Martin Sloop, Michael Jordan, Eliza-<lb />beth Dole, and oCarbine� Williams. For libraries<lb />interested in building their womenTs collections,<lb />Cooper will make available as a separate set his<lb />six biographies of women.<lb /><lb />oFamous Tar Heels� includes biographies<lb />ranging from people active in North CarolinaTs<lb />earliest days to those still in the news. North<lb />Carolinians from various walks of life, some more<lb />famous than others, help Richard Cooper achieve<lb />his goal of providing children with a positive look<lb />at the people who have accomplished things for<lb />North Carolina. Recommended for elementary<lb />school, junior high school, and public libraries.<lb /><lb />Mary L. Kirk, University of North Carolina at Wilmington<lb /><lb />Seth B. Hinshaw. The Carolina Quaker Expe-<lb />rience, 1665-1985: An Intepretation. North Caro-<lb />lina Yearly Meeting, North Carolina Friends<lb />Historical Society, 1984. 342 pp. $14.00.<lb /><lb />The Carolina Quaker Experience is written<lb />by a Quaker for Quakers. The author, Seth B. Hin-<lb /><lb />New North Carolina Books<lb /><lb />shaw, has been a Quaker pastor and administra-<lb />tor and has written several other books on<lb />Quakers. In this book, he describes in detail the<lb />history of Quaker migration into and through the<lb />Carolinas. There are references to South Carolina,<lb />Georgia, and Tennessee, but most Quaker activity<lb />was in North Carolina. He also recounts the<lb />organizational growth and theological changes<lb />that occurred among the Quakers (or Friends),<lb />their service to the community, and the areas of<lb />conscience where they went against community<lb />norms. He does this thoroughly and, for the most<lb />part, objectively. Often Mr. Hinshaw points out<lb />both the admirable aspects and the failures of the<lb />Quaker experience.<lb /><lb />He does occasionally allow his partisanship<lb />for the Quaker faith to intrude, mostly in the form<lb />of (almost) parenthetical comments. The most<lb />glaring example is in his interpretation of Quaker<lb />opposition to slavery before the Civil War. For<lb />years before the war, Quakers in the South freed<lb />their own slaves when possible, cared for other<lb />freed slaves, and arranged for transport for them<lb />to the West and Canada, where they could live in<lb />freedom without fear of being orepossessed� into<lb />bondage. This was a difficult, expensive, and<lb />unpopular effort, and Quakers deserve a lot of<lb />credit for it. But very few non-Quakers followed<lb />this lead, as Mr. Hinshaw points out. Where he<lb />missteps is in adding the following comment:<lb />oFriends did prove, however, that slavery could be<lb />eliminated peaceably and that the War Between<lb />the States could have been avoided. This was no<lb />small achievement.� (p. 137) It seems to this<lb />reviewer that the actions of the Quakers, far from<lb />oproving� that the Civil War could have been<lb />avoided, showed instead how different the<lb />Friends were from their fellows, and how cou-<lb />rageous they were to act in opposition to their<lb />community. In trying to give Quakers credit for<lb />proving the impossible, Mr. Hinshaw has actually<lb />denigrated their conscientiousness and de-em-<lb />phasized the separateness from the world that<lb />the Quakers desired for themselves.<lb /><lb />As a non-Quaker, this reviewer had hoped to<lb />learn more about who the Quakers are and what<lb />they believe. I did learn quite a lot, but this book is<lb />not written to educate the non-Quaker. Mr. Hin-<lb />shaw begins the book by plunging right into who<lb />came to North Carolina and where they settled.<lb />He gives no background on how the Friends<lb />movement started, or what they believed. This<lb />knowledge is all assumed, and the uninformed<lb />reader must pick it up in bits and pieces along the<lb />way. Many organizational terms such as omonthly<lb />meeting� and oyearly meeting� go undefined, and<lb /><lb />1986 Spring"47<lb /></p>
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        <p>New North Carolina Books<lb /><lb />the reasons for the early persecution of Friends<lb />are unclear. It is not until the third chapter,<lb />entitled oSome Unique Customs,� that Mr. Hin-<lb />shaw directly describes some special attributes of<lb />the Society of Friends. To the non-Quaker, the<lb />most interesting chapters of the book deal with<lb />the QuakersT refusal to bear arms in the Revolu-<lb />tionary and Civil Wars, their active opposition to<lb />slavery, their espousal of the equality of the sexes,<lb />and the sufferings they endured as a result of<lb />these unpopular stands.<lb /><lb />In summary, this is a carefully researched<lb />history and interpretation. It includes many<lb />notes, an extensive bibliography, and several<lb />appendixes, including a chronology. It is aimed at<lb />Quaker scholars and others within the Society of<lb />Friends who are interested in the groupTs activi-<lb />ties in the South. It is full of family names and<lb />dates, so it is a Quaker genealogistTs dream.<lb />Recommended for libraries where there is a sub-<lb />stantial Quaker population or particular interest<lb />in the subject, especially in the Piedmont. For rea-<lb />sons that the author does not explore, few Quak-<lb />ers settled in western North Carolina; they<lb />apparently by-passed the Carolina mountains for<lb />Tennessee.<lb /><lb />Elizabeth White, Asheville-Buncombe Library System<lb /><lb />Alan Feduccia, ed. CatesbyTs Birds of Colonial<lb />America. Fred W. Morrison Series in Southern<lb /><lb />Studies. Chapel Hill: University of North Carolina<lb />Press, 1985. 176 pp. $29.00. ISBN 0-8078-1661-2.<lb /><lb />Owing largely to Professor FeducciaTs work,<lb />eighteenth-century naturalist Mark Catesby is<lb />emerging from the shadows cast by his successors<lb />Alexander Wilson and John James Audubon. The<lb />relative obscurity of CatesbyTs research has been<lb />due in part to the absence of a standard system<lb />for naming newly discovered species prior to Lin-<lb />naeusT Systema Naturae (1758). The post-Lin-<lb />naean publications of Wilson and Audubon were<lb />more useful to the scientific community and<lb />enjoyed greater popularity. Yet CatesbyTs contri-<lb />butions were considerable. His Natural History<lb />of Carolina, Florida, and the Bahama Islands,<lb />1731-43, oremained until the time of Audubon, a<lb />century later, the best illustrative treatment of<lb />the flora and fauna of North America� (Preface),<lb />and won him considerable fame in both America<lb />and Europe.<lb /><lb />In addition to his talents as an observer and<lb />illustrator of nature, Catesby was a skilled writer<lb />and possessed an inquiring and creative mind.<lb />The Natural History includes descriptions and<lb /><lb />48"North Carolina Libraries<lb /><lb />illustrations of 109 species of bird and relates<lb />general observations regarding the air, water,<lb />aborigines, agricultural crops, animals, and fish of<lb />the colonial South. CatesbyTs writing reflects his<lb />awareness of contemporary scientific thought<lb />and dedication to thorough, usually objective<lb />observation, and is imbued with a contagious<lb />delight in the splendors and curiosities of the New<lb />World. An example of the the naturalistTs innova-<lb />tions is his idea that bobolinks disappear in win-<lb />ter because they migrate and not, as the<lb />prevailing theory had it, that they hibernate in<lb />caves or in the mud at the bottom of ponds.<lb /><lb />Feduccia and the UNC Press should be<lb />applauded for the attractive and practical way in<lb />which they have reintroduced CatesbyTs work.<lb />Had they simply produced a facsimile, the result-<lb />ing volume would have been a handsome curios-<lb />ity: difficult to read due to the layout and typeface<lb />and of little interest to most scholars because of<lb />CatesbyTs naming system and the discrepancies<lb />between some of his conclusions and current bio-<lb />logical knowledge. Instead, Feduccia chose to use<lb />CatesbyTs original illustrations but to print the<lb />text in a modern typeface. The commentary on<lb />each plate is accompanied by editorial notes by<lb />Professor Feduccia and, where relevant, remarks<lb />made by other naturalists. Thus, the reader is<lb />treated to a short history of the scholarship on<lb />each bird. Most of the excellent illustrations are in<lb />black and white, but twenty of the loveliest<lb />appear in full-page color plates so the reader has<lb />a good sense of CatesbyTs considerable abilities as<lb />both colorist and draftsman. To alleviate the no-<lb />menclature problem, Feduccia provides a list of<lb />the 109 species discussed in the book by current<lb />common name, CatesbyTs name, and scientific<lb />name.<lb /><lb />The value of CatesbyTs Birds of Colonial<lb />America for school, public, and academic librar-<lb />ies is considerable. It holds appeal for naturalists;<lb />hobbyists; historians interested in science, art, or<lb />the South; and for anyone curious about the wild-<lb />life enjoyed by our colonial forebears. A bibliog-<lb />raphy and an index by common and scientific<lb />names of birds and plants are included.<lb /><lb />Alan FeducciaTs credentials are impressive. A<lb />professor of biology at the University of North<lb />Carolina at Chapel Hill, he has made numerous<lb />contributions to ornithological scholarship. Of<lb />greater interest to the non-specialist is his 1980<lb />The Age of Birds (Harvard University Press), a<lb />description of avian evolution written for a<lb />general audience.<lb /><lb />Elizabeth A. Bramm, Duke University<lb /></p>
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        <p>Alec Wilkinson. Moonshine: A Life in Pursuit of<lb />White Liquor. New York: Alfred A. Knopf, 1985.<lb />153 pp. $13.95. ISBN 0-394-54587-7.<lb /><lb />A highly enjoyable biography that reads like<lb />fiction, this slender volume chronicles the life and<lb />times of Garland Bunting, a longtime Alcoholic<lb />Beverage Control Officer in Halifax County, North<lb />Carolina. Bunting, depicted as a gray-haired, thin-<lb />lipped man with clear, steel blue eyes and a figure<lb />he himself describes as having othat sweet potato<lb />Shape"small at both ends and big in the middle,�<lb />is brought marvelously and vividly to life in this<lb />delightful account of one manTs life as a modern-<lb />day revenuer.<lb /><lb />As portrayed by Wilkinson, Bunting is an<lb />articulate, gregarious soul, a fifty-seven-year-old<lb />native of North Carolina, who has devoted most of<lb />his life to tracking down bootleggers and their<lb />Stills. He has held his present post since 1953, in<lb />an area of eastern North Carolina that appears to<lb />be brimming with moonshiners. WilkinsonTs de-<lb />Scriptions of BuntingTs many exploits are fascinat-<lb />ing, and often humorous as well. Bunting is<lb />represented as a slick, undercover operator, who,<lb />instead of trying to blend into the crowd, uses<lb />flamboyant disguises (or hide-behinds, as Bunting<lb />calls them) to trap unsuspecting bootleggers.<lb />Some of his more notable roles include a Bible-<lb />thumping preacher, a door-to-door fish peddler, a<lb />carnival barker, an obnoxiously loud drunk, and a<lb />woman character named oSweet Mama Tree-Top<lb />Tall� (which he has used on occasion to fool<lb />drivers),<lb /><lb />It is BuntingTs endless supply of anecdotes,<lb />heavily spiked with down-home humor, action,<lb />and colorful language, all faithfully reported by<lb />the author, that add a superb sense of realism<lb />and credibility to the narrative. Wilkinson is at his<lb />best when describing midnight coon hunts, long<lb />jaunts down the dusty back roads of rural eastern<lb />North Carolina, BuntingTs many undercover deeds,<lb />and a stake-out at a backwoods still. Various<lb />characters, such as Asia Herring, Alphonso Exum,<lb />Earl Outland, and a host of others are made real<lb />through the authorTs ability to entertain.<lb /><lb />Moonshine, besides being entertaining, is also<lb />informative, for intertwined with the descriptions<lb />of BuntingTs escapades are facts about the history<lb />of moonshine and a discussion concerning the<lb />distillation of bootleg liquor today. The author's<lb />Picture of the backwoods production of moon-<lb />Shine is quite graphic and apt to create a few<lb />raised eyebrows.<lb /><lb />Alec Wilkinson, also the author of Midnights<lb />(which concerned the life of a small-town police-<lb /><lb />New North Carolina Books<lb /><lb />man), has carefully researched his subject and<lb />has written a deft portrayal of a man ferociously<lb />intent on extinguishing the moonshine trade in<lb />eastern North Carolina. It is funny, serious, true<lb />to life, and a wonderful tribute to a truly remark-<lb />able North Carolinian.<lb /><lb />Public libraries should consider including this<lb />interesting piece of Caroliniana in their collec-<lb />tions.<lb /><lb />Mike Shoop, Robeson County Public Library, Lumberton<lb /><lb />Lala Carr Steelman. The North Carolina Farm-<lb />ersT Alliance: A Political History, 1887-1893.<lb />Greenville: East Carolina University Publications,<lb />Department of History, 1985. 295 pp. $9.95 paper;<lb />$19.95 cloth.<lb /><lb />The FarmersT Alliance was formed in North<lb />Carolina in 1887 as a part of a national organiza-<lb />tion created to address the social and economic<lb />problems of farmers. Its initial aim was to call<lb />attention to their needs, yet to remain clear of<lb />religion, politics, and racial questions. The nature<lb />of the concerns, however, soon led the Alliance<lb />into politics when members pondered such mat-<lb />ters as the need for a railroad commission to reg-<lb />ulate freight rates. They also came to discuss<lb />taxes, better public schools and trained teachers,<lb />new election laws, the protection of oyster beds<lb />from raids by fishermen from Virginia and Mary-<lb />land, the need for a college of agriculture, a public<lb />college for women, and other topics. Appealing to<lb />the predominant Democratic Party for solutions,<lb />they were rebuffed. Machine politicians, it was<lb />said, drove reformers out of that party and into a<lb />budding Populist Party.<lb /><lb />Professor Steelman has made a careful study<lb />of the various political moves preliminary to the<lb />ofusion� of the Populist and the Republican par-<lb />ties which marked the government of North Caro-<lb />lina at both the state and local levels at the end of<lb />the nineteenth century. Various factions are<lb />noted and their leadership defined. She explains<lb />the accomplishments of the Alliance through its<lb />political action"inspection of fertilizer, improved<lb />public roads, measures to conserve natural<lb />resources, new statutes pertaining to the care of<lb />the unfortunates, legislation to establish what is<lb />now North Carolina State University, among oth-<lb />ers.<lb /><lb />This scholarly study is not without a hint of<lb />humor. The predicament of Edward J. Hale, pub-<lb />lisher of a Fayetteville newspaper, when he discov-<lb />ered that one of his reporters held opposing<lb />views to those of himself, will bring at least a smile<lb /><lb />1986 Spring"49<lb /></p>
        <pb facs="00027310_0054" />
        <p>New North Carolina Books<lb /><lb />to the face of the reader. Both advocates and<lb />opponents of womenTs history will be amused at<lb />the brief story of a pioneer female politician, Mary<lb />Elizabeth oRaise Hell� Lease, who accompanied<lb />presidential candidate James B. Weaver on a<lb />speaking tour through North Carolina.<lb /><lb />This book will help to round out any collec-<lb />tion of North Carolina books. There is much local<lb />history and biography to be found in it as county<lb />leadership is covered and those involved identi-<lb />fied in some detail.<lb /><lb />William S. Powell, University of North Carolina at Chapel Hill<lb /><lb />William David Webster, James F. Parnell, and Wal-<lb />ter C. Biggs, Jr. Mammals of the Carolinas, Vir-<lb />ginia, and Maryland. Fred W. Morrison Series in<lb />Southern Studies. Chapel Hill: University of North<lb />Carolina Press, 1985. 255 pp. $16.95. ISBN<lb />0-8078-1663-9.<lb /><lb />Nearly every habitat contains characteristic<lb /><lb />mammals, some, like the grey squirrel, so familiar<lb />as to go unnoticed, but others nearly always<lb />unseen though close at hand. Yet, because they<lb />are important in practical and aesthetic ways,<lb />they need to be known and appreciated. Wide cir-<lb />culation and use of this attractive book will surely<lb />help.<lb />_ The authors, all from the Department of Bio-<lb />logical Sciences at the University of North Caro-<lb />lina at Wilmington, succeed in their goal to<lb />introduce the abundance and variety of mammal<lb />life in the four state area to those who have not<lb />yet discovered it.<lb /><lb />The introductory section (33 pp.), well illus-<lb />trated by color photographs, augments the bookTs<lb />value as a work about mammals rather than just<lb />a guide to them. Following descriptions of the<lb />general habitat regions (mountains, piedmont,<lb />coastal plain, and ocean), it describes mammal<lb />characteristics and adaptations, tells how to<lb />observe and study them, and considers factors<lb />regulating population size and the importance of<lb />preserving undisturbed, unpolluted native habi-<lb />tats. Two maps show the location of areas, such<lb />as wildlife refuges and state parks, where mam-<lb />mals are more protected and easier to observe.<lb /><lb />The main section of the book is a systematic<lb />accounting of 118 mammals, including five no<lb />longer found (extirpated) in the region and eight<lb />exotic (introduced) species. Each of the seventy-<lb />five land-dwelling species is given a separate<lb />account. Related species of marine mammals are<lb /><lb />50"North Carolina Libraries<lb /><lb />usually grouped in a single account.<lb /><lb />Each account consists of a brief non-techni-<lb />cal description to help the reader recognize the<lb />mammal and distinguish it from similar species,<lb />an indication of where it occurs geographically<lb />(with a range map) and its characteristic habitat,<lb />concluding with a discussion of its natural his-<lb />tory, e.g. food, activity cycles, reproduction, inter-<lb />action with man, and enemies. Every account is<lb />accompanied by a color photograph of the mam-<lb />mal, many taken in its native habitat.<lb /><lb />A glossary (110 terms) has been provided to<lb />help with some of the more technical terminology.<lb />The bibliography (forty-four citations) is subdi-<lb />vided into regional publications, general publica-<lb />tions, field guides, techniques manuals (on collec-<lb />tion and preservation) and periodicals. The<lb />index, consisting entirely of common and scien-<lb />tific names of mammals, is to the accounts section<lb />only. It would have been more useful had it<lb />covered the entire book.<lb /><lb />Every library in the region serving patrons<lb />interested in mammals should have this in its col-<lb />lection. It would be useful in helping librarians<lb />answer inquiries about local mammals.<lb /><lb />John B. Darling, University of North Carolina at Chapel Hill.<lb /><lb />Martha Stoops. The Heritage: The Education of<lb />Women at St. MaryTs College, Raleigh, North<lb />Carolina 1842-1982. Raleigh: St. Mary's College,<lb />1984. 532 pp. $29.95 (plus $3.35 tax and postage).<lb />(Order from St. MaryTs College Alumnae Associa-<lb />tion, St. MaryTs College, 900 Hillsborough Street,<lb />Raleigh, N. C. 27603.) ISBN 0-9613833-0-5.<lb /><lb />The Heritage is a well-executed account of<lb />St. MaryTs College in Raleigh, N.,C. Founded in<lb />1842 under the auspices of the Episcopal Church,<lb />St. MaryTs offers young women a curriculum<lb />which covers the last two years of high school and<lb />the first two years of college. It is highly appro-<lb />priate that the author, Martha Stoops. has been a<lb />St. MaryTs faculty member since 1960 and is, her-<lb />self, a womenTs college graduate. Her personal ex-<lb />perience of the collegeTs conscious efforts to<lb />define and fulfill its purpose is critical to her task<lb />as a historian to evaluate the enormous mass of<lb />available primary information and to formulate a<lb />comprehensive interpretation of St. MaryTs pro-<lb />gram to prepare its students for intellectually and<lb />spiritually productive adulthood.<lb /><lb />Central to this comprehensive interpretation<lb />is the ogolden chain� of individual people who<lb /></p>
        <pb facs="00027310_0055" />
        <p>absorbed and then transmitted to ensuing gener-<lb />ations the best of the qualities and traditions<lb />which defined the nature of St. MaryTs. These<lb />included the students who became teachers at St.<lb />MaryTs or who sent their daughters and grand-<lb />daughters to the school. There were also the fami-<lb />lies who"especially in the early days"assumed a<lb />particular responsibility for maintaining and<lb />administering this ward of the Episcopal Church<lb />through rocky social and financial times.<lb /><lb />The history of an American educational insti-<lb />tution"especially of a small, private, church-affil-<lb />iated, single-sex institution"is the history of the<lb />people who made its work their own. The Herit-<lb />age properly focuses on the working lives of the<lb />teachers and administrators who shaped and<lb />defined St. MaryTs. Stoops has organized her<lb />material by administrations, and has presented a<lb />Splendid series of detailed group portraits which<lb />reveal the personalities of the teachers, the admin-<lb />istrative and curricular policies and decisions,<lb />and the pasttimes and living conditions of the<lb />Students. National and regional events (wars,<lb />depressions, inaugurations), as well as the loca-<lb />tion of St. Mary's (in the state capital and near<lb />N. C. State and Chapel Hill) also contributed to<lb />the nature of the schoolTs development.<lb /><lb />It is clear that StoopsT direct experience of<lb />the events following 1960 expands the scope of<lb />her coverage, and despite the convolutions in<lb />chronology made necessary by the topical organi-<lb />zation of these chapters, her personal knowledge<lb />makes these the most interesting chapters. The<lb />1960s brought remarkable changes to American<lb />higher education, and St. MaryTs experienced both<lb />the good and the bad which befell all colleges and<lb />universities during that time. The Heritage sug-<lb />gests that in the 1980s, St. MaryTs has emerged the<lb />Stronger for its trials and difficulties. It becomes<lb />apparent that an institutionTs awareness of its<lb />heritage makes renewed commitment possible<lb />even in the midst of change.<lb /><lb />Librarians and scholars alike will appreciate<lb />the care with which this volume has been pre-<lb />pared. The bibliography of books and collections<lb />of personal papers excludes articles, which are<lb />Cited in full in the extensive collection of detailed<lb />and informative notes. The index is good, and the<lb />pictures of the buildings, founders, teachers, and<lb />Student groups are well chosen and helpful.<lb /><lb />Any reader genuinely concerned about the<lb />future of small, especially private, institutions of<lb />higher learning in this country would find in The<lb />Heritage clear evidence of the kinds of leader-<lb />Ship, sacrifice, and personal dedication and devo-<lb />tion to defined ideals that preserve such institu-<lb /><lb />New North Carolina Books<lb /><lb />tions. Similarly, readers interested in the history<lb />of womenTs education should read this volume. At<lb />a time when coeducational institutions would<lb />seem to have taken over the mission of the<lb />womenTs colleges, it is important that anyone<lb />engaged in the education of women comprehend<lb />the lessons learned by those colleges about the<lb />peculiar task of preparing women for a produc-<lb />tive and satisfactory role in a society which now<lb />either ignores or (still too often) subtly denigrates<lb />their difference from men. Herein lies the impor-<lb />tance of the collective history of womenTs colleges.<lb /><lb />The Heritage is recommended for most aca-<lb />demic libraries.<lb /><lb />Rose Simon, Salem Academy and College C l<lb /><lb />New Reading Encouragement<lb />Poster Set<lb /><lb />oReading Time� is the theme of the ChildrenTs<lb />Book CouncilTs new eight-poster reading encour-<lb />agement series. Four popular childrenTs book<lb />artists have created delightful posters that tie in<lb />reading with special occasions important to<lb />children throughout the year.<lb /><lb />ValentineTs Day and starting school are the<lb />subjects depicted by popular artist James Mar-<lb />shall. Arlene Dubanevich encourages family read-<lb />ing on Mother's Day and books as gifts at holiday<lb />time. The late Jack Kent portrays reading on<lb />Father's Day and in the New Year. Halloween and<lb />Graduation reading are interpreted by Denys<lb />Cazet. The eight full-color, 11%� x 17T, oReading<lb />Time� posters are available in a prepacked kit for<lb /><lb />$23.95.<lb />An illustrated oReading Time� brochure is<lb /><lb />available from CBC for a 22¢-stamped, self-ad-<lb />dressed, #10 envelope.<lb /><lb />The ChildrenTs Book Council, sponsor of<lb />National ChildrenTs Book Week, is a non-profit<lb />association of childrenTs and young adult trade<lb />book publishers. Proceeds from the sale of mate-<lb />rials support CBC projects related to young peo-<lb />ple and books.<lb /><lb /><lb /><lb />Copies of articles from this<lb />publication are now available from<lb />the UMI Article Clearinghouse.<lb /><lb />Mail to: University Microfilms International<lb />300 North Zeeb Road, Box 91 Ann Arbor, MI 48106<lb /><lb /><lb /><lb /><lb />1986 Spring"51<lb /></p>
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        <p>
          <lb />
          <lb />NCLA Minutes<lb /><lb />North Carolina Library Association<lb />Minutes of the Executive Board<lb /><lb />October 4, 1985<lb /><lb />The Executive Board of the North Carolina Library Associa-<lb />tion met on October 4, 1985 at 5:00 p.m. in the White Oak Room<lb />of the Radisson Plaza Hotel in Raleigh, North Carolina. Board<lb />members present were Pauline Myrick, Leland Park, Patsy Han-<lb />sel, Dorothy Campbell, Eunice Drum, Nancy Fogarty, Fred Roper,<lb />Frances Bradburn, Arial Stephens, Benjamin Speller, Nancy<lb />Massey, Rebecca Taylor, Helen Tugwell, Mary Avery, Jean Ame-<lb />lang, April Wreath, Jake Killian, Mary McAfee, Stephanie Issette<lb />and Sylvia Sprinkle-Hamlin. Also present were Elsie Brumback,<lb />Johnny Shaver, Janet Freeman, Marti Smith, William H. Roberts,<lb />III and Reba Killian.<lb /><lb />President Myrick called the meeting to order. She welcomed<lb />the group and acknowledged the fine work of the previous lead-<lb />ership.<lb /><lb />At the request of the President all persons present intro-<lb />duced themselves.<lb /><lb />Mrs. Myrick made the following announcements:<lb /><lb />1. The minutes of the meeting of October 1, 1985, taken by<lb />Roberta Williams, out-going Secretary, are in preparation and<lb />will be distributed before the January meeting.<lb /><lb />2. Section officers are requested to forward lists of section of-<lb />ficers to the President as soon as they are ready.<lb /><lb />3. Executive Board members who have not yet received copies<lb />of the NCLA Handbook may expect to receive them from their<lb />predecessors,<lb /><lb />Mrs. Myrick distributed copies of the oNCLA 1986-1987<lb />Guidebook for Executive Board and Committee Chairmen.� She<lb />explained that she had adopted Leland ParkTs idea and pre-<lb />pared the Guidebook to provide answers quickly to questions<lb />that may arise. She reviewed the contents of the guidebook and<lb />urged all to make use of it. Changes requested in the directory<lb />section were recorded.<lb /><lb />President Myrick called for reports on the 1985 Biennial<lb /><lb />Conference. Past President Leland Park referred to the Confer-<lb />ence as a happy one and expressed his appreciation for all that<lb /><lb />was done.<lb /><lb />Conference Manager Arial Stephens thanked all for their<lb />participation and stated that he had heard positive comments.<lb />He noted that more has been added to a program that is carried<lb />out during a shorter time period. He advised that consideration<lb />be given these questions: Does the time need to be extended? Is<lb />there a need for stricter guidelines on what a section or round-<lb />table may have in order to avoid putting too much in the time<lb />allotted for the 1987 Conference?<lb /><lb />Leland Park suggested that reactions be gathered when<lb />Executive Boards of sections meet.<lb /><lb />Johnny Shaver, Local Arrangements Chair, reported that<lb />there were 104 exhibits"enough for the participants to visit. The<lb />layout, too, was suitable. Shaver suggested that the mailing list<lb />be looked at and updated since some people complained that<lb />they did not receive the information. He expressed appreciation<lb />for having had the assistance of Sharon Kimble and praised<lb />Janet Freeman and Marti Smith for their work with registration.<lb /><lb />52"North Carolina Libraries<lb /><lb />Janet Freeman and Marti Smith agreed that all went well.<lb /><lb />Treasurer Eunice Drum stated that she had heard some<lb />highly positive comments about the Conference from her staff,<lb />exhibitors and other participants.<lb /><lb />Reporting on membership in the absence of the Chair of the<lb />Membership Committee, Mrs. Drum stated that a total of 2009<lb />members was reached by Tuesday, October 1. She distributed<lb />copies of the File Count dated September 30, 1985 showing the<lb />following breakdown for sections and roundtables:<lb /><lb />Public 344 Reference &amp; Adult 190<lb />Trustee 173 Junior College 60<lb />ChildrenTs Services 185 School 803<lb />Resources and<lb /><lb />Technical Services 173 Junior Members 30<lb />College &amp; University 254 Documents 56<lb /><lb />Status of Women 159 Minority Roundtable 63<lb /><lb />Mrs. Drum then reviewed practices followed by her office<lb />since she became Treasurer. Quarterly and annual reports are<lb />prepared and the latter must be audited by outsiders. Funds<lb />have been maintained in the Wachovia Bank and the North<lb />Carolina National Bank in Raleigh. The checking account is in<lb />NCNB; savings are in both banks. Monies are transferred from<lb />savings as required, but the bulk is kept where interest is high.<lb />The budget of ninety-eight thousand dollars ($98,000) was set in<lb />1984 for the two-year period. A quarterly report will be mailed<lb />to Board members by the latter part of October. It was brought<lb />to the attention of the Board that accessibility of information in<lb />the databank is limited because present programming permits<lb />access by membership number only.<lb /><lb />Mrs. Drum acknowledged the dedication of Jane Williams,<lb />the cooperation of Leland Park and the institutional support<lb />which have benefitted the Association. Communication with the<lb />in-coming Treasurer is planned to ensure a smooth transition<lb />when the change in office occurs in January.<lb /><lb />President Myrick expressed thanks to everyone who had<lb />been involved in making the Conference of 1985 a success.<lb /><lb />She then called attention to the following:<lb />1. The dates set for Executive Board meetings are: January 24,<lb />1986 in the Jones Chapel at Meredith College; April 18-19, 1986<lb />(Spring Workshop) at Greensboro College Library; July 25, 1986<lb />a retreat at the Pinecrest Inn in Pinehurst; and October 22, 1986<lb />at the Forsyth County Public Library in Winston-Salem.<lb />2. Reports made orally should be submitted in writing to the<lb />secretary in the form of five copies to aid recording and distribu-<lb />tion to the President, Vice President, the Secretary, editor of<lb />North Carolina Libraries and editor of Tarheel Libraries.<lb />3. Committees of 1984-1986 will remain in office through the<lb />Spring Workshop at which time they will work with Committees<lb />of 1986-1988.<lb />4. Committee chairs may select members, but the President<lb />reserves the right to add members. After returns of the interest<lb />survey conducted last year by Bill O'Shea had been sorted,<lb />appropriate categories were sent to committee chairs to aid<lb />them in the selection of committee members. (Packets were dis-<lb />tributed to committee chairs present.)<lb /></p>
        <pb facs="00027310_0057" />
        <p>5. The Literacy Committee is a newly created committee and is<lb />to be chaired by Judith Sutton.<lb /><lb />6. Nancy Fogarty will take office as Treasurer beginning Janu-<lb />ary 1, 1986.<lb /><lb />7. The editorship of North Carolina Libraries will change in<lb />January when Frances Bradburn will succeed Patsy Hansel who<lb />will become Associate Editor.<lb /><lb />Vice President/President-Elect Patsy Hansel indicated that<lb />plans for the NCLA Conference of 1987 are being considered.<lb /><lb />Arial Stephens reported on his investigation of facilities for<lb />the Biennial Conference of 1989 and recommended that the<lb />Board consider holding the meeting in Charlotte in late October.<lb />During the discussion which ensued, the suitability of facilities<lb />and conditions in both Charlotte and Raleigh were reviewed. It<lb />was concluded that more research is needed. President Myrick<lb />Stated that a report should be made in January; however, since<lb />early booking is important, a tentative agreement should be<lb />established.<lb /><lb />Mrs. Myrick stated that thanks should be expressed to the<lb />State Library for sponsoring the reception during the 1985 Con-<lb />ference and to Governor and Mrs. Martin for the opportunity to<lb />tour the Governor's Mansion. Thanks go to Larry Roland and<lb />Fred Marble for helping us to know the needs of our exhibitors.<lb />We appreciate the service of Hugh Hagaman and Mel Shumaker,<lb />our photographers.<lb /><lb />The need to fill the position of Second Vice-President due to<lb />the illness and subsequent resignation of Edith Briles was<lb />addressed. Mrs. Myrick read Article 5, Section 4, Paragraph B of<lb />the NCLA Constitution which reads as follows: oThe Executive<lb />Board shall have the power:... to appoint in case of a vacancy in<lb />any office a member from the Association to fill the unexpired<lb />term until the next regular meeting.� She then recommended<lb />that a committee be formed to search for a replacement for the<lb />Position; that the Past President, the Chair of the Nominating<lb />Committee and the two Directors of NCLA be appointed to serve<lb />as the Committee; and that the Committee report its recom-<lb />mendation to the Executive Board in January.<lb /><lb />A motion was made by Jack Killian that Mertys Bell, Chair,<lb />with Leland Park, Arial Stephens and Benjamin Speller be<lb />appointed to serve as a search committee responsible for<lb />recommending a person to assume the vacant Executive Board<lb />Position as Second Vice-President. The motion was seconded by<lb />Fred Roper and unanimously passed. The said persons were so<lb />appointed. It was advised that appropriate suggestions be for-<lb />warded to the Chair of the Committee.<lb /><lb />There being no further business, the meeting was ad-<lb />journed. aw<lb />Dorothy W. Campbell, Secretary al<lb /><lb />Copies of articles from<lb />this publication are now<lb /><lb />available from the UMI<lb />Article Clearinghouse.<lb /><lb />UM lArtich<lb />e ouse<lb /><lb />Mail to: University Microfilms International<lb />300 North Zeeb Road, Box 91 Ann Arbor, MI 48106<lb /><lb /><lb /><lb /><lb />NCLA Minutes<lb /><lb />Instructions for the Preparation<lb />of Manuscripts<lb /><lb />for North Carolina Libraries<lb /><lb />1. North Carolina Libraries seeks to publish articles, book<lb />reviews, and news of professional interest to librarians in<lb />North Carolina. Articles need not be of a scholarly nature,<lb />but they should address professional concerns of the library<lb />community in the state.<lb /><lb />2. Manuscripts should be directed to Frances B. Bradburn, Edi-<lb />tor, North Carolina Libraries, Central Regional Education<lb />Center, P.O. Box 549, Knightdale, N.C. 27545.<lb /><lb />3. Manuscripts should be submitted in triplicate on plain white<lb />paper measuring 8%"x11�.<lb /><lb />4. Manuscripts must be double-spaced (text, references, and<lb />footnotes). Manuscripts should be typed on sixty-space lines,<lb />twenty-five lines to a page. The beginnings of paragraphs<lb />should be indented eight spaces. Lengthy quotes should be<lb />avoided. When used, they should. be indented on both<lb />margins.<lb /><lb />5. The name, position, and professional address of the author<lb />should appear in the bottom left-hand corner of a separate<lb />title page.<lb /><lb />6. Each page after the first should be numbered consecutively<lb />at the top right-hand corner and carry the authorTs last<lb />name at the upper left-hand corner.<lb /><lb />7. Footnotes should appear at the end of the manuscript. The<lb />editors will refer to The Chicago Manual of Style, 13th edi-<lb />tion. The basic forms for books and journals are as follows:<lb /><lb />Keyes Metcalf, Planning Academic and Research Library<lb />Buildings New York: McGraw, 1965), 416.<lb /><lb />Susan K. Martin, oThe Care and Feeding of the MARC<lb />Format,� American Libraries 10 (September 1979): 498.<lb /><lb />8. Photographs will be accepted for consideration but cannot<lb />be returned.<lb /><lb />9. North Carolina Libraries is not copyrighted. Copyright rests<lb />with the author. Upon receipt, a manuscript will be acknowl-<lb />edged by the editor. Following review of a manuscript by at<lb />least two jurors, a decision will be communicated to the writ-<lb />er. A definite publication date cannot be given since any<lb />incoming manuscript will be added toa manuscript from<lb />which, articles are selected for each issue.<lb /><lb />Issue deadlines are February 10, May 10, August 10, and<lb />November 10.<lb /><lb />1986 Spring"53<lb /></p>
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        <p>
          <lb />
          <lb />Biennial Reports<lb /><lb />1983-1985<lb /><lb />Biennial Reports<lb /><lb />Documents Section<lb />The NCLA Documents Section had three workshops during<lb />the 1983-85 biennium:<lb /><lb />April 19, 1984, Durham County Public Library: INTERNA-<lb />TIONAL ECONOMIC AND BUSINESS INFORMATION; Tim<lb />Dempsey, UNC-Chapel Hill; Gordon McRoberts, N.C. Department<lb />of Commerce, International Division; William Davis, U.S. Depart-<lb />ment of Commerce, Raleigh Office; INTERNATIONAL ORGANI-<lb />ZATION INFORMATION; Pat Langelier, UNC-Chapel Hill, and<lb />Kathleen Eisenbeis, Duke University.<lb /><lb />October 19, 1984, Durham County Public Library: GOVERN-<lb />MENT FUNCTIONS AND LIBRARY REFERRALS; Raymond<lb />Green, Director of Planning, Triangle J Council of Governments;<lb />Michael Corwell, Associate Director, Institute of Government.<lb /><lb />April 12, 1985, Forsyth County Public Library: NORTH CARO-<lb />LINA STATE DATA CENTER; John McIntyre and Francine<lb />Ewing, Data Consultants, North Carolina State Data Center.<lb /><lb />Many Documents Section members have been working since<lb />March, 1983, on a proposal to create a statewide depository<lb />system for North Carolina publications. The State Documents<lb />Depository System Committee of the Documents Section is pre-<lb />paring guidelines for the system, drafting the proposed legisla-<lb />tion, and gathering letters of support to justify the distribution<lb />of state publications to libraries. The following resolution was<lb />passed by the NCLA general membership at the 1985 Confer-<lb />ence in support of the committeeTs work:<lb /><lb />State Documents Resolution<lb /><lb />WHEREAS, all citizens of North Carolina have a right to infor-<lb />mation published by their state government and supported<lb />by their tax monies; and<lb /><lb />WHEREAS, this information is not now easily available to citi-<lb />zens in all areas of the state; and<lb /><lb />WHEREAS, the state of North Carolina does not have a state<lb />depository law for distribution of state publications to a<lb />network of libraries, and is one of the few states in the<lb />country without such a law; and<lb /><lb />WHEREAS, the State and Local Documents Task Force, the<lb />Government Documents Round Table of the American<lb />Library Association, and the Association of State Library<lb />Agencies have approved suggested minimum standards for<lb />state servicing of state documents; and<lb /><lb />WHEREAS, the state of North Carolina does not meet the<lb />approved minimum standards relating to the distribution<lb />of state publications; and<lb /><lb />WHEREAS, there is an urgent need for action to correct the<lb />inaccessibility to state publications: Now therefore be it<lb /><lb />RESOLVED, that the North Carolina Library Association<lb />strongly supports legislation to establish a statewide depos-<lb />itory system for North Carolina state publications that will<lb />make these publications available to libraries and citizens<lb />throughout the state; and be it further<lb /><lb />54"North Carolina Libraries<lb /><lb />RESOLVED, that the North Carolina Library Association author-<lb />izes the State Documents Depository System Committee of<lb />the Documents Section of the North Carolina Library Asso-<lb />ciation to continue preparation of a bill to establish such a<lb />depository library system for North Carolina state publica-<lb />tions, to work with the Governmental Relations Committee<lb />of the North Carolina Library Association to gain legislative<lb />support, and to work to gain support of citizens throughout<lb />North Carolina.<lb /><lb />A special edition of The Docket, the newsletter of the Docu-<lb />ments Section, was published for the conference, giving the his-<lb />tory of the Documents Section and background information on<lb />the State Documents Depository System CommitteeTs work.<lb /><lb />In addition, the State Documents Depository System Com-<lb />mittee formed a State Agency Task Force in November, 1983,<lb />charging it with surveying the present production of North<lb />Carolina state documents. To accomplish this task, the Division<lb />of State Library received a one-year Library Services and Con-<lb />struction Act grant to conduct a survey. The State Documents<lb />Survey Project began in September, 1984. The goals of the project<lb />were to determine the state agencies and organizations generat-<lb />ing publications, the production and distribution methods used,<lb />and the publicationsT intended audiences. A questionnaire was<lb />distributed throughout the executive, judicial, and legislative<lb />branches of government and to the state-supported community<lb />colleges and universities. Responses from returned question-<lb />naires were then entered into a microcomputer database man-<lb />agement system for analysis. The final report, written by Marion<lb />Shepherd of the Division of State Library, was published in July,<lb />1985.<lb /><lb />Dawn Hubbs, Secretary/Treasurer<lb /><lb />Officers of the Documents Section<lb />1985-1986<lb /><lb />Chairperson: Janet M. Miller Rowland<lb />Head, Periodicals &amp; Public Documents<lb />Forsyth County Publie Library<lb />660 West Fifth Street<lb />Winston-Salem, NC 27101<lb />(919) 727-2220<lb /><lb />Vice-Chair/Chair-Elect: Waltrene M. Canada<lb />Government Documents Librarian<lb />F.D. Bluford Library<lb />N.C. A. &amp; T. State University<lb />1600 East Market Street<lb />Greensboro, NC 27411<lb />(919) 379-7617<lb />Secretary/Treasurer: Arlene Hanerfeld<lb />Documents Librarian<lb />William Madison Randall Library<lb />UNC-Wilmington<lb />601 South College Road<lb />Wilmington, NC 28403<lb />(919) 395-3277<lb /></p>
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        <p>DOCKET Editor: Cheryl Wood McLean<lb /><lb />Assistant Documents Librarian<lb />Documents Branch<lb /><lb />Division of State Library<lb />Raleigh, NC 27611<lb /><lb />(919) 733-3343<lb /><lb />ChildrenTs Services Section<lb /><lb />ChildrenTs Services Section members received newsletters<lb />during this biennium which kept them informed of programs<lb />and activities of concern to librarians who work with children.<lb />The newsletter presented reviews of books and other materials,<lb />articles on topics of interest such as computer use in public<lb />libraries, and notes on programming ideas.<lb /><lb />Section members engaged in a fund-raising project by sell-<lb />ing CSS notepads for $1.00 each. The notepads with a ChildrenTs<lb />Services Section logo at the top and the phrase oChildren and<lb />Libraries " an investment in our future� were popular items<lb />during the biennium and at the T85 conference. Proceeds were<lb />channeled into future programming efforts.<lb /><lb />The section presented a program at the NCASL Work Con-<lb />ference in October, 1984. The program was a selection of the<lb />1983 Notable Showcase presented at ALA annual conference in<lb />the summer of 1984. Program Chairman Rebecca Taylor anda<lb />committee of Mary Lou Rakow, Diana Young, and Sue Williams<lb />made arrangements for this popular program to be given.<lb /><lb />The biennial conference programs planned by the section<lb />leadership included a presentation of selections from the 1984<lb />Notables Showcase and a breakfast featuring illustrator and<lb />author David McPhail as speaker. The NCASL co-sponsored the<lb />Notable Showcase program, making. the second conference at<lb />which the NCASL and CSS have cooperated in programming for<lb />their members.<lb /><lb />Committees at work within the section included a Stand-<lb />ards Committee looking at the possibility of publishing and<lb />formulating standards for ChildrenTs Services in public libraries<lb />in N.C., and the ChildrenTs Book Award Committee which did<lb />not meet during the biennium due to the death of its chairman,<lb />Lucy Cutler. These two committees will be asked to continue<lb />their work during 1985-87.<lb /><lb />Public Library Section<lb /><lb />The Planning Council, comprised of the officers of the sec-<lb />tion, the section representative on the North Carolina Libraries<lb />editorial board, and the chair and vice-chair of each section<lb />committee, conducts the business of the Public Library Section<lb />between biennial conferences. The Planning Council of the sec-<lb />tion met seven times during the biennium. The work of the sec-<lb />tion was accomplished through eleven committees. A brief<lb />description of the accomplishments of each of the committees<lb />follows.<lb /><lb />The Adult Services Committee met its goal of providing one<lb />Significant continuing education opportunity for staff engaged<lb />in services to adults in each year of the biennium. The initial<lb />effort was a readerTs advisory workshop entitled oGenreflecting�<lb />held in Winston-Salem and Kinston September 13 and 14, 1985.<lb /><lb />The second workshop, coordinated by NCCUTs Continuing Edu-<lb />cation/Staff Training Office, concerned business reference servi-<lb /><lb />ces and was held September 18, 1985, in High Point.<lb /><lb />With LSCA grant support, the Audio Visual Committee<lb />Planned and produced a workshop on oVideo Lending Services<lb />in the Public Library� on September 25, 1984, in Winston-Salem.<lb />The committee also sponsored a 1985 NCLA conference pro-<lb />gram session on oClay Animated Film.�<lb /><lb />The Development Committee identified and addressed<lb />issues and concerns facing public libraries including: fee vs. free,<lb />Confidentiality of library records, legal issues affecting public<lb />libraries, financial support for research on issues, networking,<lb /><lb />and statewide borrowing privileges. The committee developed<lb />and distributed a model disruptive behavior policy which<lb />included a listing of applicable North Carolina laws.<lb /><lb />A basic workshop for library staff members serving genealo-<lb />gists was prepared and presented by the Genealogy Committee<lb />in Raleigh on October 4-5, 1984, and in Winston-Salem on<lb />November 1-2, 1984. In response to evaluation suggestions from<lb />this workshop, the committee will co-sponsor a follow-up work-<lb />shop with the Friends of the Archives December 5-6, 1985, in<lb />Raleigh.<lb /><lb />Strong organization and vigorous efforts on behalf of the<lb />Governmental Relations Committee resulted in the introduction<lb />and successful passage of bills in the NC General Assembly<lb />increasing the annual appropriation of State Aid to Public<lb />Libraries by $3 million. Lobbying techniques such as the well-<lb />designed and executed Legislative Day 1985, established visibil-<lb />ity, rapport, and the credibility for public libraries needed with<lb />the Legislature.<lb /><lb />The Literacy Committee worked to promote literacy aware-<lb />ness and to suggest means by which public libraries can assist in<lb />eradicating the problem of illiteracy in North Carolina. To this<lb />end, the committee presented a workshop entitled oLearning<lb />about Literacy: How to Set up a Literacy Program in Your<lb />Library� in Kinston on May 3 and Hickory on May 24, 1985. At<lb />the 1985 NCLA Conference, the committee sponsored a booth<lb />promoting literacy awareness.<lb /><lb />Two major projects were undertaken by the Personnel<lb />Committee in the biennium. On March 15 and 16, 1985, the<lb />committee cosponsored a workshop, oHow to Improve Employee<lb />Performance,� in Clemmons and Fayetteville with the Cape Fear<lb />Library Association. The committee conducted a study of per-<lb />formance appraisal systems and job descriptions in 26 public<lb />libraries in NC. This project will be continued in the next bien-<lb />nium with the publication of study results.<lb /><lb />The Public Relations Committee presented a workshop on<lb />basic PR techniques in the fall of 1984 in Kinston and Charlotte.<lb />The committee sought to encourage efforts to increase library<lb />visibility through their PR Swap and Shop, Idea Exchange and<lb />PR contest at the Biennial Conference in 1985.<lb /><lb />The Standards and Measures Committee recommended<lb />that no changes or revisions be made in the reporting of public<lb />library statistics for the annual statistical report produced by<lb />the State Library. The committee received suggestions for ways<lb />in which the state's public libraries can continue to quantify and<lb />measure the services they provide.<lb /><lb />The Trustee-Friends Committee planned, organized, and<lb />presented an excellent orientation workshop for new trustees<lb />for the 1985 Trustee-Librarian Conference in Raleigh, on May 29,<lb />1985.<lb /><lb />The Young Adult Committee sponsored three programs in<lb />the biennium: a YA Film Preview in Durham in October, 1984, a<lb />oTools for Term Papers� reference workshop in High Point in<lb />March, 1985, and a biennial conference program on Young Ado-<lb />lescents and the Library. The committee produced six issues of<lb />Grassroots, the very popular, high quality publication for librar-<lb />ians interested in young adult services.<lb /><lb />The section concluded business in the biennium with an<lb />LSCA supported conference session featuring noted author, Joe<lb />McGinniss. Section work included eleven workshops offered in<lb />sixteen locations, four conference program sessions, a variety of<lb />publications, and studies on issues and concerns of interest and<lb />value to North CarolinaTs public libraries. The section designated<lb />an association representative for the NC team which obtained<lb />an NEH/ALA oLet's Talk About It� national project grant. This<lb />cooperative effort as well as numerous mutual endeavors with<lb />other professional library associations and NCLA units contrib-<lb />uted to the awareness of the services public libraries provide<lb />and the important role of libraries in our communities.<lb /><lb />1986 Spring"55<lb /></p>
        <pb facs="00027310_0060" />
        <p>The chairman is pleased to recognize the following individ-<lb />uals who served on the Planning Council in the 1983-85 bien-<lb />nium: Nancy Bates, Margaret Blanchard, Mary Boone, Bill<lb />Bridgman, Martha Davis, Patrice Ebert, Steve Farlow, Robert<lb />Fisher, Tina Foti, Dale Gaddis, Mary Jo Godwin, Jim Govern,<lb />Linda Hadden, Henry Hall, Sylvia Hamlin, Patsy Hansel, Leslie<lb />Levine, Mary McAfee, Doug Perry, Bill Roberts, Bob Russell, Ed<lb />Sheary, Ann Thrower, Jerry Thrasher, Carol Walters, Art Weeks.<lb /><lb />Officers of the Public Library Section<lb /><lb />1985-1986<lb />Chairman Judith Sutton<lb />Vice-Chairman Nancy Massey<lb />Secretary Rich Rosenthal<lb />Director Willie Nelms<lb />Director David Fergusson<lb />JMRT Biennial Report<lb /><lb />The Junior Members Round Table has developed some<lb />enthusiastic and capable leaders during the past biennium who<lb />will help to establish JMRT as an active and contributing unit of<lb />NCLA during the upcoming biennium.<lb /><lb />The past two years have mostly been spent identifying<lb />members, getting them involved in planning and projects, and<lb />establishing what the priorities of the Round Table should be.<lb /><lb />The major accomplishments have been (1) awarding the<lb />Baker &amp; Taylor/JMRT Grassroots Grant, a $250 grant to library<lb />school student attending the NCLA Conference; (2) awarding<lb />the Young Librarian Award, a plaque recognizing the contribu-<lb />tions of a young librarian to the profession; (3) presenting an<lb />Orientation to NCLA program at the conference for new<lb />members and first-time conference attenders; (4) providing a<lb />JMRT information and membership booth at the conference;<lb />and (5) preparing a directory of restaurants in the downtown<lb />area of Raleigh for conference attenders to be distributed with<lb />information from the chamber of commerce.<lb /><lb />The following officers were elected by mail ballot according<lb />to the by-laws:<lb />Chairman: Stephanie Issette<lb />Hackney Library<lb />Atlantic Christian College<lb />Wilson, NC<lb />Vice-Chairman/Chairman-Elect: Laura Osegueda<lb />NCSU Library<lb />Raleigh, NC<lb />Lisa Driver<lb />Media Specialist<lb />Oxford, NC.<lb /><lb />Dorothy Davis<lb /><lb />New Hanover County<lb />Public Library<lb /><lb />Wilmington, NC<lb /><lb />Donna Bentley<lb /><lb />UNC-G Library<lb /><lb />Greensboro, NC<lb /><lb />Secretary:<lb /><lb />Director of Information:<lb /><lb />Director of Programming:<lb /><lb />The winners of the two JMRT awards were Melanie Collins<lb />of Lillington of the B&amp;T/JMRT Grassroots Grant and Warren<lb />Gary Rochelle of Garner of the JMRT Young Librarian Award.<lb /><lb />RTSS Biennial Highlights: 1983-1985<lb /><lb />Mini-Conference:<lb /><lb />One of the major objectives of the biennium was to plan and<lb />hold a mini-conference during 1984 for RTSS members and<lb />other interested librarians in North Carolina. RTSS interest<lb /><lb />56"North Carolina Libraries<lb /><lb />groups were requested to plan one session at the mini-confer-<lb /><lb />ence for their membership. A unifying theme was selected to<lb />serve as a framework for planning. The theme for the first mini-<lb />conference was oThe Changing Role of the Technical Services<lb />Librarian.� The first off-year mini-conference was held on Sep-<lb />tember 26 and 27 at the Whispering Pines Country Club. There<lb />were four major sessions: Three Perspectives on the Changing,<lb />Role of the Technical Librarian, Marketing the LibraryTs Collec-<lb />tion, Theft and Mutilation in Libraries, and the Library of Con-<lb />gressTs Impact on Subject Heading Practice. There were 128<lb />conference participants from all types of library environments.<lb /><lb />Publishing:<lb /><lb />Several of the presentations at the mini-conference have<lb />been published by NORTH CAROLINA LIBRARIES. RTSS con-<lb />tinues to encourage quality publishing in NORTH CAROLINA<lb />LIBRARIES through a Best Article Award. The recipient of this<lb />award is Harry Tuchmayer, New Hanover County Public Library,<lb />Wilmington.<lb /><lb />Membership Promotion:<lb /><lb />As part of its efforts to promote membership in NCLA, RTSS,<lb />and attendance at biennial conferences, RTSS awarded a Con-<lb />ference Attendance Grant. The recipient of the grant was Mrs.<lb />Novette R. Shearin, Franklin County Library, Louisburg.<lb /><lb />Continuing Education:<lb /><lb />The spirit of cooperation was evident throughout the bien-<lb />nium. Interest Groups did not hesitate to jointly sponsor proj-<lb />ects when it was deemed to be the best method of providing a<lb />quality program or if there was evidence of overlap in the areas<lb />of ideas or interest. This behavior resulted in continuing educa-<lb />tion programs of unusually high quality during the biennium.<lb />The RTSS Committee, including its interest groups, presented<lb />the following programs as part of the 1985 Biennial Conference:<lb /><lb />Authority Control"MARC Format, NACO<lb /><lb />Cataloging Problems"Audio-Materials, Monographs, Serials<lb /><lb />Library Collections"Utilizing Vendor Services, Serials<lb /><lb />Notables:<lb /><lb />Two additional activities are notable. The Cataloging Inter-<lb />est Group under the leadership of Elizabeth Smith organized the<lb />North Carolina Cataloging Network. A North Carolina Catalog-<lb />ing Network Directory was distributed at the RTSS Breakfast on<lb />October 3.<lb /><lb />T-Shirts were sold at the Biennial Conference by RTSS. They<lb />are white with the library logo in green, surrounded by oNorth<lb />Carolina Library Association,� also in green. They were sold in<lb /><lb />Booth 77 of the Exhibit section of the Conference Center for<lb />$6.00 each.<lb /><lb />Executive Committee: 1985-1987<lb /><lb />The following persons were elected officers of RTSS for the<lb />1985-1987 biennium:<lb /><lb />Chairman: April Wreath, Head<lb />Cataloging Department<lb />Jackson Library<lb /><lb />University of North Carolina<lb /><lb />Greensboro<lb /><lb />Vice-Chairman/<lb />Chairman-Elect:<lb /><lb />Janet L. Flowers, Head<lb />Acquisitions Department<lb />Davis Library/UNC-Chapel Hill<lb /><lb />Secretary/ Rexford R. Bross, Jr.<lb /><lb />Treasurer: Assistant Coordinator of Technical<lb />Services<lb />Joyner Library/East Carolina University<lb />Greenville<lb /></p>
        <pb facs="00027310_0061" />
        <p>Director: Harry Tuchmayer, Coordinator<lb />Main Library Services<lb />New Hanover County Public Library<lb />Wilmington<lb /><lb />Director: Bobby C. Wynn, Head<lb /><lb />Past Chairman:<lb /><lb />Technical Services<lb />Chesnutt Library/Fayetteville State<lb />University<lb /><lb />Benjamin F. Speller, Jr., Dean<lb /><lb />School of Library and Information<lb />Science/North Carolina Central University<lb />Durham<lb /><lb />Interest Groups:<lb /><lb />Serials: Mary M. Youmans, Serials Librarian<lb />Hunter Library/Western Carolina<lb />University, Cullowhee<lb />Cataloging: Catherine R. Leonardi, Cataloger<lb />Perkins Library/Duke University<lb />Durham<lb />Acquisitions: Amanda L. Harmon, Acquisitions<lb />Librarian, Atkins Library<lb />UNC-Charlotte<lb />Collection Michael J. LaCroix, Director<lb />Development: Wingate College Library<lb />Wingate<lb />NCL Editorial Gene W. Leonardi, Fine Arts Librarian<lb />Board: Shepard Library/North Carolina Central<lb />University, Durham<lb />Summary:<lb /><lb />In summary, the RTSS Executive Committee has continued<lb />to support the continuing education needs of its members and<lb />to promote the goals and objectives of the North Carolina<lb />Library Association. The past chairman takes this opportunity<lb />to thank all members of both the RTSS Executive Committee<lb />and the NCLA Executive Board for support given him during the<lb />1983-1985 Biennium.<lb /><lb />Intellectual Freedom Committee<lb /><lb />A. Goals<lb /><lb />ae<lb /><lb />To be alert to any evidence that censorship or abridgment<lb />of the freedom to read is advocated or practiced in the<lb />state and to ascertain full facts regarding such threats.<lb />To collect and make available to all interested parties<lb />information useful in combating attacks on intellectual<lb />freedom.<lb /><lb />To urge librarians to adopt written selection policies and<lb />secure approval of such policies by their local boards and<lb />to cooperate with the Governmental Relations Commit-<lb />tee in opposing any statutory abridgment of freedom in<lb />the selection and use of media.<lb /><lb />. To give information and aid, if requested, to librarians<lb /><lb />faced with a censorship problem and to become visible as<lb />a committee as a source of help to librarians.<lb /><lb />B. Activities and Achievements<lb /><lb />1.<lb /><lb />Held committee meetings and maintained contact by tel-<lb />ephone and memorandums.<lb /><lb />Reported activities regularly to American Library Associ-<lb />ation Office for Intellectual Freedom, Southeastern<lb />Library Association Intellectual Freedom Committee, and<lb />North Carolina Library Association Executive Board.<lb />Responded to requests for aid from Charlotte, Wilming-<lb />ton, Cary, Southern Pines, Rocky Mount, Raleigh, Green-<lb />ville, Lumberton, Manteo, Elizabeth City, Lincolnton,<lb />Newton, Hubert, Wilson, Goldsboro, Asheville, Kinston,<lb />Mount Olive, Winston-Salem, Durham, Statesville, Ahos-<lb />kie, Washington, Greensboro, Jamestown, Salisbury, Bur-<lb /><lb />10.<lb /><lb />Deke<lb /><lb />12,<lb /><lb />13.<lb /><lb />14,<lb /><lb />15.<lb /><lb />lington, Gastonia, Morganton, Pinehurst, Sanford, and<lb />Nashville, North Carolina.<lb /><lb />. Responded to out of state requests from Wilmington, Del-<lb /><lb />aware; Salt Lake City, Utah; San Francisco, California;<lb />New York, New York; Los Angeles, California; Cape May,<lb />New Jersey; Sewanee, Tennessee; Miami, Florida; Bethle-<lb />hem, Pennsylvania; Columbia, South Carolina; Trenton,<lb />New Jersey; Chicago, Illinois; Providence, Rhode Island;<lb />Greenwood, South Carolina; Saint Paul, Minnesota; Nash-<lb />ville, Tennessee; and Sacramento, California.<lb /><lb />Granted interviews to WRAL-TV (Raleigh); WKZL radio<lb />(Winston-Salem); The News &amp; Observer (Raleigh); WITN-<lb />TV (Washington); WNCT-TV (Greenville); WSBE radio<lb />(Asheville); WELS radio (Kinston); WCTI-TV (New Bern);<lb />The Daily Reflector (Greenville); The New York Times<lb />(New York); WSJS radio (Winston-Salem); WHQR-FM<lb />radio (Wilmington); and American Bar Association<lb />Journal (Chicago).<lb /><lb />Made intellectual freedom presentations to UNC-G Friday<lb />Forum for Librarians (Greensboro); N.C. Association for<lb />the Gifted and Talented/Parents for the Advancement of<lb />Gifted Education (Winston-Salem); N.C. A&amp;T University<lb />National Library Week Conference (Greensboro); Special<lb />Libraries Association Conference on Information Access<lb />(Research Triangle Park); Beta Phi Mu/Alumni Associa-<lb />tion Day (University of South Carolina); N.C. Community<lb />College Learning Resources Association, District IV<lb />(Supply); N.C. Library Association Biennial Conference<lb />(Winston-Salem); North Carolina Association of Educa-<lb />tors, District 14 (Goldsboro); Richlands Township (Rich-<lb />lands); American Library Association, Young Adult<lb />Services Division PresidentTs Program (Dallas, Texas);<lb />Friends of Rowan County Public Library (Salisbury); Peo-<lb />ple for the American Way Forums (Asheville, Greenville,<lb />Durham); Southern Speech Communication Association<lb />(Winston-Salem); Tennessee Library Association Confer-<lb />ence (Nashville, Tennessee); Cape Fear Library Associa-<lb />tion (Fayetteville); University of North Carolina at<lb />Charlotte Forum (Charlotte); People for the American<lb />Way Freedom to Learn Conference (Winston-Salem);<lb />Delaware Library Association (Wilmington).<lb /><lb />Prepared chronological news clippings notebooks on<lb />intellectual freedom.<lb /><lb />Reviewed numerous city ordinances concerning display<lb />of sexually explicit materials and cable television.<lb /><lb />Testified in the North Carolina General Assembly numer-<lb />ous times involving anti-obscenity legislation, confiden-<lb />tiality of library user records bill, and North CarolinaTs<lb />equivalent to the oHatch Act� bill.<lb /><lb />Chairman appointed to Advisory Council of North Caro-<lb />lina office of People for the American Way and the Intel-<lb />lectual Freedom Committee of the Southeastern Library<lb />Association.<lb /><lb />Reviewed numerous selection policies and helped librar-<lb />ians in their revision efforts.<lb /><lb />Had bill, oConfidentiality of Library User Records,� intro-<lb />duced in General Assembly which was enacted and<lb />became effective October 1, 1985.<lb /><lb />Established relationships with official lobbyists for pub-<lb />lishers, press, magazine distributors, theater owners, tel-<lb />evision station owners, and North Carolina Civil Liberties<lb />Union.<lb /><lb />Had numerous letters to the editor published in state<lb />newspapers.<lb /><lb />Sponsored general session at 1983 Biennial Conference<lb />with Judith Krug as speaker; presented NCLA and SIRS<lb />Intellectual Freedom Awards to Rich Rosenthal.<lb /><lb />1986 Spring"57<lb /></p>
        <pb facs="00027310_0062" />
        <p>16. At 1985 Biennial Conference, distributed copies of the<lb />Library Bill of Rights and all its interpretations to mem-<lb />bership; answered intellectual freedom questions and<lb />made suggestions at distribution table; provided contin-<lb />ual showing of videotapes on intellectual freedom<lb />throughout conference; nominated intellectual freedom<lb />supporters Representative George Miller (D-Durham)<lb />and Eleanor and Elliot Goldstein (SIRS) for NCLA<lb />Honorary Membership; presented NCLA and SIRS Intel-<lb />lectual Freedom Awards to Gene D. Lanier.<lb /><lb />17. Formed coalition with People for the American Way and<lb />co-sponsored series of forums on censorship in Asheville,<lb />Greenville, and Durham; represented NCLA at Freedom<lb />to Learn Conferences; participated in Code of Fair Cam-<lb />paign Practices Project; participated in publication of<lb />survey on censorship in N.C. schools; endorsed and par-<lb />ticipated in the publication of oDefending the Freedom to<lb />Learn: Combatting Censorship in North CarolinaTs<lb />Schools� which was mailed to all school systems and<lb />school boards in the state; participated in proposals to Z.<lb />Smith Reynolds Foundation and the N.C. Humanities<lb />Committee.<lb /><lb />18. Negotiated a letter/telephone campaign to legislators<lb />serving on key hearing committees involving legislation<lb />affecting libraries and librarians.<lb /><lb />19. Participated in intellectual freedom matters within the<lb />American Library Association; attended ALA annual<lb />meetings and responded for North Carolina in the oRoll<lb />Call of the States�; publicized National Banned Books<lb />Week; committee members chosen to participate in IFC<lb />leadership training session; member elected to YASD IFC;<lb />members elected to IFRT Executive Board; member<lb />appointed to AASL SIRS Intellectual Freedom Award<lb />Selection Committee; reviewed books in Newsletter on<lb />Intellectual Freedom; member appointed to plan media<lb />project for 1987 bicentennial of U.S. Constitution.<lb /><lb />20. Chairman chosen to receive the 1984 John Phillip<lb />Immroth Memorial Award for Intellectual Freedom from<lb />ALA/IFRT.<lb /><lb />21. Committee chosen to receive the 1985 State Program<lb />Award from ALA/IFRT which included plaque and $1000<lb />from Social Issues Resources Series, Inc.<lb /><lb />22. Chairman chosen as oTar Heel of the Week� by the News &amp;<lb />Observer.<lb /><lb />NCLA Intellectual Freedom Committee, 1983-85<lb />Gene D. Lanier, Chairman, Greenville<lb />Amanda R. Bible, Whiteville<lb /><lb />Mary Ann Brown, Chapel Hill<lb /><lb />Nelda G. Caddell, Southern Pines<lb />Betty S. Clark, Durham<lb /><lb />Elizabeth Detty, Salisbury<lb /><lb />Jimmy W. Foster, Sanford<lb /><lb />Celia E. Hales, Charlotte<lb /><lb />Beth M. Rountree, Charlotte<lb /><lb />Gayle Keresey, Wilmington<lb /><lb />Nancy Massey, Hillsborough<lb /><lb />R. Philip Morris, High Point<lb /><lb />Merrill F. Smith, Asheboro<lb /><lb />Judith K. Sutton, Charlotte<lb /><lb />Ashby S. Wilson, Raleigh<lb /><lb />College and University Section<lb /><lb />The College and University Section enjoyed an active bien-<lb />nium for 1983-85. Three major programs, covering a wide range<lb />of issues of interest to academic librarians, were presented.<lb /><lb />In June of 1984, the Section sponsored a program entitled<lb />oThe Library and its Campus Community: Partners in Academic<lb /><lb />58"North Carolina Libraries<lb /><lb />Excellence,� which was held at Meredith College in Raleigh. The<lb />program featured teaching faculty from several colleges and<lb />universities within North Carolina who met with and ex-<lb />changed ideas with librarians on ways in which communication<lb />between the library and the teaching faculty can be improved,<lb />means by which the library can directly assist students and<lb />faculty with their research, and ways in which teaching faculty<lb />can contribute to improved collection building and bibliographic<lb />access.<lb /><lb />The second program of the biennium was held in Whisper-<lb />ing Pines, N.C. on May 30-31 of 1985. The title of this program<lb />was oThe Electronic Network: Sharing the Costs and the Benefits<lb />of Library Automation.� The program featured nationally recog-<lb />nized speakers, as well as practicing librarians in North Caro-<lb />lina, who shared with the participants their experience and<lb />ideas concerning networking arrangements using computer<lb />communications. The primary objective of the conference was to<lb />illustrate how libraries through cooperative measures may<lb />reduce the costs of automation while providing greater services<lb />than is possible through a single library installation.<lb /><lb />The third program, presented at the biennial meeting in<lb />Raleigh in 1985, featured Mr. Richard Rowson, director of the<lb />Duke University Press, who spoke on the topic of oControversial<lb />Publishing.�<lb /><lb />Officers of the section for the biennium were as follows:<lb />Chairman, Robert N. Bland, U. of N.C. at Asheville; Vice-Chair/<lb />Chair-elect, Elizabeth Smith, East Carolina University; Secre-<lb />tary/ Treasurer, Ilene Nelson, Duke University; Directors, Clar-<lb />ence Toomer, Shaw University; Marjorie McDermott, Belmont-<lb />Abbey College. Marie Devine, U. of N.C. at Asheville, served as<lb />representative on the editorial board of North Carolina Librar-<lb />ies for most of the biennium.<lb /><lb />Reference and Adult Services Section<lb /><lb />The officers who were serving as the Executive Committee<lb />of the Section at the end of the biennium were: Dr. Larry Barr,<lb />Chairperson; Ms. Jean Amelang, Vice-Chairperson/Chairperson<lb />Elect; Ms. Nancy Clark Fogarty, Past Chairperson; Ms. Susan<lb />Taylor, Secretary-Treasurer; Ms. Mary Love Wilson, Director,<lb />School Libraries; Ms. Lynne Barnette, Director at Large; Ms.<lb />Nancy R. Frazier, Director at Large; Dr. Robert Hersch, Director,<lb />College and University Libraries; Ms. Renee DePasquale, Direc-<lb />tor, Community Colleges; Mr. Joel W. Sigmon, Director, Special<lb />Libraries; Ms. Barbara L. Anderson, Director, Public Libraries;<lb />and Ms. Ilene Nelson, RASS Representative to the Editorial<lb />Board of North Carolina Libraries.<lb /><lb />The Section launched a newsletter, The Reference Desk, with<lb />Joel Sigmon serving as editor. The Executive Committee Direc-<lb />tors representing other sections of NCLA sérve as the editorial<lb />board. The first issue was mailed to all NCLA members as a<lb />recruitment effort. Future issues will only go to RASS members.<lb /><lb />On May 17, 1985, the Section sponsored a workshop on<lb />oMicrocomputers in Reference and Adult Services,� at the Media<lb />Evaluation Center, State Department of Public Instruction, in<lb />Raleigh. Registration was limited to sixty. The evaluation indi-<lb />cated that the participants found the workshop to be a valuable<lb />experience. Dr. Robert Hersch chaired the program committee.<lb /><lb />The SectionTs biennial conference program, oAn Insider's<lb />Guide to Book Review Magazines: Conversations with the Edi-<lb />tors� was a conference highlight attended by about 300 people.<lb />Martain A. Brody, Booklist; John F, Baker, PublishersT Weekly;<lb />Brigitte Weeks, Book World; and Helen M. MacLam, Choice, each<lb />spoke about the particular perspectives of their publications,<lb />and a question and answer period followed. Jean Amelang and<lb />Barbara L. Anderson moderated the program.<lb /><lb />Officers elected to fill four vacancies resulting from expired<lb />terms are: Barbara L. Anderson, Vice Chairperson/Chairperson<lb />Elect; Susan Taylor, Secretary-Treasurer; Debora E. Hazel and<lb /></p>
        <pb facs="00027310_0063" />
        <p>Anne Marie Elkins, Directors at Large. The position for Director,<lb />Public Libraries, is currently vacant.<lb /><lb />Round Table on the Status of Women in Librarianship<lb /><lb />At last biennium's conference, the Round Table on the Sta-<lb />tus of Women in Librarianship sponsored a program on com-<lb />parable worth. The round tableTs executive board made<lb />comparable worth a priority topic for the round table for the<lb />biennium.<lb /><lb />In the spring of 1984, the executive board met with State<lb />Senator Wilma Woodard to give our support for her efforts to<lb />get a comparable worth bill through the North Carolina State<lb />Legislature. The bill did pass that session, but was revoked dur-<lb />ing this past session. It seems that comparable worth now has a<lb />long, hard fight before it in this state.<lb /><lb />The round table sponsored two successful workshops dur-<lb />ing the biennium: one on documenting personnel problems in<lb />1984; and in May, 1985, one on supervision. The workshop on<lb />documentation was made possible by an LSCA grant from the<lb />State Library. As a result, we were able to do a very nice bro-<lb />chure for the workshop, and the brochure was chosen by the<lb />Library Public Relations Council for their Share the Wealth<lb />packet of library public relations materials this year.<lb /><lb />The round table continued its publication of our newsletter<lb />MsManagement this year, and volume 2, number 4 is hot off the<lb />press.<lb /><lb />I would like to thank this yearTs slate of officers for the<lb />round table who worked to make all our activities a success:<lb />vice-chairman, Earlene Campbell; Secretary/Treasurer, Janie<lb />Morris; Directors, Pat Burns and Billie Mace Durham; MsMan-<lb />agement Editor, Julie Sanders; and section editor for North<lb />Carolina Libraries, Mary McAfee.<lb /><lb />Executive Board,<lb />Round Table on the Status of Women in Librarianship<lb />1985-87<lb /><lb />Chair Mary McAfee<lb />Head, Humanities Reference<lb />Forsyth County Public Library<lb />660 West Fifth Street<lb />Winston-Salem, NC 27101<lb />(919) 727-2264<lb /><lb />Vice Chair/Chair-Elect<lb /><lb />Secretary/Treasurer<lb /><lb />Director<lb /><lb />Director<lb /><lb />Past Chair<lb /><lb />North Carolina<lb />Libraries<lb />representative<lb /><lb />MsManagement<lb />editor<lb /><lb />Karen Perry<lb /><lb />Media Coordinator<lb />Archdale-Trinity Middle School<lb />P.O. Box 232, Archdale Road<lb />Trinity, NC 27370<lb /><lb />(919) 431-6714<lb /><lb />Norma Deese<lb /><lb />School Media Programs Coordinator,<lb />Region 6<lb /><lb />Southwest Regional Education<lb />Center<lb /><lb />2400 Hildebrand Street<lb /><lb />Charlotte, NC 28216<lb /><lb />(704) 392-0378<lb /><lb />Joy White<lb /><lb />Head, Business/Science Reference<lb />Forsyth County Public Library<lb />660 West Fifth Street<lb />Winston-Salem, NC 27101<lb /><lb />(919) 727-2208<lb /><lb />Karen Seawell<lb /><lb />Director of Information Services<lb />Greensboro AHEC<lb /><lb />1200 North Elm<lb /><lb />Greensboro, NC 27401<lb /><lb />(919) 379-4025<lb /><lb />Patsy Hansel<lb /><lb />Assistant Director<lb /><lb />Cumberland County Public Library<lb />Anderson Street Library<lb /><lb />215 Anderson Street<lb /><lb />Fayetteville, NC 28302<lb /><lb />(919) 483-8600<lb /><lb />Jean Weldon<lb /><lb />Serials Catalog Librarian<lb />Perkins Library<lb /><lb />Duke University<lb />Durham, NC 27706<lb />(919) 684-4383<lb /><lb />Julie Sanders<lb /><lb />Head, Thruway Branch Library<lb />Forsyth County Public Library<lb />Thruway Shopping Center<lb />Winston-Salem, NC 27103<lb /><lb />(919) 727-2337<lb /><lb />1986 Spring"59<lb /></p>
        <pb facs="00027310_0064" />
        <p>
          <lb />
          <lb />Jom NCLA<lb /><lb />What is NCLA?<lb /><lb />@ the only statewide organization interested in<lb />the total library picture in North Carolina,<lb />whose purpose is to promote libraries and<lb />library service in the state<lb /><lb />@ an affiliate of the American Library Association<lb />and the Southeastern Library Association, with<lb />voting representation on each council<lb /><lb />What are the benefits of membership?<lb /><lb />© provides opportunities for interaction among<lb />those interested in good library service<lb /><lb />@ entitles you to receive North Carolina Librar-<lb />ies, a quarterly journal, winner of the presti-<lb />gious H. W. Wilson Award in 1981<lb /><lb />® gives you the opportunity to develop leadership<lb />skills<lb /><lb />®@ enables you to attend workshops, continuing<lb />education programs, and conferences at re-<lb />duced rates<lb /><lb />@ keeps you informed on library developments in<lb />the state through an information network and<lb />publications<lb /><lb />® gives you individual voting rights in the asso-<lb />ciation<lb /><lb />® encourages support staff and paraprofessionals<lb />to join at reduced rates<lb /><lb />® entitles you to.membership in one of the sec-<lb />tions or roundtables of the association<lb /><lb />To enroll as a member of the association or to<lb />renew your membership, check the appropriate<lb />type of membership and the sections or roundta-<lb />bles which you wish to join. NCLA membership<lb />entitles you to membership in one of the sections<lb />or roundtables shown below at no extra cost. For<lb />each additional section, add $4.00 to your regular<lb />dues.<lb /><lb />Return the form below along with your check<lb />or money order made payable to North Carolina<lb />Library Association. All memberships are for two<lb />calendar years. If you enroll during the last quar<lb />ter of a year, membership will cover the next two<lb />years.<lb /><lb />a na RNR PPR RSS SSE SR SR SSI SES SERRE SERS: RSG Pe SNS REL SERED<lb /><lb />NORTH CAROLINA LIBRARY ASSOCIATION<lb /><lb />"_" New membership "" Renewal "_" Membership no.<lb />Name<lb />First Middle Last<lb />Position<lb />Business Address<lb />City or Town State Zip Code<lb /><lb />Mailing Address (if different from above)<lb /><lb />CHECK TYPE OF DUES:<lb /><lb />O SPECIAL-Trustees, paraprofessional and support staff, non-salaries persons,<lb />retired librarians, library school students, oFriends of the Library,� and non-<lb /><lb />Fa Ry Re SR $15.00<lb /><lb />A ofestat: (1 Se gee a fee Pee ee ee en ae<lb /><lb />LIBRARIANS "earning up to $12,000<lb /><lb />oO<lb /><lb />O LIBRARIANS"earning $12,000 to $20,000 ..<lb /><lb />oO<lb /><lb />LIBRARIANS"earning over $20,000 ....<lb /><lb />INGISAC if cen dys tic vides se thes Ran SIR RR MCRAE. Cs WaT ca ae oe Ta $50.00<lb />O INSTITUTIONAL"Same for alllibraries ............ 20... cece eceee ee $50.00<lb />CHECK SECTIONS: One free; $4.00 each additional.<lb />O Children's © Trustees © Women's Round Table<lb />O College CG Public : nas ee<lb />O Documents © Ref. &amp; Adult EL Eng eM incuties ar<lb />© Jr. College C RTSS (Res.-Tech.)<lb />0 NCASL (School) CG JMRT<lb /><lb />AMOUNT ENCLOSED $<lb /><lb />a era eee Ra SSS SSS Sb AS no a SS 2S A eR os ta sR SS<lb /><lb />Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404<lb /><lb />60"North Carolina Libraries<lb /></p>
        <pb facs="00027310_0065" />
        <p>Institutional membership in the North Carolina<lb />Library Association is an important way to promote<lb />libraries and library service in the state. Libraries<lb />and media, learning resources and information<lb />centers are eligible for institutional membership.<lb />Dues are $50.00 per biennium. NCLA currently has<lb />the following 52 institutional members:<lb /><lb />Barber-Scotia College Learning Resources<lb /><lb />Center<lb /><lb />Bowman Gray School of Medicine,<lb />Carpenter Library<lb /><lb />Burroughs Wellcome Company Library<lb /><lb />Cape Fear Academy Library<lb /><lb />Catawba College Library<lb /><lb />Catawba County Library<lb /><lb />Cecils Junior College Library<lb /><lb />Public Library of Charlotte and<lb />Mecklenburg County<lb /><lb />Cleveland County Memorial Library<lb /><lb />Columbus County Public Library<lb /><lb />Library of Davidson College<lb /><lb />Davidson County Library System<lb /><lb />Duke University, Perkins Library<lb /><lb />�,�ast Carolina University, Joyner Library<lb /><lb />Edgecombe County Memorial Library<lb /><lb />Elon College Library<lb /><lb />Farmville Public Library<lb /><lb />Forsyth County Public Library<lb /><lb />Gardner-Webb College, Dover Library<lb /><lb />Greensboro Public Library<lb /><lb />Guilford College Library<lb /><lb />Henderson County Public Library<lb /><lb />Iredell County Public Library<lb /><lb />Public Library of Johnston County and<lb />Smithfield<lb /><lb />Livingstone College, Carnegie Library<lb /><lb />Methodist College, Davis Library<lb /><lb />Montreat-Anderson College, Bell Library<lb /><lb />North Carolina Central University, Shepard<lb />Library<lb /><lb />North Carolina School of the Arts Library<lb /><lb />North Carolina State Library<lb /><lb />North Carolina State University, Hill Library<lb /><lb />North Carolina Wesleyan College Library<lb /><lb />Pack Memorial Public Library (Asheville)<lb /><lb />Pender County Library<lb /><lb />Randolph County Public Library<lb /><lb />Robeson County Public Library<lb /><lb />Rockingham County Public Library<lb /><lb />St. Mary's College, Kenan Library<lb /><lb />Salem Academy and College, Gramley<lb />Library<lb /><lb />Sampson-Clinton Public Library<lb /><lb />Sandhill Regional Library System<lb /><lb />Scotland County Schools<lb /><lb />Sheppard Memorial Library (Greenville)<lb /><lb />Southern Pines Public Library<lb /><lb />Union County Public Library<lb /><lb />UNC-Asheville, Ramsey Library<lb /><lb />UNC-Chapel Hill, School of Library Science<lb /><lb />UNC-Charlotte, Atkins Library<lb /><lb />UNC-Greensboro, Jackson Library<lb /><lb />UNC-Wilmington, Randall Library<lb /><lb />Wake Forest University Library<lb /><lb />Western Carolina University, Hunter Library<lb /><lb />1986 Spring"61<lb /></p>
        <pb facs="00027310_0066" />
        <p>ANNOUNCING<lb /><lb />ANEW WAY TO MEET YOUR CONTINUING EDUCATION AND STAFF DEVELOPMENT NEEDS<lb /><lb />NORTH CAROLINA CENTRAL UNIVERSITY<lb />SCHOOL OF LIBRARY AND INFORMATION SCIENCE'S<lb />OFFICE OF CONTINUING EDUCATION AND LIBRARY STAFF DEVELOPMENT<lb /><lb />services<lb /><lb />Needs Assessments " We help you or your organization determine your continuing education<lb />and staff developrnent needs.<lb /><lb />Workshops " We conduct workshops on a wide range of ropics.<lb /><lb />Courses and Institutes " We offer full-length courses and special institutes.<lb /><lb />Microcomputer Laboratory " We offer hands-on training in the use of microcomputers in<lb /><lb />libraries.<lb /><lb />For more information on our program and services, contact:<lb />Duncan Smith, Coordinator<lb />Office of Continuing Education and Library Staff Development<lb />School of Library and Information Science<lb />North Carolina Central University<lb />Durham, N.C. 27707<lb />phone: 919-683-6485<lb />919-683-6347<lb /><lb />62"North Carolina Libraries<lb /></p>
        <pb facs="00027310_0067" />
        <p>
          <lb />
          <lb />Instructions for the Preparation<lb />of Manuscripts<lb /><lb />for North Carolina Libraries<lb /><lb />. North Carolina Libraries seeks to publish articles, book<lb />reviews, and news of professional interest to librarians in<lb />North Carolina. Articles need not be of a scholarly nature,<lb />but they should address professional concerns of the library<lb />community in the state.<lb /><lb />. Manuscripts should be directed to Frances B. Bradburn, Edi-<lb />tor, North Carolina Libraries, Central Regional Education<lb />Center, P.O. Box 549, Knightdale, N.C. 27545.<lb /><lb />. Manuscripts should be submitted in triplicate on plain white<lb />paper measuring 8%"x11�.<lb /><lb />. Manuscripts must be double-spaced (text, references, and<lb />footnotes). Manuscripts should be typed on sixty-space lines,<lb />twenty-five lines to a page. The beginnings of paragraphs<lb />should be indented eight spaces. Lengthy quotes should be<lb />avoided. When used, they should be indented on both<lb />margins.<lb /><lb />. The name, position, and professional address of the author<lb />should appear in the bottom left-hand corner of a separate<lb />title page.<lb /><lb />5. Each page after the first should be numbered consecutively<lb />at the top right-hand corner and carry the authorTs last<lb />name at the upper left-hand corner.<lb /><lb />. Footnotes should appear at the end of the manuscript. The<lb />editors will refer to The Chicago Manual of Style, 13th edi-<lb />tion. The basic forms for books and journals are as follows:<lb /><lb />Keyes Metcalf, Planning Academic and Research Library<lb />Buildings New York: McGraw, 1965), 416.<lb /><lb />Susan K. Martin, oThe Care and Feeding of the MARC<lb />Format,� American Libraries 10 (September 1979): 498.<lb /><lb />. khotographs will be accepted for consideration but cannot<lb />be returned.<lb /><lb />. North Carolina Libraries is not copyrighted. Copyright rests<lb />with the author. Upon receipt, a manuscript will be acknowl-<lb />edged by the editor. Following review of a manuscript by at<lb />least two jurors, a decision will be communicated to the writ-<lb />er. A definite publication date cannot be given since any<lb />incoming manuscript will be added toa manuscript from<lb />which articles are selected for each issue.<lb /><lb />Issue deadlines are February 10, May 10, August 10, and<lb />November 10.<lb /><lb />me<lb /><lb />CHILDREN and LIBRARIES<lb /><lb />An Investment in Our Future<lb /><lb />ChildrenTs<lb />Services<lb />Section NCLA<lb /><lb />Is currently selling notepads for $1.00.<lb />Proceeds will go to pay program<lb />expenses for the Oct. T85 NCLA<lb />Conference.<lb /><lb />The pads are 8% by 5%, have 50 pages<lb />each, and are available in blue, gold,<lb />and pink.<lb /><lb />Order from: Rebecca Taylor<lb />New Hanover Co. Public Library<lb />201 Chestnut St.<lb />Wilmington, NC 28401<lb /><lb />$1.00 each + 50¢ postage &amp; handling<lb /><lb />1986 Spring"63<lb /><lb /></p>
        <pb facs="00027310_0068" />
        <p>
          <lb />
          <lb />Join NCLA<lb /><lb />NORTH CAROLINA LIBRARY ASSOCIATION<lb /><lb />__" New membership "__" Renewal "_" Membership no.<lb />Name<lb /><lb />First Middle Last<lb />Position<lb /><lb />Business Address<lb /><lb />City or Town State Zip Code<lb /><lb />Mailing Address (if different from above)<lb /><lb />CHECK TYPE OF DUES:<lb /><lb />| SPECIAL-Trustees, paraprofessional and support staff, non-salaries persons,<lb />retired librarians, library school students, oFriends of the Library,� and non-<lb /><lb />librarians i ~ x oe : ry $15.00<lb />j LIBRARIANS"earning up to $12,000 . 3 $22.00<lb />1) LIBRARIANS"earning $12,000 to $20,000 ... ae .. $30.00<lb />© LIBRARIANS"earning over $20,000 ........ me % . $40.00<lb />© CONTRIBUTING"individual, Association, Firm, etc. interested in the work of<lb /><lb />NCLA . iti RAE * ~ . % ..- $50.00<lb />O) INSTITUTIONAL"Same for all libraries ......... ih . $50.00<lb /><lb />CHECK SECTIONS: One free; $4.00 each additional.<lb /><lb />© Children's © Trustees © Women's Round Table<lb />0 College O Public 4<lb /><lb />© Documents © Ref. &amp; Adult BiGhols Misowies ay<lb /><lb />O Jr. College © RTSS (Res.-Tech.)<lb /><lb />© NCASL (School) O JMRT<lb /><lb />AMOUNT ENCLOSED §.<lb /><lb />Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404<lb /><lb />stand up for<lb /><lb />libraries<lb /><lb />| ts NORTH CAROLINA LIBRARY ASSOCIATION<lb /><lb />64"North Carolina Libraries<lb /></p>
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