All quotation marks retained as data.
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All smart quotes have been converted into straight quotes.
[This text is machine generated and may contain errors.]
North Carolina Libraries
ISSN 0029-2540
TABLE OF CONTENTS
iS
ARTICLES
69 Unobtrusive Evaluation for Improvement: The CCPL&IC
Experience, Patsy J. Hansel
76 Johnston County Celebrates School Library Media Week
ISSN 0029-2540
80 Young Students Are Learning the Research Process,
Temple Jellicorse Halsey
84 Planning a Transatlantic Job Exchange, Donna Flake
87 The Librarian Looks at the Obscenity Law Revisions, Dr.
Gene D. Lanier
90 Islamic Libraries in the Triangle Area, Jessica Cleveland
Watson
94 The Use of Microcomputers for Administrative Purposes
by Public School Library Media Coordinators in North
Carolina, Carol F. Hall
97 Book Preservation Boxes, Alan Keely
1006 North Carolina State Documents Survey Project, Marion
Shepherd
111 Resources and Technical Services Resources: An Anno-
tated Bibliography: Number Two, Benjamin F. Speller,
Jr. and Gene W. Leonardi, compilers
FEATURES
67 From the President
113 New North Carolina Books
121 NCLA Committees
125 NCLA Sections
TG North Carolina Association of School Librarians
Cover: Patsy J. Hansel, oUnobtrusive Evaluation for Improvement: Advertisers: Baker and Taylor, 66; Ebsco, 75; H. W. Wilson, 83;
The CCPL&IC Experience,� North Carolina Libraries 44 (Summer MUGLNG, 79; Albert J. Phiebieg, 89; Ruzicka, 68.
1986): 69; Marion Shepard, oNorth Carolina State Documents
Survey Project,� North Carolina Libraries 44 (Summer, 1986):
106; Temple Jellicorse Halsey, oYoung Students Are Learning the
Research Process,� North Carolina Libraries 44 (Summer 1986):
80.
Volume 44, Number 2 Summer 1986
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66"North Carolina Libraries
Exalting Learning
and Libraries
NORTH CAROLINA LIBRARY ASSOCIATION
From the President
One could not help but be impressed by the
response and courtesy shown the NCLA National
Library Legislative Day participants by our Con-
gressmen, the D.C. Library Association and the
ALA Washington Office. The twenty-five NCLAers
were diligent in exalting learning and libraries,
reporting examples of federal funds well-spent
and showing appreciation for the congressional
Support. Bill Bridgman, NCLA Governmental
Relations chair, had ably planned the day. He was
joined by David Fergusson, Elizabeth Garner,
Henry Hall, Pauline Hollman, Jake Killian, Pauline
Myrick, Carol Southerland, Benjamin Speller, Eli-
nor Swaim, Virginia Thomas, Carol Walters, Perry
White, Mary Alice Wicker, Mary Williams, Nancy
Bates, Amanda Chambers, Patsy Hansel, Susan
Janney, Nancy Massey, Howard McGinn, Wade
Modlin, Judith Sutton, Helen Tugwell and Jane
Williams. A delightful group of library science
students under the guidance of Benjamin Speller
and Clarence Toomer were present.
Others spoke out for libraries, too. Among
those was Representative Major Owens who by
special order on April 9 prompted 21 House
members to make speeches calling attention to
the cuts at the Library of Congress. Another was
President Reagan who declared the month of
April 1986 as National School Library Month.
Because oschool libraries serve a critical function
in American education,� the President issued a
proclamation ocalling upon the people of the Unit-
ed States to observe the month with appropriate
programs, ceremonies, and activities.� Another
person speaking out for libraries was State Super-
intendent of Public Instruction A. Craig Phillips as
he exhorted individuals to oGet a Head Start at
Your School Library where all students may
develop and apply skills as users of information
and technology.�
We concur with the librariansT response to A
Nation at Risk: oThe time is now for libraries to
achieve larger prominence as integral forces in
the education of the nationTs residents. Because of
the phenomenal explosion of knowledge, because
of the value given increasingly to resources other
than books, because of the stern necessity for
students to learn how to find and apply informa-
tion, the library media center should become a
magnet for teacher and student alike.� We must
educate for a new era. We must push lifelong
learning. Daniel J. Boorstin, Librarian of Congress,
was succinct in summarizing these thoughts:
oLibraries remain the meccas of self-help, the
most open of open universities ... where there are
no entrance examinations and no diplomas, and
where one can enter at any age.� LetTs add... and
no report cards.
Those who attended the Spring Workshop on
April 19 agree that NCLA is moving ahead as
committees shared goals, objectives and strate-
gies for achieving each over the ensuing biennium.
Eighty enthusiastic NCLAers enjoyed the royal
treatment for which Greensboro College is noted.
Our thanks go to Susan Squires, Library Director,
who did a yeomanTs job with every detail.
We learned from the Archives Committee
Chairman Maurice C. York that the plans call for
physical control over such records and a guaran-
tee of long and short term preservation, organiza-
tion and accessibility of the archives. The commit-
tee will establish a formal record management
policy for current records. NCLA officers and
chairs, past and present, will be called on for
input and view.
The Constitution, Codes and Handbook Revi-
sion Committee, Doris Anne Bradley, chair, will be
contacting you for appropriate documents in its
effort to keep contents current. A manual of poli-
cies which have been adopted will be compiled by
this committee.
Howard McGinn, Coordinator of Network
Development at the State Library, described the
ongoing progress of the North Carolina Library
Network at the NCLA Board Meeting in Greens-
boro on April 18. The North Carolina Online
Union Catalog is scheduled to be up and running
on June 2, 1986 at OCLC. The North Carolina
Union List of Serials will also be maintained at
1986 Summer"67
OCLC and is scheduled to start in December.
Libraries not currently using OCLC will be able to
access the Online Catalog and the Union List of
Serials on a dial access basis through any com-
mon personal computer. These libraries will also
gain access to the OCLC Interlibrary Loan Subsys-
tem.
Howard also reported on the State Electronic
Mail/Bulletin Board System. The State Library
will be testing the Western Union Easylink system
for one year in 60 libraries. NCLA Board Members
will be able to participate in this test. Plans for the
document delivery system are well underway as
are plans for training in the various databases by
State Library Consultants.
The next NCLA Executive Board meeting is
scheduled at 10:30, July 25, Pine Crest Inn, Pine-
hurst.
Have a wonderful summer!
Pauline F. Myrick, President
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68"North Carolina Libraries
Unobtrusive Evaluation for Improvement:
The CCPL&IC Experience
Patsy J. Hansel
In the fall of 1985, the Cumberland County
Public Library & Information Center adminis-
tered an unobtrusive study of reference services
(i.e., staff did not know the questions were part of
a test) in the library to determine the rate of
accuracy of library responses to factual questions.
The purpose of the study was to use this informa-
tion to spot areas in which library service could be
improved and to develop strategies for improve-
ment.
Background
There is a growing body of literature relating
to unobtrusive evaluation of reference services in
libraries, starting with Terence CrowleyTs pioneer-
ing work in the late sixties! through his recent
article summarizing the research to 1985.2 Crow-
leyTs work indicated and recent studies have con-
firmed? that library patrons do not have a very
good chance of having their questions answered
Correctly at a library reference desk. In most
libraries studied, the odds are close to fifty-fifty.~
As a group, library professionals tend to be
aware of these studies but not, it seems, to take
them very seriously. When the ofifty-five per cent
rule� is mentioned, librarians often express
amazement and insist, omaybe"but not in my
library.� However, there is virtually nothing in the
literature to indicate that practicing librarians
have done studies of their own individual libraries
to try to prove the researchers wrong. Alvin M.
Schrader has stated the issue in this way: oThe
problem of the lack of commitment to reference
Service excellence will neither go away nor be
resolved by the kind of passive approach which
has so far characterized our efforts. Researchers,
educators, and practitioners must, first and
foremost, acknowledge the existence of problems
With respect to reference service accuracy. This
acknowledgment has not yet occurred on a wide
Scale. Until it does, until our community is pre-
Pared to take seriously the call for reference ser-
__"_".
Patsy J. Hansel is Assistant Director, Cumberland County
Public Library & Information Center, Fayetteville, NC, and
Associate editor of North Carolina Libraries.
vice accuracy, unobtrusive performance measure-
ment will remain as the next frontier for library
and information services. As of now, we are still in
the age of misinformation.�
At CCPL&IC, we think we know why so few
are willing to brave that new frontier. It is like all
frontiers"it is difficult and it is frightening. Those
of us who work reference desks are not used to
having anyone look over our shoulders when we
are working with a patron. This is viewed as a very
personal transaction, an oart� rather than a
science, and not something that anyone not
involved could presume to evaluate or judge. Yet
we all also know that there are times when we do
not perform at our best and we have been known
to take comfort in the knowledge that no one is
aware of our deficiency except ourselves and the
anonymous patron who is receiving less than
good service. Perhaps it was that nagging knowl-
edge that convinced us at CCPL&IC that unobtru-
sive measurement was the method we had to use
to attempt to get an accurate picture of our refer-
ence service.
We could have done a patron survey of refer-
ence service. We have done general patron satis-
faction surveys and, as in most such library
studies, they have been positive.T Every quarter
we sample reference transaction statistics as a
quantitative measure of our reference service. We
could have decided to record additional docu-
mentation on these questions and then evaluate
how well they were handled based on that infor-
mation. In our heart of hearts, though, we knew
these would all be evasions of the central issue:
what type of service can that anonymous user
expect to get when no one else is watching?
We knew the risks involved. We knew the
accuracy rate could be as bad or worse than those
of other unobtrusive studies, and that perhaps
the library's reputation could suffer with our
board or even the public if the media got hold of
it. At the time, we felt that our reference service
had an excellent reputation in the community.
When the possibility of such a study was men-
tioned to some of our trustees who are also
library users, they questioned its necessity. They
had no doubt that the libraryTs reference service
1986 Summer"69
was beyond reproach. There was certainly a
temptation to avoid anything that might possibly
besmirch that reputation.
However, the logic of an unobtrusive study of
our reference services as the best method of eval-
uation seemed irrefutable, so we decided to take
the plunge.
Purpose
The purpose of the CCPL&IC study differs
from most other studies primarily in that it was
done by library practitioners, not researchers,
with the ultimate goal of evaluation and improve-
ment of library service in one particular library.
Most other studies have evaluated reference
service at reference desks at main library outlets.
Since we were interested in reference service
throughout our library system, we did not limit
our sample to the main library or to professional
reference staff. All locations were included, from
our smallest branch which is open thirty hours a
week and has one nonprofessional staff member
to headquarters, which at the time of the study
was split among three buildings and had four pro-
fessionals devoted to reference service. (The way
our former headquarters operated is hard to de-
scribe. You had to work in it, or try to use it, to
appreciate it: the adult reference and nonfiction
and periodical collections were in one building;
audiovisuals, adult fiction and childrenTs services
were in another building a block and a half away;
several blocks on, but not in a straight line, was
the building that housed the North Carolina For-
eign Language Center, an LSCA-funded project
located in our library system.) Several other pro-
fessionals from other headquarters departments
helped out at the headquarters reference desk at
some periods during the week and on weekends.
At the time of the study there were no profession-
als (those with MLSTs) in the branches except for
administrative staff who did some subbing in the
branches.
There are those who would argue (at least
several of them have done so with me when I de-
scribed this study to them) that oreference� ser-
vice does not occur in branch libraries with no
professional staff. My standard response is that
professional librarians may not define what goes
on in such branches as reference service, but to
many of our patrons, their branch is their library,
and if they donTt get reference service there, they
are not going to get it from any library. Also, based
on CCPL&ICTs 1985 output measures survey, 20%
of the reported reference transactions took place
at headquarters and 80% in the branches. Refer-
ence transactions are occurring in our grossly
Reference Service Evaluation Survey
. Date______ Day of week__ Time.
. Circle location: Stein Anderson | Bordeaux East Fay
Eutaw Hope Mills SpringLake Stedman
. If possible, staff memberTs name:
. Question was asked: In-person By telephone
a. For questions asked by telephone:
1. Did you understand the staff member who answered
the phone (i.e. did they speak distinctly)? Yes___ No___
2. Were you transferred to another person? Yes__ No__
If Yes, were you notified that this was happening?
yus. = Nose
3. What number did you dial?
. What question did you ask?
. Did the librarian paraphrase the question, or request addi-
tional information to be sure that the question was under-
stood? Yes___ No___
. What answer did you get to your question?
. Did the librarian provide the source of information?
Nese 2 Noss
a. If Yes, record the source here:
b. If No, ask once for the source and record it here:
9. If the librarian did not answer your question immediately,
did he or she offer:
a. To work on it further and get back to you?
b, To consult with other staff members?
c. To refer the question to another library or agency?
. If the librarian offers any of the above, accept the offer and
record any results on the back of this form.
- Did the librarian ask if your question was answered? Or if
the response was sufficient? Yes___ No___
. Approximately how much time lapsed between asking the
question and getting an answer? 1-10 min 10-30 min
30-60 min Within 24 hours More than 24 hours
. If this was a real information need of yours, would you have
been satisfied with library's response? Yes___ No__
. Based on this experience, would you recommend to others
that they use the library to get information? Yes___No__
. What is your subjective impression of the librarianTs:
Friendliness: Poor__ Fair__ Good__
Competence: Poor__ Fair__ Good__
. If you have additional comments about this interaction,
please make them on the back of this form.
CCPL&IC 9/85
ILLUSTRATION 1
70"North Carolina Libraries
understaffed branches. We wanted to gauge the
accuracy of those transactions, and whether
patrons could be expected to be referred down-
town when the situation required it.
We had a number of questions that we
wanted this survey to help answer. What sort of
service could a patron asking a question at any
service point expect to receive? Were branch per-
sonnel answering accurately questions that could
be answered from the sources in their branches?
Were patrons being referred to headquarters only
when necessary, and when referred, were they
referred to the correct department? At headquar-
ters, if the patron called or visited the wrong ser-
vice point, was he redirected to the correct one
without a lot of runaround? Did the patron
receive the correct answer to the question asked?
In our estimation, did the patron receive good
service? In the patronTs estimation, did the patron
receive good service?
However, our purpose was not just to gather
this data and analyze it. We wanted to proceed to
the next logical step"to use the information to
improve the information service provided in this
particular library system.
As Charles McClure has said, oThe primary
factor that currently limits the quality of refer-
ence services is an attitude of complacency"one
which assumes that (1) the vast majority of
answers given to questions are accurate and
timely, (2) the reference services currently pro-
vided are, in fact, accomplishing service objectives
and resolving the information needs of the
library's clientele, and (3) existing reference staff
competencies and skills are ~adequateT and are
not likely to need improvement. These attitudes
are based on assumptions which can be best
tested by the use of unobtrusive evaluation tech-
niques. Once they have been tested, specific
strategies can bé taken to improve existing levels
of services and staff skills.� We decided that we
didnTt want to be complacent any longer, and that
we were ready to implement strategies to make
improvements where we found our services want-
ing.
Methodology
Joanne O'Donnell, CCPL&ICTs head of infor-
mation services, designed and coordinated the
study, which paralleled the 1982-83 study of Illi-
nois libraries by the University of Illinois Library
Research Center.
Joanne solicited volunteers from the Friends
of the Library and the library board of trustees (a
gutsy move, you must admit). We believe that one
of the strengths of the study was that we used
actual library users of this system as our oproxies�
for everyday patrons. JoanneTs goal was to have
enough volunteers to have 25 questions asked at
each library location. She concluded the study
with 162 usable responses, ranging from 28 at
headquarters locations to 13 at our smallest
branch.
Joanne planned hour-long training sessions
for the volunteers. Three volunteers attended one
of the sessions and were also given written
instructions. The other six used only the written
instructions. The volunteers were given a list of
questions to choose from, and were also encour-
aged to ask questions of their own devising, which
several did. The list of questions was a subset of
the questions used for the 1982-83 Illinois study,
with some additional questions tailored for our
community (what are the hours of the Biltmore
House, for example).
The questionnaire that we used (Illustration
1) was also the Illinois form tailored for our par-
ticular needs. Asking for the staff memberTs name
(question 3) was necessary to meet our purpose
of evaluation for improvement. If we found that
certain staff members gave less than satisfactory
service, we wanted to be able to share that infor-
mation with them for developmental purposes.
We added question 11 after reading a draft of
the Maryland study (later reported in Library
JournalT) which stressed the importance of ask-
ing the patron at the end of the transaction if he
had gotten the information that he needed.
There are those who have expressed their
concern about the ethics of judging accuracy of
reference responses with the staff involved not
knowing that it is going on. We decided to deal
with this by announcing in early summer that
such a test would occur at some point in the
future, without giving any more specific informa-
tion. The study occurred between October 20 and
November 2, 1985.
a .
... to many of our patrons,
their branch is their library,
and if they donTt get reference
service there, they are not
going to get it from any library.
After the volunteers had completed their
forms, the forms were turned in to Joanne for
evaluation. She and I then analyzed all of the
forms to determine the ocorrectness� of the
answers provided.
1986 Summer"71
Results
The first thing we learned is that determining
whether a question to which there is a factual
answer is answered factually is not always as easy
as it would seem. There are degrees of accuracy,
and judging accuracy for some of the questions
was so questionable that we threw them out.
Of the 162 usable responses, 121 or 74.7%
were correct based on our measure of correct-
ness: the patron received the correct response
immediately, or the patron was referred to the
best source (usually within the system)!° to get
the answer. Another 10.5% were not owrong�"
staff offered to look further, but the patron did
not accept the offer; the patron was asked to call
back; or the patron was referred when the answer
could have been made available more expedi-
tiously. So, we could increase our score by saying
that 85.2% were onot wrong.� However, the extra
10.5% did not meet our standards of the best
library service (Illustration 2).
Absolutely incorrect responses totalled 24, or
14.8%. In five of these instances, staff failed to find
the answer immediately and did not offer to
search further or offer other alternatives to the
patron; the remaining 19 were answered, but the
answers were not correct. Incorrect answers
included the following:
1. In answering a question about whether
bluebirds migrate or not, the staff person found
the correct answer and read it to the patron over
the phone, but then went further and misinter-
preted it for the patron.
2. Twice when the 1984 Newbery Award
winner was requested, the same staff person gave
the title Dear Mrs. (instead of the correct Mr.
Henshaw).
3. When asked for Dr. SeussTs real name, two
staff members in different locations failed to men-
tion that his first name is Theodor, not Theodore.
4. When asked if a gift is required at a chris-
tening, one staff person answered no, and cited
World Book as the source. We still havenTt found
anything in World Book about etiquette in rela-
tion to christenings.
5. When asked for a North Carolina author
who had written two books in the past year, the
staff person suggested Clyde Edgerton. When
informed by the patron that this was incorrect,
the staff person referred the patron to headquar-
ters.
6. When asked for the population of Cumber-
land County, a staff person gave a dated figure.
7. A patron asked for a book that the library
owned and was told by a staff person that the
library did not own it. (Proxies had been
72"North Carolina Libraries
requested not to simply ask for a book title, but
this one did anyway.)
8. When the meaning of oTweedledum and
Tweedledee� was asked on two different occa-
sions at two different locations, patrons received
incomplete information. One resulted from staff
answering ooff the top of their heads.�
9. When asked a specific question about Uri
Geller, a patron was given an address to write to
when there was information available in the
library.
10. In searching for the title of a poem, the
staff person misspelled one of the words in the
title and told the patron he could not locate the
poem when the library did have it.
11. One staff person provided a general
address and telephone number for the Museum of
Natural History when a complete mailing address
was requested.
12. When asked what to do to prevent a race
track from coming to the area, the staff person
gave a lot of advice but, as the proxy put it, odid
not offer any reference work or referral.�
13. When asked if Texarkana is in Texas or
Arkansas, one staff person gave the answer
oTexas,� which is half right.
14. One staff person gave the wrong date for
when the United States first collected income tax.
15. One staff person was asked President
ReaganTs major in college and replied that World
Book listed it as economics, whereas it is actually
listed as economics and sociology.
16. In one case, a patron called at closing
time and was asked to call back the next day.
Since the person taking the call could have
handled it immediately instead of asking the pa-
tron to wait until the next day, we decided to
count this as incorrect.
There are those on the staff who maintain
that we ograded hard.� While I donTt think we were
particularly hard, I donTt think we were oeasy�
either. Joanne as head of information services
and I as assistant director have a perception of
what good library service is for this library system,
and it was that on which we based any judgment
calls when pure accuracy was not easy to estab-
lish.
Analysis
Our raw score of 74.7% correct responses was
better than those in most other studies of this
type reported in the literature. This was gratifying
to a point. In exhorting staff to do better in the
future, we have been able to stress that we are
already doing a pretty good job when compared
to other studies. Positive reinforcement, as we all
Results of Unobtrusive Study of Reference Accuracy " CCPL&IC " 10/85
Total Correct Correct
Responses Responses Referrals
Location % Correct
not
HQ1
iw]
bt
72.7
iw)
oo
Soci
T= [= [= [me
me [pe fs pm
m fate [sm
Transactions
Incomplete=Incorrect
Staff offer
of follow-
through
Patron
asked to
call back
accepted
by patron
Inadequate Responses
Incorrect
Responses
Unnecessary _No offer of
or incorrect follow-
referral through
=
ww
=
wo
pas
x
_
wo
_ _
P| wo
_
°
st
©
_
i
_
Ke}
ILLUSTRATION 2
know, works better than negative. But itTs hard to
get too excited about knowing that 25% of our
patrons may not be getting the quality of service
that we want them to get.
In comparing performance among our loca-
tions, we were interested to learn that, based on
this study, our patrons are apt to receive more
accurate reference service in four of our six
branches than at the headquarters locations,
Which have the concentration of professional
Staff and reference materials (see Illustration 2"
the branches are arranged in descending order
based on their annual book circulation). This is
true both for initially correct responses and cor-
rect responses when added to correct referrals.
HeadquartersT incorrect answers were equal to
those of the worst branch. This gives a general
indication that our branches may be better
accomplishing their function than headquarters
is, or was when this survey was done. We have
Some pretty good rationalizations for that. At the
time of the study, CCPL&ICTs oheadquarters� was
geographically dispersed in probably the worst
headquarters facilities in the state. Since then, a
new headquarters has been completed, large
enough to bring all headquarters services under
the same roof for the first time in twenty years.
That should take care of some of the inefficiencies
inherent in the old arrangement.
The branches also show a range of profi-
ciency. The largest branch in terms of staff and
circulation had the worst percentage correct
(61.5). The smallest branch did the best (92.3).
We could suppose that the largest branch is not
as likely to be accurate because it is so busy; how-
ever, at the time of the study, BR2 was busier per
staff than BR1 and also had a better percentage
of correct responses (77.3).
In accord with other studies of patron satis-
faction, our proxy patrons rate the library better
than the service they received might seem to war-
rant (Illustration 3). Although they received cor-
rect responses an average of only 74.7% of the
time, they were satisfied with the response 90.1%
of the time, and in 96.6% of the cases they would
recommend the library to others. Some of their
comments were illustrative of their feelings about
this inconsistency: oone problem would not dis-
courage me,� onot discouraged"young lady was
polite and sincere.� In a couple of instances, our
proxy patrons said they would not recommend
the branch they called, but would recommend call-
ing reference at headquarters directly.
Conclusions
Reference service at CCPL&IC may be better
than in a number of other public libraries as indi-
1986 Summer"73
cated by various unobtrusive studies of reference
service; but it still has room for improvement.
In a very thought-provoking article in the
December 1980 American Libraries, Herb White
suggests something disturbing. Perhaps library
patrons responding to user studies omerely state
an expectation for what they have gotten in the
past and for what they think is reasonable to
expect in the future. In short, we have taught
them to play the game by our own rules. They
accept five-week delays in interlibrary loan as
reasonable because we have told them to.�" [|
hope that we are not doing the same thing to
ourselves as library managers. We should not
believe that just because most of the studies rate
reference accuracy around 50% that something
closer to 75% is laudable. One-quarter of our
patrons may still be short-changed.
The performance of our branch staffs was
particularly gratifying. We have emphasized staff
training particularly for nonprofessionals over
the past several years, and we believe this study
indicates that we are getting results.
Follow-up
After the study was completed, Joanne made
an announcement of the results at a general staff
meeting, pointing out areas that needed improve-
ment while also emphasizing how good our score
was in comparison to those in similar studies.
Staff were also alerted that we plan to do a sim-
ilar survey at least annually, with no further
warnings.
After the study, Joanne shared the individual
inquiry forms with supervisors at all locations so
that they could share the results with their own
staffs and know directly the areas in which they
did well and areas needing improvement. Head of
Extension Services Marsha Grove introduced the
results of the study to the branch heads by giving
them a pop quiz, self-graded, on where to look for
some of the things that were missed in the study.
Then she passed on the answers and the forms.
Our follow-up also involved discussing spe-
cific problems with staff members who were
responsible for more than one inaccurate re-
sponse in the survey, or who seemed to have spe-
cial weaknesses as indicated by the study. There
are those who strongly recommend against using
unobtrusive studies in this way.!2 However, our
whole performance appraisal system is based on
sharing information with staff directly, not indi-
rectly through a general discussion with all staff
in a department, as has been suggested. It is only
through individuals that improvement in service
will come. Administrative commitment to excel-
lence in library service is meaningless without the
commitment of individual staff.
Since the study, reference staff have begun
offering monthly mini-workshops on different
areas of reference service. These workshops are
open to all staff. We have also had one two-day
Results of Unobtrusive Study of Reference Accuracy " CCPL&IC " 10/85
Location
1
iw]
np
)
Hy
HQ2
LS]
a
BR2
_
o
bo
foo}
f
ray
_ iw]
ca | i]
SYSTEM 162
Total Friendliness | Competence Patron
Responses Responses Referrals ogood� x Satisfied
7 81.0
75.0
82.4 88.2 82.4 100.0
80.0
78.0
92.3
BR3
orig
Patron would
recommend
90.5 95.0
od
9
: }
7
96.2 96.2 88.9 100.0
100.0 70.8 83.3 87.0
100.0 100.0 100.0
5.7 100.0 92.9 100.0
100.0 87.5 87.5 100.0
100.0 84.6 91.7 91.7
92.2
ILLUSTRATION 3
74"North Carolina Libraries
basic reference workshop aimed primarily at non-
professionals. A committee with representatives
from branches and headquarters has begun meet-
ing to discuss reference topics of importance to
the system and to plan future training.
We believe our relatively high percentage of
correct responses to reference questions as mea-
sured unobtrusively by this study reflects the
staff's commitment to quality service. We will con-
tinue to offer training opportunities so that staff
Can continue to develop their knowledge and
expertise. We will continue the unobtrusive stud-
ies on an annual basis to measure this systemwide
commitment to excellence, and to use the results
to continue developing strategies for improve-
ment.
References
1. Terence Crowley and Thomas Childers, Information Service
in Public Libraries: Two Studies. Metuchen, NJ: The Scarecrow
Press, Inc., 1971.
2. Terence Crowley, oHalf-Right Reference"Is It True?,� RQ, Fall
1985: 59-68.
8. Peter Hernon and Charles R. McClure, oUnobtrusive Reference
Testing: The 55 Percent Rule,� Library Journal, 15 April 1986:
37-41. Ralph Gers and Lillie J. Seward, oImproving Reference
Honorary and Life Memberships
Nominations
The North Carolina Library Association,
through its Honorary and Life Membership Com-
mittee, is seeking suggestions for nominees for
Honorary and Life memberships.
It has been the custom of NCLA to make
these two awards based on the following criteria:
1. Honorary memberships may be given to
non-librarians who have rendered important ser-
Vices to the library interests of the state.
2. Honorary memberships for non-librarians
Should be given at a time considered appropriate
in relation to the contribution made.
3. Life memberships may be given to librar-
ians who have served as members of the North
Carolina Library Association and who have made
noteworthy contributions to librarianship in the
State. These memberships are limited to librarians
Who have retired.
Recommendations for nominations should be
accompanied by biographical information, in-
Cluding contributions to librarianship.
Recommendations for nominations should be
Submitted to: Dr. Mell Busbin, Committee Chair,
NCLA Honorary and Life Membership Committee,
P.O. Box 411, Boone, N.C. 28607, no later than
January 31, 1987. al
Performance: Results of a Statewide Study,� Library Journal, 1
November 1985: 32-35.
4. CrowleyTs article in the Fall RQ directs you to these studies.
5. Illinois evaluates public library reference service statewide on
an annual basis. Library Research Center, University of Illinois,
Illinois Library Statistical Report. Springfield, IL: Illinois State
Library, 1983-.
6. Alvin M. Schrader, oPerformance Standards for Accuracy in
Reference and Information Services: The Impact of Unobtrusive
Measurement Methodology,� in Evaluation of Reference Services
edited by Bill Katz and Ruth A. Fraley, 219. New York: The
Haworth Press, 1984.
7. To develop a healthy distrust for patron satisfaction surveys,
see George DTElia and Sandra Wall, oUser Satisfaction with
Library Service"A Measure of Public Library Performance?,�
The Library Quarterly, April 1983: 109-133.
8. Charles R. McClure, oOutput Measures, Unobtrusive Testing,
and Assessing the Quality of Reference Services,� in Katz and
Fraley, 225.
9. See Gers and Seward and also the letter to the editor in
response to this article by Thomas Childers in Library Journal,
15 April 1986: 10.
10. We are aware that some guidelines that libraries use, includ-
ing the output measures for public libraries, recommend count-
ing referrals as incomplete transactions. However, a significant
part of library service at CCPL&IC is ACCESS, our information
and referral service, and we feel quite capable of judging when a
referral outside the system is the correct answer.
11. Herb White, oLibrary Effectiveness"The Elusive Target,�
American Libraries, December 1980: 682.
12. McClure, 224-225. =
Professionalism.
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1986 Summer"75
Johnston County Schools Celebrate
School Library Media Week
School Library Media Week was celebrated in nated in a state-wide READ-IN at 2 pm on Friday,
conjunction with National Library Week in the April 11. Pictured on these two pages are photo-
North Carolina schools April 7-11. Each school graphs taken at three Johnston County schools as
and school system choose individual ways to high- they joined in this happy week-long celebration.
light their school media program which culmi-
Johnston County Media Supervisor Mary Aker joins Corinth- And theyTre off! Corinth-Holder balloons have been found as
Holder Elementary School children and media coordinator far away as in a horse pasture seven miles east of New Bern
Bert Wells as they prepare to launch balloons in celebration and on the 15th fairway of the Minnesott Golf and Country
of School Library Media week. Club, Minnesott, NC.
Each first grade class at Selma Elementary created a book Four Oaks Media Coordinator Wendy Barbour helped primary
worm based on a favorite book. The worms were made up of children make storybook character paper bag puppets. Here
individual pictures by students illustrating a portion of their children hold (1. to r.) the Berenstain Bears, Peter Rabbit,
classTs book. Not only was Winnie the Pooh represented, but Kermit the Frog, and DannyTs Dinosaur.
first grade classes also owormed� their way through Curious
George, Peter Rabbit, and the Berenstain Bears.
76"North Carolina Libraries
Selma Elementary SchoolTs media coordinator, Sue Wood, and art teacher, Courtney Aman, worked together several weeks before
to coordinate activities for School Library Media Week. Here Sue stands beside the third gradeTs library book tree.
Fifth graders at Selma Elementary designed paper tee shirts which sported catchy slogans encouraging other children to read.
Cafeteria workers volunteered lunchroom walls as display space.
1986 Summer"77
One of the most popular activities that week was the Selma Elementary teachersT bulletin board. Teachers brought a picture of
themselves as children along with a short paragraph describing what had been their favorite childhood book and why.
Freedom to Read Foundation
The battle is an important one. Today
reports of attempts to censor books
and information are at record highs.
Any book, magazine, photograph
or other material can be the target
of would-be censors from the left,
right or center.
Your membership in the Freedom
to Read Foundation can make a
difference in protecting the free flow
of information and ideas"the basic
principles of the First Amendment.
The Foundation is a 14-year-old
organization of librarians, lawyers,
educators, booksellers, authors,
publishers and other concerned citi-
zens who have joined together to
safeguard the tradition of-free expres-
sion in America. The Foundation
provides legal and financial support
to those at the frontline of censorship
challenges.
Your membership in the
Freedom to Read Foundation will:
¢ help support librarians across the
nation who are beleaguered by
raids on our libraries
* expand the freedom to read by
offering legal and financiai help
in cases involving authors, pub-
Jishers and booksellers
* entitle you to the Freedom to Read
Foundation News, a quarterly
newsletter on censorship trends,
current court cases, legislative
developments, and reports
of successes in bouts with censors.
Books and ideas aren't dangerous .. .
but information restraints on a free
people are. Protect the future of
the First Amendment. Join the
Freedom to Read Foundation.
Yes, | want to become active in the
Freedom to Read Foundation.
My membership check for $
is enclosed. This tax-deductible
contribution entitles me to vote for
Foundation trustees and to receive
the quarterly Freedom to Read
Foundation News.
0 $10 student
0 $25 regular
0 $50 contributing
$100 sponsor
0 $500 patron
DO $1000 benefactor
Name
Address
City
Please make checks payable to
Freedom to Read Foundation and
mail to Freedom to Read Foundation,
50 E. Huron St., Chicago, IL 60611
State Zip
LL ATL EE ESIGN CREE PE SP WTS SEE LSE I TR SB ES STRESS
78"North Carolina Libraries
All during School Library Media Week, individual classroom doors were decorated as book jackets. We think you will agree with
Wilbur: School Library Media Week 1986 at Selma Elementary School was TERRIFIC!
Attend the first annual
MUGLNC/SLIS Colloquium on
MANAGING THE NEW TECHNOLOGY:
THE IMPACT OF AUTOMATION
ON LIBRARIES
oManaging Those Micros� Sponsored by:
oNetworking in North Carolina� Microcomputer Users Group for Libraries
oEducating Professionals for the in North Carolina and UNC-CH School
New Technology� of Library Science
oArtificial Intelligence in Libraries� August 14-15, 1986
Keynote address by: Chapel Hill, NC 27514
Frederick Kilgour, Founder Fee: $45* (MUGLNC Members)
Trustee of OCLC $55* (Nonmembers)
Contact: Jane Stine, Dept. of Anesthesiology, UNC-CH School of Medicine, NCMH 204H,
Chapel Hill, NC 27514 Telephone: (919) 966-5136
*includes banquet on Thursday evening
1986 Summer"79
Young Students Are Learning
the Research Process
Temple Jellicorse Halsey
Effective teaching means that we must peri-
odically climb out on a limb and risk cutting it off
behind us. Six years ago I had reached a level of
frustration that pushed me onto such a limb. Per-
haps other librarians who put a great deal of
effort into teaching library skills only to discover
that skills taught are not necessarily learned
within an applicable process will recognize the
symptoms. The cure for me has been to develop a
research process within which I teach the skills as
they apply.
Although I had spent weeks teaching elemen-
tary school students how to use library tools, and
the classroom teacher had covered the language
units for outlining, the children continued to
abstract or paraphrase encyclopedia articles
when assigned a report to prepare. For my part,
clever simulation games had broken down the
skills for using the card catalog, ChildrenTs Maga-
zine Guide, almanacs, atlases, and specialized
encyclopedias and dictionaries into their most
minute parts. Testing showed that most children
had become skilled in the ohow� of using these
tools. Of course, I was teaching relevant-in-con-
text skills for I continually pointed out that these
tools would help with the upcoming BIG report.
When the students entered the reference
center in small groups to begin the report, they
grabbed the first available encyclopedia, read a
paragraph, wrote something, read, wrote, etc.
When I insisted that they use an additional
source, the new information was tacked onto the
end of the accumulated paragraphs. Since no one
had taught young students to take notes, this
process was not surprising; the disturbing finding
was that they were not thinking of combining
types of materials although they had learned to
use them.
oWhat is wrong with these students,� I asked
in some frustration one afternoon. Since I usually
try to avoid this type of teacherTs lounge discus-
sion, I left feeling more depressed than ever. Plac-
ing the blame on the students was not helping me
Temple Jellicorse Halsey is Librarian at Kimberley Park
Alternative School, 1700 N. Cherry Street, Winston-Salem, NC
27105.
80"North Carolina Libraries
become an effective teacher. But how to change?
What to change? All of those games and gadgets
(i.e., the phones that spin, asking questions and
giving answers, etc.) had to go. That decision was
painful, but the frightening thought was that I
hadnTt a clue as to their replacement. I had
learned that simulation is artificial. Students
seemed to enjoy the activities, and testing the
limited objectives of these games proved that stu-
dents had learned the skills within the context of
the games. If they were to apply these same skills
to actual assignments, they would have to have a
librarian at their elbow insisting, oBe sure to use
ChildrenTs Magazine Guide.� In other words,
being taught how to use an index did not mean
that the child would have any idea when to use it.
After analyzing the problem, I knew that the
research process would have to be understood to
be taught. The pieces that the classroom teachers
and I spent time teaching would need to be inte-
grated within the research process.
Although I worried that I would not be able
to get the students for sustained periods to do
such intensive teaching, two factors made that an
unnecessary worry. First, teachers were excited
when the process was demonstrated to them.
They were willing to work with me both on sched-
uling and reinforcing. Today, many of them teach
the process themselves. Secondly, many of the
skills that I had spent long periods teaching take
minutes when taught within the framework of a
process.
Although similar processes can be found in
many study guides, and the methods for teaching
the steps were borrowed from many of the best
teachers and the literature, the integration of the
steps and methods may be new. The idea of teach-
ing research skills to primary age children may
surprise many. But if they are old enough to be
assigned reports, are they too young to learn a
sound research process? Teaching process rather
than individual skills is an old concept revisited.
It has been my goal in designing this process
to engage and involve the studentsT enthusiasm;
begin each skill with the concrete; model each
step; and ultimately move from the concrete, i.e.,
finding a specific fact in a specific source, to
higher levels of thinking (application, analysis,
Synthesis and evaluation).
These are the steps I follow:
Step 1: I choose my topic.
The researcher must know how to pronounce
and spell his/her topic. This step does not appear
as an isolated step in most guides but is used with
young students because many times librarians are
asked to help find information about othat
explorer"you know"the one whose name starts
With an ~MT.�
Step 2: I find out about my topic.
No writing is allowed at this step. Read, view
or listen to get a general understanding of the
topic.
Step 3: I focus my topic.
Teach children to brainstorm. Remember
that after step 2, students will have some termi-
nology and ideas. As ideas are suggested, ask,
oDoes this relate to any other idea already on the
chart (overhead, blackboard).� Begin grouping
ideas; this process is often called webbing. If the
brainstorming goes well, there should be too
many subtopics for young students to tackle indi-
vidually. Allow selection and organization as is
taught in the language book.
Step 4: I make a list of useful sources.
Children learn that librarians, school and
public, help with this step. Here I teach in context
the tools that will be useful for this report. With
teacher/librarian acting as a team, this could be
the step taught by the librarian with the rest of
the process being taught by the classroom
teacher.
The researcher must know how
to pronounce and spell his/her
topic.
Step 5: I take notes.
Children can be taught to take notes on a
sheet of notebook paper or chart paper. Their
notes will be simple at first. The advantages of this
system are that children must classify informa-
tion as they record, they must condense (you'll
Copies of articles from this
publication are now available from
the UMI Article Clearinghouse.
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
need to model condensing), and they must com-
pare the ideas from one source with at least two
others.
The subtopics for the outline developed in
step 3 are listed on the right hand side of the
paper, the bibliography along the bottom.
Subtopic
I
Subtopic
II
Subtopic
Ill
Bibliog- source 1 source 2 source 3
raphy
Step 6: I produce a project.
Writing is always one component of this step
since we want children to learn to write, and we
believe that writing is an important tool for orga-
nizing what we know. Donald GravesT Writing:
Teachers and Children at Work is our authority
for helping children master the writing process.
We believe that writing helps the child under-
stand the relationships and contradictions of the
information gathered from different sources.
Student writing can be used in various ways: film-
strips can be produced, plays, wax museums or
other enactments can be performed and video
taped; oral reports in the television news format
can be created.
Step 7: I produce a bibliography of sources
used.
Depending on the ages and abilities of the
children, this can be basic author/title informa-
tion or full bibliographic form.
This process can be taught to small groups
such as reading groups. A classroom teacher will
enthusiastically share one reading group with you
while s/he teaches another. On the other hand an
entire social studies or science class can be taught
the process. When working with a large group,
bring the entire class together to cover steps 1-3.
Divide into small groups (work stations can be set
up ahead of time with a suggested list of useful
sources, step 4, at each station). Spread the small
groups around the media center. The librarian
and classroom teacher act as a team, moving
from group to group, clearing up problems, teach-
ing the children how to use each source, and
modeling notetaking.
Topic
1986 Summer"81
Reach out to all classes. Think of ways to
adapt the process to special education classes.
What skills will these students need? How can you
best teach to their abilities? Can they do a group
research process on a large chart with the
teacher or librarian acting as scribe while the
students struggle with the important stuff"the
ideas?
As you read through the research process,
did you think of changes, adjustments, you would
make? Super! You are investing in it; it is yours to
Gaylord Tips:
Microcomputer Maintenance
Supplied by Gaylord Bros. Inc., Trusted Source for Library Inno-
vation
The following list of dos and donTts will help
to ensure the smooth operation of your library's
microcomputers.
DO prevent the use of food or drink near
computers. Accidents do happen, and a simple
spill could result in a costly short-circuit.
DO guard against dust. Invest in dust covers,
and vacuum-clean printers, keyboards and disk
drives once a week. Dust will gradually slow your
computers, and foul their electrical contacts.
DO take extra care with your disk drives.
Disk drive cleaning kits can add up to five years to
the life of a disk drive, and protect you from costly
repair bills and lost data.
DO inspect your floppy disks regularly. Ex-
amine them through the half-inch slot in their
protective covers. If you see streaks, specks, or
other signs of dirt or wear, copy the data onto a
new disk and discard the old one.
DO clean and oil your printerTs metal tracks,
on which the print heads slide back and forth.
Wipe with a paper towel sprayed with contact
cleaner, then apply a light lubricant such as sew-
ing machine or jewelerTs oil.
82"North Carolina Libraries
employ. No method works for us unless it excites
us. If this method is used as a pedagoguish club, it
will have no chance of exciting young learners to
become lifelong investigators. Enjoy the process,
share it with staff and children; they will take it
away from you.
Reference
Donald Graves, Writing: Teachers and Children at Work
(Portsmouth, N.H.: Heinemann Educational Books, 1982).
stand up for
libraries
NORTH CAROLINA LIBRARY ASSOCIATION
DONTT pull on computer wires; always hold
them by the plastic or metal connectors on their
ends. Keep the metal contacts clean with contact
cleaner or a oTex Wipe.�
DONTT plug and unplug printers, modems
and other accessories more than once a week.
Invest instead in computer switching equipment
that will allow two or more users to share the
same equipment with a flip of a switch. This saves
on cord wear-and-tear and eventual repair bills.
DONTT twist floppy disks or grab them by the
middle. Twisting them inside their protective
enclosures causes surface scratches that can
damage disk drive read/write heads and destroy
data. Hold them gently by the corner to avoid disk
wear.
DONTT allow your computers to overheat.
Position them so their air vents arenTt blocked.
Also, if your computer did not come with a built-
in fan and seems to generate substantial heat dur-
ing use, check with your vendor to see if a fan can
be added.
DONTT allow static electricity or power
surges to damage your equipment. Antistatic
sprays and table mats will prevent static from
causing your computerTs memory to go blank.
Surge suppressors are available to protect soft-
ware and hardware from power ospikesT"the
most common cause of computer damage"
caused by the on-off switching of nearby copiers,
refrigeration or air-conditioning equipment.
new THE WILSON
oVIDEO RESOURCE
eo) RES ei[e)\\
Announcing"
the First Titles
in the
Professional
Development
Series
Many aspects of library work"
conducting a booktalk, leading a
story hour"call for performance
skills that can best be developed
through the example of a profes-
sional at work. The perfect comple-
ment to textbook descriptions of
these skills, the videocassettes in
the Professional Development
Series provide the closest
thing to real experience,
bringing an expert into your
library to explain procedures
step-by-step and demonstrate
them in olive� performances that
can be viewed as often as you like.
Make Any VCR
a Portable
Classroom
Perfect for either individual
viewing or group instruction, these
videocassettes will provide instant
booktalking and storytelling experi-
ence for librarians, library school
students, teachers, parents, and
all who work with book programs.
Each full-color cassette runs
approximately 28 minutes, and is
accompanied by a UserTs Guide
that offers notes for the instructor,
a list of sources used, and refer-
ences for further information.
Be) Order Call Toll-Free
1-800-367-6770
In New York ssa call 1-800-462-6060
In Canada, call collect 1-212-588-8400
BOOKTALKING
WITH JONI BODART
1986 28minutes Full Color, with
User's Guide $89 U.S. and Canada,
$99 other countries.
Joni Bodart draws on her years
of booktalking experience to dem-
onstrate how well-planned, spirited
booktalks can turn patrons of all
ages into avid readers. Bodart
and two colleagues explain the
strategies they use when creating
and presenting booktalks and dem-
onstrate the finished product per-
formed before live audiences in
libraries and classrooms.
STORYTELLING
WITH
CAROLINE
FELLER
BAUER
1986 28minutes Full Color, with
User's Guide $89 U.S. and Canada,
$99 other countries.
In this new instructional video-
cassette Caroline Bauer puts her
repertoire of storytelling skills on
display in front of a live audience
of school-age children. With Bauer's
commentary interspersed through-
out the tape, offering explanations
of the techniques illustrated,
this nuts-and-bolts instruc-
tional tool will help you
develop the skills you need
to captivate young
readers in your own
classroom or library.
THE H.W. WILSON COMPANY
950 University Avenue, Bronx, New York 10452
(212) 588-8400
1986 Summer"83
Planning A Transatlantic Job Exchange
Donna Flake
From time to time accounts of librarian
exchanges appear in the literature. Usually these
accounts are very brief and the issue of how the
exchange was arranged is barely mentioned.
From March 1984 through August 1984 I partici-
pated in a job exchange with Oren Stone from the
Wessex Medical Library at the University of South-
ampton, England. The actual exchange was pre-
ceded by a great amount of searching and
planning. During my initial investigation of the
possibility of a job exchange, I searched the litera-
ture for the advice of other librarians who had
gone through the experience. I found the litera-
ture on this topic to be meager indeed. Hence, this
article is intended to add to the literature by
presenting an overview of the steps involved in
planning a job exchange.
In June of 1982, I was returning home to
North Carolina by train from a national library
meeting in California. I met a British teacher who
enthusiastically told me she was participating ina
one-year job exchange with an American teacher
from Chicago. At that time, I had been employed
at the Health Sciences Library at East Carolina
University in Greenville, N.C. for six years. During
those years, I had been given increasingly greater
levels of responsibility; however, I felt I needed a
stimulus and a change. My husband and I were
well settled into Greenville, our home town, and
we did not want to leave permanently. Therefore,
a temporary exchange in another country sound-
ed like just the stimulus I needed. By participating
in a job exchange, I could have all the benefits of
changing jobs and living in another country and
yet return home to my own house and job.
The first step was to discuss the idea of the
exchange with my husband, a political science
student at East Carolina University. After much
discussion and consideration, he agreed to go.
Step two was securing the approval of Dr. Jo
Ann Bell, director of our library. To my great
delight she said it seemed like a good idea. She
made several telephone calls to university admin-
istrators and, in a couple of days, told me that the
Donna Flake is Head of Reference, Health Sciences Library,
East Carolina University, Greenville, NC 27834.
84"North Carolina Libraries
exchange was approved if a librarian with my
same educational credentials exchanged with me.
The third step was to find an exchange
partner. I poured through books such as The
World of Learning, Directory of Medical and
Health Care Libraries in the United Kingdom
and Republic of Ireland, and several other refer-
ence books to pick out possible British libraries. I
wrote to thirty-five British libraries. Although
many .of these librarians replied with kindness
and encouragement for my far-reaching endea-
vors, none was personally able to participate in an
exchange.
I also wrote to many British and American
agencies for help and advice. Some of these
included the British Library Board, the Library
Association, the Bureau for International Library
Staff Exchange in Aberystwyth, the Council for
International Exchange of Scholars in Washing-
ton, D.C., the Medical Library AssociationTs Inter-
national Cooperation Committee, the Medical
Research Council in London, the Council on
International Educational Exchange in New York,
the Association of College and Research Libraries
in Chicago, the Medical Library Association in
Chicago, and the ASLIB.
I found Leads, the journal published by the
International Relations Round Table of the Amer-
ican Library Association, to be particularly help-
ful. It contains articles on topics such as the
Fulbright program, British Libraries, and percep-
tions of United States librarians on their visits to
foreign libraries. This single journal contains a
wealth of helpful information for librarians pon-
dering a job exchange.
Several people suggested that I advertise in
the Library Association Record: Vacancies Sup-
plement. This was more fruitful than all the other
efforts combined. I received responses from four
librarians who wanted to investigate a job
exchange. I decided to swap jobs with Oren Stone
from the Wessex Medical Library at the University
of Southampton. I based this difficult decision on
the following factors: a) I wanted to be in a medi-
cal library; b) I felt I could relate better to a mar-
ried librarian; c) I perceived Southampton to be
an ideal location due to its closeness to London
and to the Continent; and d) I preferred a south-
erly climate.
I received the first letter from Oren in May
1983, and we continued to correspond until he
arrived in the U.S. in February 1984. Each of us
wrote twelve letters during this period. There
were almost countless issues to resolve in doing
this exchange. My first concern was to determine
whether Oren and I had the same educational
credentials. I have a masters degree in library
Science, and he has a diploma of librarianship.
After some initial confusion on my part (we do
not have diplomas of librarianship in the U.S.), I
discovered that our degrees were, in fact, equiva-
lent. Additionally, Oren was concerned that my
job as Head of Reference was on a much higher
level than his work as a cataloger. This issue was
resolved when my library director agreed to dele-
gate my supervisory duties to other librarians in
my department. This arrangement then allowed
Oren to work as a non-supervisory reference
librarian at the East Carolina University Health
Sciences Library. It was planned that Oren would
also spend time in all the other departments in
the library"particularly Cataloging and Serials.
As for me, I was to do some of OrenTs cataloging in
addition to some expanded duties.
I was faced with many decisions to make"
both professional and domestic. For one thing,
both of us agreed to keep our own salaries from
our home libraries. By accepting this agreement,
We obviated the need for work permits; we were
Simply sent on assignment to work in another
location for six months. As for vacation, we
further agreed to retain the vacation earned from
our home libraries and to take the vacation days
during this exchange. Coincidentally, we each had
about thirty daysT vacation.
I found the literature on this
topic to be meager indeed.
In order to enter and then remain in each
OtherTs country for the desired length of time,
there were arrangements to be made with the
American and British Embassies. I had to get a
oLetter of Consent� from the British Consulate
General in Atlanta, Georgia in order to stay in
England for six months. To secure this letter I
sent the Consultate General (a) a letter of en-
dorsement from East Carolina University Medical
School to support the exchange, (b) a letter of
invitation from the head of the library at the Uni-
Versity of Southampton, (c) my passport, and
(d) ten dollars. Oren had to get and exchange vis-
itor visas for himself and his family. This involved
getting an IAP-66 form which is a oCertificate of
Eligibility for Exchange Visitor� from East Caro-
lina University.
LEADS contains a wealth of
helpful information for librar-
ians pondering a job exchange.
Another obstacle to the exchange was the
necessary clearance for my husband to spend six
months in England with me. At the outset of
planning for the exchange, I assumed that my
husband would need only a passport to stay with
me during the six-month exchange. Ten months
before we were due to fly to England, I decided
that I needed to make official inquiries. I wrote to
the U.S. Embassy in London and was told that a
dependent husband can receive a three to six-
month visitorTs visa and this can be renewed only
at the discretion of the immigration authorities in
Britain. I certainly did not want my husband to be
forced to leave me halfway through the exchange.
To bypass this possible pitfall, my husband
entered England as a full-time student and
secured a work permit through the BUNAC (Brit-
ish Universities North America Club).
As for domestic arrangements, each of us
agreed to live in the other's house while the
owners continued to pay the respective house
payments. Each visiting family paid for the water,
utilities, and telephone charges accrued during
the stay. We also agreed to swap automobiles for
the duration of the exchange and for the owner of
the automobile to pay the appropriate insurance.
Then we arranged to put the names of our
exchange partners on each other's automobile in-
surance policies. We even agreed that if minor
breakdowns happened to the house or to the
automobile, then the visiting family would pay for
the repairs. However, if a repair expense was over
$100, then the owner of the house or automobile
would pay the repair bills.
Needless to say, there were many other
financial arrangements to make. I arranged for
my monthly pay check to be deposited automati-
cally into my bank account. I calculated the
amount of money that should remain in the
American account to cover my bills at home and
then arranged for my bank to send the remainder
to me in England. Once the check arrived, I had to
take it to a Lloyds bank and convert the dollars to
pounds. I also had to arrange for my monthly bills
1986 Summer"85
to be mailed to my English address for the six-
month period.
We left very specific written directions to
cover the workings of such common things as the
car, the appliances, bathroom fixtures, the some-
times leaky refrigerator, and the mail. We left
numerous names and phone numbers of people
the visiting family could call upon for advice, gen-
eral help, and friendship. Without a doubt, both
families found these contacts invaluable.
I have attempted to present an overview of
the methodology that I used in carrying out this
job exchange. If I can be of assistance to any
librarians contemplating such a job exchange,
please feel free to contact me.
References
Clark, Barbara L. and Carol.J. Knoblauch. oThe England Expe-
rience/The Gloucestershire Connection.� Ohio Library Associa-
tion Bulletin (July 1980):8-14.
Flake, Donna; Jo Ann Bell; Oren M. Stone; and T.A. King. oA
Transcontinental Job Exchange.� Health Libraries Review 2
(1985):112-120.
oForeign Exchange Program Launched By Chicago Public.�
Library Journal (June 15, 1980):1349.
Hensley, Randall B. and Steve Pritchard. oCalifornia To Car-
diff: Cardiff To California.� Medical Health and Welfare Librar-
tes Group Newsletter (March 1982):32-37.
Hooker, Meg. oLuton To Washington, D.C.: Another Success
Story.� Medical Health and Welfare Libraries Group Newsletter
(March 1982):13-15.
oInternational Job Exchange.� MLA News (October 1982): 7.
Lee, Hwa-Wei and K. Mulliner. oInternational Exchange of
Librarians And the Ohio University Internship Program.� College
and Research Library News (November 1982):345-348.
Linton, W.D. ed. Directory of Medical and Health Care Librar-
ies in the United Kingdom and Republic of Ireland 5th ed. Lon-
don: The Library Association, 1982.
Stine, Diane. A LibrarianTs Directory of Exchange Programs/-
Study Tours/Funding Sources/and Job Opportunities Outside
the United States Chicago: American Library Association, 1982.
The World of Learning London: Europa Publications Limited,
1986.
Other Helpful Journal Titles
1. Leads (Published by the International Relations Roundtable
of the American Library Association).
2. The Footloose Librarian.
Checklist of Steps in Planning A Job Exchange
Consult your spouse.
Secure approval of your supervisor.
Begin looking for possible locations.
Get a passport.
Write agencies which might be helpful.
Run an ad in the appropriate journal saying you are inter-
ested in a job exchange. (I wrote to The Library Association
Record: Vacancies Supplement.)
7. Begin receiving responses from individuals interested in an
exchange.
8. Correspond with individuals interested in an exchange.
& OV Coens
86"North Carolina Libraries
9. Choose exchange partner.
10. Inform your supervisor of the credentials of your potential
exchange partner. (In addition to securing approval for
your exchange, you must secure the approval of your
supervisor for the specific exchange partner.)
11. Secure approval from the proper Embassy or Consulate. (I
received mine from the British Consulate General in
Atlanta, GA.)
12. Decide on specific details concerning: house payments,
water bills, utility bills, telephone bills, swapping cars,
repairs, etc.
13. Arrange for automatic deposit of your paycheck in your
bank. (Otherwise, it takes seven days to receive your check;
and then seven more days to mail it to your bank for de-
posit. Your bills may become quite late.)
14. Arrange for your bank to send money to you regularly dur-
ing the exchange.
15. Arrange for your mail to be sent to your new address during
the exchange.
16. Leave specific written directions to cover oeverything� for
your exchange partner.
Helpful Organizations
American Library Association
50 East Huron Street
Chicago, Ill. 60611
Fulbright Fellowship
United States - United
Kingdom Educational
Commission
ASLIB 6 Parker Street
3 Belgrave Square London W1M 2HR
London SW1X 8PL UK
UK
A. Hillier, Co-ordinator
Association of College and Bureau of International-
Research Libraries College of Librarianship-
50 East Huron Street Wales
Chicago, Ill. 60611 Llanbadam Fawr
Aberystwyth, Dyfed SY23 3AB
The British Consulate- Wales
General UK
Suite 912
225 Peachtree Street, N.E.
Atlanta, Georgia 30303
The Library Association
7 Ridgmount Street
London WC1E 7AE
The British Library UK
Bibliographic Services
Division The Library Association
7 Rathbone Street Record
London W1P 2AL The Library Association
UK 7 Ridgmount Street
London WC1E 7AE
British Universities North UK
America Club (BUNAC)
58/60 Berners Street Medical Library Association
seek W1P 3AE 919 N. Michigan Avenue
Ul
Council for International
Exchange of Scholars
Suite 300
Eleven Dupont Circle
Washington, D.C. 20036
Council On International
Educational Exchange
205 East 42nd Street
New York, New York 10017
Suite 3208
Chicago, Ill. 60611
Medical Research Council
National Institute for Medical
Research
Mill Hill
London NW7 1AA
UK
The Librarian Looks at the
Obscenity Law Revisions
Statement before the N.C. State Library Commission
March 13, 1986
Gene D. Lanier
EditorTs Note: Ordinarily, North Carolina Libraries does not
publish speeches and/or addresses except in the biennial con-
Serence issue. Due to the currency and interest in this new legis-
lation, however, we have made an exception and publish Dr.
LanierTs address in its entirety.
I appreciate your invitation to appear before
you today and voice some of the concerns librar-
ians in North Carolina have expressed to me
about the revisions in the obscenity statutes
passed during the last session of the General
Assembly. Although we have been told numerous
times by legislators, representatives of the Attor-
ney-GeneralTs Office, and local police officials that
we should be unconcerned, there are several
items in the new legislation which give us pause.
This is mainly due to the experiences we have had
the past few years in dealing with would-be cen-
sors whose major aim is to rid our libraries and
classrooms of materials which they consider to be
obscene and inappropriate for use.
Since 1980, I have served as chairman of the
Intellectual Freedom Committee of the N.C.
Library Association and during that period we
have responded to over 200 requests from librar-
ians around the state who were in the midst of a
censorship attempt or who were anticipating an
attack. We are strong believers in the First
Amendment to the U.S. Constitution which says
Congress shall make no law abridging the free-
dom of speech, or of the press. I am a fool for
these words. I am a fool for the concept. To me,
the words of the First Amendment are absolute.
oCongress shall make NO law ...� it says. It does
not say that there will be freedom of expression
provided said expressions do not run contrary to
popular thought. It does not say there will be
freedom of expression provided said expressions
have no tendency to subvert standing institutions.
From the outset, let me say I am not comfort-
able with many of the excesses that take place in
Dr. Gene D. Lanier, Chairman, Intellectual Freedom Commit-
tee, N.C. Library Association, is Professor of Library and
Information Studies at East Carolina University.
the name of the First Amendment. I honestly feel
that this was the major thrust of this new legisla-
tion. But, how can I tell what you may judge to be
an excess? And isnTt that just the point of the
First Amendment? Even when it comes to
expressing or publishing the most unpopular idea
or the most admittedly offensive material"un-
less, perhaps, the material is designed and likely
to produce imminent lawless action"excesses
must be tolerated. The First Amendment recog-
nizes that what may be trash or trivia or in-
decency or obscenity to me may be quite another
matter to you. One manTs vulgarity is another
manTs lyric.
Fortunately, librarians operate under what is
known as The Library Bill of Rights. It indicates
that libraries are forums for information and
ideas and should provide materials presenting all
points of view on current and historical issues.
Materials should not be excluded because of the
origin, background, or views of those contributing
to their creation. Every person should have access
to these materials regardless of their origin, age,
background, or views. Professional librarians, in
selecting materials, follow written, approved
selection policies which include the libraryTs goals
and objectives, criteria for selection, and proce-
dures for handling complaints. Therefore, most
unsavory titles never reach the shelves in the first
place. Our problems have come from the individ-
ual interpretations of what is obscene and what
are objectionable ideas, philosophies, and lan-
guage.
Keeping watch over what our library users
read"as well as what they write, view, and
think"has, for many, become a national pastime.
These individuals and groups have been especially
active when it came to materials for children and
young people.
These attempts to restrict materials have
been initiated by a variety of sources: parents,
teachers, school officials, school board members,
librarians, civic groups, publishers, local clergy
and church groups. The reasons they gave for this
censorship activity have included and I quote:
1986 Summer"87
profanity, unsuitability, obscene, demeaning,
racist, inappropriate Biblical references, unedu-
cational, historically inaccurate, meritless, too
realistic, and the old standbys"filthy, rotten,
and too sexually explicit.
Whatever the euphemism used to initiate
censorship, the effects are the same: Censor-
ship"whatever its label"limits the diversity of
ideas, opinions, and points of view to which young
people should be exposed ... and which public
schools and libraries in a free society have an
obligation not only to provide, but to encourage.
Censorship activity is not confined to any geogra-
phic area, nor is it limited to either end of the
political spectrum. The urge to censor"today, as
in the past"affects every race, age, color, creed,
and nationality.
Even when it comes to express-
ing or publishing the most
unpopular idea or the most
admittedly offensive material
"unless, perhaps, the mate-
rial is designed and likely to
produce imminent lawless ac-
tion"excesses must be toler-
ated.
So what does all of this have to do with the
new obscenity statutes? There are too many indi-
viduals as well as organized groups in our state,
such as the Moral Majority, the Eagle Forum, and
the John Birch Society, who have made it their
priority to attack public education and many of
the teaching materials and methods used in our
public institutions, including libraries. Their ef-
forts have been in the form of letter-writing cam-
paigns, press releases, hearings, public forums,
and attacks on specific sections of the curricu-
lum, individual books and teaching materials, and
individual teachers. Librarians on many occa-
sions have been victims of these attacks.
Just as video dealers and some bookstore
owners in the state are currently having difficulty
determining what might be considered objection-
able or obscene, many librarians feel they will be
placed in the same position. Obscenity is in the
eye of the beholder and it makes it very difficult to
determine what falls into this category under the
current statutes. Some individuals and groups
have already threatened that once they finish
with the bookstores and video shops, they are
88"North Carolina Libraries
going to move into our libraries and schools and
clean them up as well.
This, of course, brings up the section dealing
with olocal community standards�. Who will
determine these? Will we go to the person who
lives on the corner of each block to decide the
standard for each of our communities? You can
already imagine the inconsistencies that will
probably occur as we move from urban to rural
and from one geographical part of the state to
another. Every library and every educational
institution is different just as every community is
different. Without some definite criteria to follow,
librarians feel they will be at a loss in making deci-
sions concerning items dealing with sex educa-
tion, drug and alcohol abuse, evolution, etc.
The term obscene was used on the complaint
forms which were filed in libraries in Wilmington
and Durham involving the oR� volume of World
Book Encyclopedia due to its section on repro-
duction and Little Red Riding Hood. These are
just two extreme examples of what some of our
citizens consider obscene.
This is one of the basic reasons librarians
were upset when the section dealing with a prior
adversary hearing was repealed. Librarians felt
more secure when there was a judicial determina-
tion of obscenity prior to prosecution. Now, this
decision will be made, we understand, by a pros-
ecutor which we assume means the local district
attorney. This is somewhat better than the origi-
nal bill which made the local police official the
determinant. Nothing against local police officials,
but we feel better having someone completely
versed with the law making the obscenity deter-
mination. This is due to the fact that it has been
our experience that many of the complainants
are very emotional and use intimidation to get
their point across. In the past, they have threat-
ened warrants or criminal process in order to get
books and other materials removed from the
library shelves.
... in the attempt to rid North
Carolina of some of these unac-
ceptable things in our society,
we overlook some of the basic
freedoms we have held dear
and almost sacred in a free
society.
Another concern was the removal of the
phrase oof educational value� from the definition.
In the goals and objectives of every type of library
is the educational responsibility. This, to some
librarians, makes some of their materials more
vulnerable to attack.
Copies of articles from
this publication are now
available from the UMI
Article Clearinghouse.
ON GTARtIS use
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
One manTs vulgarity is another
manTs lyric.
We realize also that the section of the law
dealing with defenses says, oIt is an affirmative
defense to a prosecution under this section that:
(2) The defendant was a school, church, museum,
public library, governmental agency, medical
clinic, or hospital carrying out its legitimate func-
tion; or an employee or agent of such an organiza-
tion acting in that capacity and carrying out a
legitimate duty of his employment.� We assume a
public library means any library open to the pub-
lic which would include libraries in schools, com-
munity colleges, and other academic settings as
well. The question is just what is oan affirmative
defense�? Several legislators have informed us
that this is meaningless when it comes to some of
the tactics used by the complainants.
The library profession, just like many of our FOREIGN BOOKS
citizens and police officials, are very concerned
about child pornography and other problems fac- and PERIODICALS
ing our state. But we also have great concern that
in the attempt to rid North Carolina of some of
these unacceptable things in our society, we over-
look some of the basic freedoms we have held CURRENT OR OUT-OF-PRINT
dear and almost sacred in a free society. Although
the padlocking of a library or the prosecution of a @
librarian may seem unlikely, after many of the
experiences we have had with people in the past
few years who would like to do just that, it sends SPECIALTIES:
cold chills up our spines when we read the revised Search Service
statutes word-by-word.
As distributors of information in a public
place, librarians feel threatened by the changes in
the law and hope we can be prepared before the
censors come. We subscribe to both intellectual
freedom and due process as a profession but have
reservations about the interpretations of the @
revised law. We live in a country and a state where
citizens take their rights for granted. Dealing with
this apathy among some of our library supporters
and with the emotional appeals of individuals and
groups who would strip our library shelves of ALBERT Jy PHIEBIG INC.
their holdings has caused us to become con- : :
cerned about what the future holds. Box 352, White Plains, N..Y. 10602
Thank you for your kind attention. al
Irregular Serials
International Congresses
Building Special Collections
1986 Summer"89
Islamic Libraries in the Triangle Area
Jessica Cleveland Watson
In the Raleigh-Durham-Chapel Hill area,
there are approximately 2,500 Muslims including
university students and immigrants and their
families. This is a heterogeneous group of individ-
uals from all over the world, united only by their
religious belief. Several types of centers which
have collections of books for, by, or about Muslims
and Islam serve the interests of this group in the
area. They include academic, mosque, and private
libraries.
In a university collection the subject of
Islamic studies cannot be treated in isolation
because it encompasses many academic interests.
For example, all of the following topics deal with
Islam"the religion as well as history, politics, etc.:
the Soviet invasion of Afghanistan; the oil crisis in
the Middle East; the question of Lebanon; the
question of Palestine; and the war between Iran
and Iraq. Since this is such a multidisciplinary
field, it is difficult to verify the number of books in
any academic oIslamic� collection. For example,
books which deal with comparative economics
would be considered useful for the researcher in
Islamic studies if they include Islamic ideas. De-
spite these constraints there are identifiable
Islamic collections at three Triangle universities:
Duke University, Shaw University, and the Univer-
sity of North Carolina at Chapel Hill.
According to Avinash Maheshwary, the librar-
ian in charge of DukeTs collection for Islamic and
Arabian Development studies, the Duke holdings
represent the largest collection of material on
Islam, Islamic architecture, and Islamic history in
North Carolina. Although the general policy is to
place the books in Arabic and those pertaining to
Islam and Muslims with the collections in Perkins
Library, pertinent materials can also be found at
the Divinity School Library and several other
branch libraries. The main card catalog in Perkins
indicates in which library a specific item will be
located. Materials relating to Islamic art and
architecture, for example, are housed in the East
Campus Library, and, although there is a Music
Jessica Cleveland Watson is a student at the School of Library
and Information Science, North Carolina Central University,
Durham, N.C.
90"North Carolina Libraries
Library, audio recordings of Sufi chants or
Quranic recitation are kept with the religious
materials at the Divinity School Library.
Duke has received many of its Islamic mate-
rials through the Public Law 480 program.! Books
judged to be unsuitable for an academic collec-
tion have in turn been donated to the local
mosque and to the Durham County Public
Library. Mr. Maheshwary feels that in this way the
greatest number of people benefit from the mate-
rials.
Primary users of the Duke collections are
those students and faculty involved with inter-
disciplinary courses at the undergraduate level.
Areas of interest include comparative religions,
Islam, Arabic, politics, and the Middle East. Most
of the materials are in English, translations from
Arabic, and other languages. Yet, there are also
books in French, German, Spanish, and Russian,
as well as others written in Arabic, Urdu, Bengali,
and Persian.
Another resource for Islamic information on
the Duke campus is the Center for Islamic and
Arabian Development Studies which was estab-
lished in 1977. At the Center's location in a house
at 2114 Campus Drive, a friendly staff oversees a
selection of instructional materials pertaining to
Saudi Arabia and Islam. The materials are avail-
able for loan to teachers.
At Shaw University there is an International
and Islamic Studies Center which includes a
mosque. Since 1966 the University has offered a
degree program in International Relations. The
multimedia collection supporting this program
was begun then and has continued to grow. This
multidisciplinary oIslamic� collection is made up
of 1400 to 1500 items including books, periodicals,
films, slides, and newspapers. These materials are
housed in ShawTs main library; however, several
copies of the Quran are shelved within the
mosque.
The third academic collection in the area is
that of the University of North Carolina at Chapel
Hill. Faculty developed this collection from the
turn of the century through the 1920Ts. Then and
now the History Department has had the greatest
influence on the collection. During the 1980's,
university press publications have comprised the
major source of additions to the collection. Most
of these are English-language titles; however,
French as well as German materials on Islam are
also collected. In 1978 the BPTs (Islam in the
Library of Congress classification scheme) were
designated as an area for systematic develop-
ment. At that time the BP collection contained
only 206 items. During the next eight years, the
BPTs grew to a collection of over two thousand.
According to Pat Dominquez, Humanities Bibliog-
rapher at UNC's Davis Library, the incf'ease in
the BP collection reflects the growing influence of
Islam in the world and the creation of a graduate
program in religion at UNC. Ms. Dominquez
encourages public use of these materials and wel-
comes any proposals for acquisitions.
The UNC collection, from a scholarTs view-
point, is strong in standard nineteenth and twen-
tieth century orientalistsT works. Most of these are
original editions which are no longer in print.
Within the collection are bibliographies, gram-
mars, and dictionaries. The collection is also
strong in the areas of history, literature, and
grammar written in English and western Euro-
pean languages. A noteworthy item in the collec-
tion is a first edition of the Islamic Encyclopedia
with its beautiful binding.
Those who study Muslims and Islam are for-
tunate to have available the collections at Duke,
Shaw, and the University of North Carolina at
Chapel Hill. With interlibrary loan and coopera-
tive borrowing policies, these collections are read-
ily accessible to serious students of Islam and
related issues.
Although most people are familiar with
church or synagogue libraries, many may not
realize that there are also mosque libraries. The
mosque has historically served as the center for
the individual MuslimTs life. Salat, the five re-
quired daily acts of worship, are performed in the
mosque which also serves as a center for learning
for the community. The first word received by the
prophet Mohammed was oread.� Based upon that
and subsequent verses in the Quran, the Muslim
considers it a religious obligation to be knowl-
edgeable in religious matters. Muslims and stu-
dents of Islam are concerned with the Quran,
translations of the Quran (Tafsir), the sayings of
the prophet Mohammed (Hadith), Islamic laws
and jurisprudence (Fiqh), biography of the
prophet (Sirah), books on telling others about
Islam (Daa'wah), and the explanation of the Mus-
limsT faith (AqiTdah).
The only library journal article pertaining to
mosque libraries in modern times is one by John
Harvey and Shahr Musavi.? After presenting their
findings from case studies of several Tehran
mosque libraries, the authors compare and con-
trast the mosque libraries with American church
libraries. Several of the characteristics of the
mosque libraries, as discovered by Harvey and
Musavi, follow. Mosque libraries are created to
serve the religious educational needs of the com-
munity in which the mosque is located. The
majority surveyed did not use widely accepted
classification systems nor did they have card
catalogs. Segregation of the sexes often occurred
in days of use and in seating arrangements. The
majority of the staff members were volunteer
teenage boys. Collections consisted primarily of
books on Islam. A small fee was usually charged
for use of materials. Some of the libraries adver-
tised their services. Closed stacks seemed to be
the rule for Tehran mosque libraries. The mosque
libraries surveyed usually had books in various
languages. Library hours included two to three
hours Saturdays through Thursdays, but libraries
were closed on Fridays. (Fridays in Islam are days
of religious observances, as are Saturdays for
Judaism and Sundays for Christianity.) As Harvey
and Musavi comment, there is a considerable
body of literature about church and synagogue
libraries; however, there has been no research
about mosque libraries.
In a university collection the
subject of Islamic studies can-
not be treated in isolation
because it encompasses many
academic interests.
More can be learned about mosque libraries
by studying the two which are located in the Tri-
angle area. The mosque library in Durham is
located in a rented building, presently serving as a
mosque, about four blocks from North Carolina
Central University. The Muslims of West Raleigh
are currently meeting in an apartment. Both
groups are in the process of planning or building
Islamic centers. Each plan includes a special
room which will serve as a library. There are no
budgeted funds for the libraries, and both rely on
donations and contributions.
The acting librarian of the West Raleigh
mosque is not a professional librarian but a grad-
uate student at North Carolina State University.
The library's borrowers are approximately one
hundred men who frequent the mosque for Salat.
1986 Summer"91 _
For the Muslim, Islam is a way
of life, not merely a part of the
whole, but permeating every
moment of his or her life.
Books on Islam and copies of
the Quran are essential to the
Muslim as a guide to correct
living.
At this time women do not have direct access to
the collection which consists of approximately fif-
teen hundred books and several uncataloged
magazines. The majority of the books are in
Arabic; about fifty are in English, and three are in
Swahili. One list serves not only as a card catalog
but also as a shelf list. The classification is a sim-
ple division of books into five main groups and
one ocatch-all.� Each book is given an Arabic letter
(the corresponding letter in English is used in the
following discussion). 118 books make up the oQ�
section which is Koran interpretation. 136 books
are given oH� for Hadith which means the sayings
of the prophet Mohammed. The oB� section,
Aqi'dah (on belief), has 288 books. Figh, Islamic
law, is given oF� and contains 194 books. The oK�
section, a general ocatch-all,� contains 533 books
which for the most part are books on D aTwah, the
spreading of Islam, and Arabic literature. Each
book in this library is marked with the letter
representing the division to which it belongs and
a number which is assigned according to the date
acquired. If there is already a copy in the collec-
tion, a subnumber is assigned.
The Durham mosque library is smaller than
the one in West Raleigh. The collection is in the
process of being cataloged according to the
Dewey decimal system, but the scheme may be
altered to fit the collection and the needs of the
patrons. The collection is made up of three
hundred books. One third of these are in English;
the remainder are in Arabic. The collection is
intended primarily for the use of the adult com-
munity served by the mosque; there are no chil-
drenTs books in the collection. The majority of the
books are an explanation and description of
Islam. There are also books of Hadith, sayings of
the prophet Mohammed, books on Islam and
western culture, and books about Sirah, the life of
the prophet.
Visitors are welcome to see either collection if
arrangements are made in advance. Interlibrary
loans and the lending of books to individuals out-
92"North Carolina Libraries
side the mosque communities may be possible,
but all such decisions are made on an individual
basis.
As was mentioned earlier, Muslims consider
being knowlegeable about their religion a sacred
obligation. Consequently, individuals develop
their own private collections of books on Islam in
areas in which they are particularly interested,
Islam and women or Islamic economics, for
example. In private collections, as in mosque
libraries, materials of a more general nature are
also found: Qurans, translations of the Quran,
books on Tafsir and Sirah, books concerning
Hadith, and books that explain and describe
Islam.
The largest private collection in the Triangle
area of which this writer is aware contains more
than two thousand books, including some rare
editions. At present there is no card catalog or
shelflist; the collection is arranged in a style sim-
ilar to that of the West Raleigh mosque. In Arabic
there are Qurans, books on Tafsir and Hadith,
books of Sirah, and books about Figh and AqiT-
dah. There are also books on the history of Islam,
politics, and the Middle East. Two or three
hundred books are in English and include titles in
the following areas: politics specifically Palestine
and the Middle East; the history of the Middle
East, Islam and Western civilization, and Tafsir.
The collection also includes four to five hundred
audio tapes in Arabic covering the same subjects
as the book collection, one hundred seventy-six
slides on the history of Palestine, and five video
tapes on the Islamic history of Palestine. There
are also some books and video tapes in Arabic for
children. Future plans for the collection include
enlarging it by adding four to five thousand books
from Egypt. It is also anticipated that the collec-
tion will become more accessible to the public. At
present, the owner of the collection is willing to
allow individuals to borrow books and/or view
the collection if arrangements are made in
advance.
At Shaw University there is an
International and Islamic Stud-
ies Center which includes a
mosque.
For the Muslim, Islam is a way of life, not
merely a part of the whole, but permeating every
moment of his or her life. Books on Islam and
copies of the Quran are essential to the Muslim as
a guide to correct living. The materials in the aca-
demic, mosque, and private collections which
have been described here provide an introduction
to Islamic thought for residents of the Triangle
area.
References
1. This program was begun in o1962, when appropriations au-
thorized by an amendment to Public Law 480 (of 1954) enabled
the Library of Congress to begin to use foreign currencies from
the sale of surplus agricultural commodities for buying and dis-
tributing to American libraries current books, periodicals, and
related materials.� Edwin E. Williams, oFarmington Plan,� Ency-
clopedia of Library and Information Science, vol. 8 (New York:
Marcel Dekker, Inc., 1972), p. 365.
2. John Harvey and Shahr Azar Musavi, oTehran Mosque Librar-
ies and a Comparison with American Christian Church Librar-
ies,� International Library Review, vol. 13 (1981), pp. 385-395.
Interested readers may wish to consult the following article:
A. Ezzati, oTreasure Chambers of Learning,� Afkar Inquiry:
Magazine of Events and Ideas, vol. 2, no. 7 (July 1985), pp.
26-31.
APPENDIX A
To visit the two mosque library collections and the private
one, please contact:
Librarian
Muslim Student Association
North Carolina State University Chapter
North Carolina State University
P.O. Box 5362
Raleigh, N.C., 27650
Masjid Ar-Rahman
Jamaat Ibad Ar-Rahman, Inc.
P.O. Box 1590
Durhan, N.C.
Attention: Library
(919) 683-5593
Islamic Library (private)
P.O. Box 5622 all
Raleigh, N.C., 27650
Joi NCLA
To enroll as a member of the association or to
renew your membership, check the appropriate
type of membership and the sections or roundta-
bles which you wish to join. NCLA membership
entitles you to membership in one of the sections
or roundtables shown below at no extra cost. For
each additional section, add $4.00 to your regular
dues.
Return the form below along with your check
or money order made payable to North Carolina
Library Association. All memberships are for two
calendar years. If you enroll during the last quar
ter of a year, membership will cover the next two
years.
oer eneeenemenee ooneee thoes ener de eee Seen ene ae
NORTH CAROLINA LIBRARY ASSOCIATION
"_"_ New membership "" Renewal __. Membership no.
Name
First Middle Last
Position
Business Address
City or Town State Zip Code
Mailing Address (if different from above)
CHECK TYPE OF DUES
3 SPECIAL-Trustees, paraprofessional and support staff, non-salaries persons,
retired librarians, library school students, oFriends of the Library,� and non-
Nbradinrie LOC EEL Ci. SL Si aortas ae Aabing $15.00
© LIBRARIANS"earning up to $12,000 ......... 0.6 e secu eset eee e terreus $22.00
© LIBRARIANS"earning $12,000 to $20,000 .........:s0- esses rsecees $30.00
3 LIBRARIANS"earning over $20,000 .............s sess reer ete e eee nes $40.00
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CONTRIBUTING "individual, Association, Firm, etc. interested in the work of
ING LAry ends ba ereee sie ees On is, ers $50.00
INSTITUTIONAL"Same for all libraries ......- ++... se e eee eee teense $50.00
Oo
CHECK SECTIONS: One free; $4.00 each additional.
© Children's C Trustees © Women's Round Table
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Documents 3 Ref. & Adult O Ethnic Minorities RT
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9 NCASL (School) © JMRT
AMOUNT ENCLOSED $.
(a
Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404
1986 Summer"93
The Use of Microcomputers
for Administrative Purposes
by Public School Library
Media Coordinators in North Carolina
Carol F. Hall
In 1984, NCASL created a special committee
whose purpose was to acknowledge library media
coordinatorsT skills and expertise while respond-
ing to their interests in pursuing new ideas and
projects. The committee now grants financial
awards annually in support of its membershipsT
research projects that provide for professional
growth, improve media program effectiveness,
and enhance student learning. The first research
grants were presented at the NCASL Work Confer-
ence in October 1984 to Carol F. Hall and Evange-
line M. Freeman. The first to share her findings
with the North Carolina Libraries readership,
Carol F. Hall reports on her study of North Caro-
linaTs use of microcomputers for school library
administration.
Applications for the 1986 grants are avail-
able from Beth Rountree, Thompson Staff Devel-
opment Center, 428 West Boulevard, Charlotte,
NC 28203.
Beth Rountree, Chairman
NCASL Research Grants Committee
With the introduction of microcomputers
into the marketplace in 1976, their potential for
use by school library media coordinators has
increased to the point of becoming almost essen-
tial in the administration of the school media cen-
ter. (For this report, the term oschool media
center� refers to school libraries as well as media
centers; oschool media coordinators� refers to
school librarians and media coordinators.) Micro-
computers have the capability to assist school
media coordinators in performing administrative
tasks such as circulation, acquisitions, cataloging,
inventory, and overdues, thus providing more
time for them to perform other services. For
instance, using microcomputers to produce over-
due notices may result in a savings of ninety per
Carol F. Hall is on leave from her job as Media Coordinator at
Githens Junior High School, Durham, NC.
94"North Carolina Libraries
cent of clerical time normally used for this task.!
With the introduction of the microcomputer,
even the smallest school media centers are in a
position to take advantage of computer technol-
ogy.� In a time of seemingly increasing responsibil-
ities for media coordinators in the management
and utilization of information and technology as
well as a reduction of staffTand diminishing
resources, media coordinators are deciding to
automate.T
This research investigated the use of micro-
computers by school media coordinators in North
Carolina for administrative purposes in an at-
tempt to find out if school media coordinators in
North Carolina have been utilizing this new tech-
nology in the administration of their school media
centers.
The author studied the prevalence of use of
microcomputers by media coordinators in the
school media centers in North Carolina, and the
role media coordinators play in the selection of
microcomputers, the sources of funding and the
training and preparation for use of microcomput-
ers received by media coordinators in North
Carolina.
Methodology
Survey methodology was utilized to imple-
ment this study. The survey instrument used to
gather the primary data needed was a mail ques-
tionnaire. A ten per cent sample of 200 public
schools was chosen from the 2,011 schools listed in
the North Carolina Education Directory, 1983-
84. For the process of sample selection, random
numbers were generated using a function of the
Statistical Analysis System (SAS). A question-
naire with a self-addressed, stamped envelope
was mailed to the media coordinator in each
school in the sample. Of the 200 questionnaires
sent out, 143 were returned for a response of 71.5
per cent. The completed questionnaires were
edited, coded and entered in the computer for
analysis using the Statistical Analysis System
(SAS).
Summary of Findings
The median number of microcomputers in
this sample of public schools in North Carolina is
6 and the mean number of microcomputers is 9.6.
Senior high schools have the largest number of
microcomputers while junior high/middle schools
have more microcomputers than elementary
schools. The larger the school is the more micro-
computers it has. The number of microcomputers
in the schools may have increased since the ques-
tionnaires were filled out due to funding recently
provided by the North Carolina Legislature to
school districts in the state to purchase micro-
computers.
The median number of microcomputers in
school media centers in North Carolina is one and
the mean is two. In contrast to the total number
of microcomputers in the school, senior high
schools have fewer microcomputers in the media
center than do junior high/middle and elemen-
tary schools. Media centers in larger schools have
more microcomputers than media centers in the
smaller schools. Again, this number may also have
increased since the questionnaires were filled out
due to the funding by the Legislature.
Media coordinators have not
been actively involved in the
selection and purchase of
microcomputers ....
Most of the school media coordinators (70.3
per cent) have a microcomputer readily available
to them, but only 22.5 per cent of the media coor-
dinators use a microcomputer for school/media
center administrative tasks. Junior high/middle
school media coordinators (43.3 per cent) use the
microcomputer more for media center adminis-
tration than do elementary (6.9 per cent) and
senior high school (36 per cent) media coordina-
tors. The reason given by most coordinators (35.6
per cent) for not using a microcomputer for
media center administration was either oinap-
propriate� or ono software�.
The greatest use of microcomputers for
media center administration is for overdues (61.3
per cent), followed by their use for library instruc-
tion (35.5 per cent) and then followed by equal
amounts of use (22.6 per cent) for circulation,
audio-visual inventory and equipment inventory.
Microcomputers are used least for processing
(12.9 per cent), bibliographies (12.9 per cent),
order files (9.7 per cent), ordering (6.5 per cent)
and equally 3.2 per cent for periodical control,
library reports, word processing and supplemen-
tary book inventory.
Using microcomputers to pro-
duce overdue notices may re-
sult in a savings of ninety per
cent of clerical time ....
Overall, media coordinators indicated a total
of thirty-two different software programs being
used for media center administration. In several
cases there were as many as eleven different
software programs being used for the same task
by different media coordinators in the sample.
The most predominant use of microcomput-
ers located elsewhere in the school is for class-
room instruction. Microcomputers are used to a
lesser degree in the schools for generation of
instruction materials and for school office admin-
istration.
A large number of media coordinators (70.8
per cent) plan to obtain microcomputers and
seventy-five per cent of the media coordinators
plan to use them for media center administration.
The findings indicate that media coordina-
tors have not been actively involved in the selec-
tion and purchase of microcomputers in the
school and even in the media centers. This fact is
interesting since media coordinators usually have
the responsibility of selecting audio visual equip-
ment in the schools.
There was no large difference in funding
sources for microcomputers in the schools. Forty
per cent of the media coordinators reported that
their schools purchased microcomputers with
state funds, 30.7 per cent with local funds and
24.7 per cent with federal funds. Findings were
very similar for funding used to purchase micro-
computers located in the media centers with 36.2
per cent reporting use of local funds, 33.3 per cent
reporting use of state funds, and 26.6 per cent
reporting use of federal funds.
Most school media coordinators in the state
have received some training and are familiar with
the general use of microcomputers, but less than
half of the media coordinators ~have received
training in the use of microcomputers for media
center administration.
1986 Summer"95
The findings indicate that a large number
(71.4 per cent) of school media coordinators in
North Carolina need further training in the
general use of microcomputers and (91.7 per
cent) for school media center administration. The
study shows that most of the media coordinators
(92.6 per cent) would participate in a workshop
or course on the use of microcomputers for
school media center administration if one were
offered.
References
1. Blanche Woolls, and others, The Use of Technology in the Admin-
istrative Function of School Library Media Programs (Fayette-
ville, AR: Hi Willow Research and Publishing, 1983), ii.
2. Betty Costa and Marie Costa, A Micro Handbook for Small
Libraries and Media Centers (Littleton, Colorado: Libraries
Unlimited, 1983), 20.
3. Mark R. Rorvig, Microcomputers and Libraries: A Guide to
Technology, Products and Applications (White Plains, NY:
Knowledge Industry Publications, 1981), 171.
This article was extracted from the report, o~A Study of the
Use of Microcomputers for School Library Media Center
Administration by Public School Library Media Coordinators
in North Carolina.� Copies of the full report can be obtained
through the School of Library and Information Science, N.C.
Central University, Durham, NC. O|
Cu
96"North Carolina Libraries
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
1. North Carolina Libraries seeks to publish articles, book
reviews, and news of professional interest to librarians in
North Carolina. Articles need not be of a scholarly nature,
but they should address professional concerns of the library
community in the state.
2. Manuscripts should be directed to Frances B. Bradburn, Edi-
tor, North Carolina Libraries, Central Regional Education
Center, P.O. Box 549, Knightdale, N.C. 27545.
3. Manuscripts should be submitted in triplicate on plain white
paper measuring 8%Tx11".
4. Manuscripts must be double-spaced (text, references, and
footnotes). Manuscripts should be typed on sixty-space lines,
twenty-five lines to a page. The beginnings of paragraphs
should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should, be indented on both
margins.
5. The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
6. Each page after the first should be numbered consecutively
at the top right-hand corner and carry the author's last
name at the upper left-hand corner.
7. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th edi-
tion. The basic forms for books and journals are as follows:
Keyes Metcalf, Planning Academic and Research Library
Buildings New York: McGraw, 1965), 416.
Susan K. Martin, ~The Care and Feeding of the MARC
Format,� American Libraries 10 (September 1979): 498.
8. Photographs will be accepted for consideration but cannot
be returned.
9. North Carolina Libraries is not copyrighted. Copyright rests
with the author. Upon receipt, a manuscript will be acknow!-
edged by the editor. Following review of a manuscript by at
least two jurors, a decision will be communicated to the writ-
er. A definite publication date cannot be given since any
incoming manuscript will be added toa manuscript from
which. articles are selected for each issue.
Issue deadlines are February 10, May 10, August 10, and
November 10.
an rn etc a aR ME RR A A
Book Preservation Boxes
Alan Keely
Sr
During the past fifteen years librarians have
become increasingly aware of the deterioration of
books under their care. A number of ways of
remedying this problem have been adopted. These
include rebinding, microforming, replacement, or
restoration. There are occasions however, when
the original book should be kept but not altered,
either because of the bookTs intrinsic value or
because money is not available to restore it. In
these cases, some librarians have resorted to put-
ting the book in a protective container, or book
box, and placing it back on the shelf.
Although book boxes have been used for over
two centuries, very little published information is
available about them beyond a few bits and pieces
of information in books on bookbinding and pres-
ervation, and a few journal articles scattered
throughout the library literature. Several ques-
tions come to mind as the idea of using book
boxes is explored. For instance, what are the dif-
ferent types of book boxes? How do librarians find
out which type of box is best suited for a particu-
lar book? And how does a librarian go about
deciding which box is the best to use? As we shall
see, boxes can be quite practical and an economi-
cal means of preservation.
Because appearance is strictly a matter of
aesthetic judgment on the part of the librarian,
decoration of book boxes will not be discussed
unless it affects their design and/or usability.
Why Boxes?
Book boxes have been around for quite some
time. They have been, and probably still are, most
often thought of as something to enhance the
appearance of prestigious books, not as some-
thing that will help preserve them. It has only
recently been established that if a book can be
protected against harmful agents common to
most libraries (such as sunlight, fluctuations in
temperature and humidity, and mechanical dam-
age), it will last considerably longer than if it went
unprotected. By controlling these factors in areas
Alan Keely is Instructor/Cataloger at Lupton Library, Univer-
sity of Tennessee at Chattanooga, Chattanooga, TN 37403.
where books are stored and by using book boxes
where needed, librarians can avoid these enemies
of books and prevent much unnecessary damage
to their collections.
It is important to remember that book boxes
will not completely halt the deterioration of book
paper, but they will add many years to its life. On
the other hand, book boxes will eliminate most, if
not all mechanical damage, depending on the
type of box chosen. For badly deteriorated books,
they can provide enough protection until such
time as more extensive preservation treatment
can be undertaken.
What Constitutes A Good Book Box?
A good book box, regardless of its design,
must be made of durable, high quality materials.
The most commonly used are binders boards, felt
(for lining the boxes), ribbon (used for the pulls),
string (used for ties), different kinds of book cloth
or buckram as covering materials, and adhesives
to hold the box together.
In her book, Design and Construction of
Boxes for the Protection of Rare Books, Margaret
Brown lists specific qualities of materials and
sources of supply that she recommends for use in
making boxes.!
In general, Brown recommends that binders
boards be either 100% rag board or 100% chemical
wood fiber mat board.? Although any neutral pH
or alkaline board that is durable may be used, it is
important that boards and all paper used have
enough of an alkaline reserve to act as a buffer
against acid migration. It is also important to use
a board that is flexible enough to be folded and
creased without splitting.
The extraction pH of felts should not be less
than 6.5.3 Ribbon and string used for pulls and
ties should be acid-free. String should be strong
enough so that it will not fray after repeated use.
Of the library buckrams available, starch-filled
buckrams provide the flexibility necessary for the
covering of the boxes. The dyes used should be
non-fugitive under high relative humidities. As an
adhesive, an internally plasticized polyvinyl ace-
tate aqueous emulsion is recommended. These
1986 Summer"97
adhesives are not likely to dry out and become
brittle as are most common adhesives.
Samples of all materials should be tested to
see if pH levels conform to established standards.
Most materials may be tested for their acidity
quite easily using a simple kit which is readily
available.
From the descriptions of various boxes men-
tioned in the literature a good book box should
have the following characteristics. First, the box
should place the book under light but firm pres-
sure, preventing distortion of the covers and
textblock, expansion, or shifts of the bookTs posi-
tion should the box be dropped or stored in an
otherwise less than satisfactory manner.*
Second, the box should eliminate abrasion to
the book from shelf surfaces, supports, and other
books. It should also protect the headcap from
damage by patrons who like to hook their finger
over the headcap and pull to remove a book from
the shelf.
Third, a good book box should protect its
contents from the harmful effects of the environ-
ment including:
1. light which can fade the binding and cause
deterioration of the textblock.
2. dust and other airborne particulates
which may carry harmful chemicals that can
react with the cover materials and cause damage.
3. fluctuations in temperature and humidity.
Some conservators recommend that seldom
used books be sealed in thin mylar envelopes,
providing an airtight environment to further pro-
tect them.® Others feel that an air-tight seal is of
odubious� value.® The choice to use the mylar en-
velopes should be made in light of how much use
the book is expected to receive.
Fourth, the box should also eliminate the
possibility of damage that could be caused by
rodents and other vermin that may occasionally
infest a library.
Fifth, in terms of usability, a closed box
should indicate to the user, by its design and dec-
oration, how the box is to be shelved.� The box
should also indicate that the user should refrain
from opening the book while it is still in the box.
Regardless of the kind of box, as a rule the user
should place the box on a table and gently and
carefully remove the book before using. In this
way, both book and box are protected from dam-
age. The box should always indicate that care be
exercised when handling the book.
Finally, upon opening the box, the user
should immediately be able to ascertain the con-
dition of the book. If, for example, the covers of
98"North Carolina Libraries
the book are detached from the textblock, the box
should have a separate portfolio and portfolio
slot for the detached pieces as part of the design,
so the user immediately realizes the book is in less
than perfect condition and extreme care should
be exercised in handling.
Selecting A Box Design
Before deciding on a box for a particular
book, the librarian must ascertain the material as
well as the physical characteristics of the book.
Material characteristics include the type of mate-
rial used for the textblock and the binding; sup-
plementary materials, such as maps, foldouts,
prints or engravings, and other documents relat-
ed to the provenance of the book. Physical char-
acteristics include the height, width, and length of
the book. Care should always be taken in measur-
ing the book. A slight miscalculation may cause
the box to be too small or too large to keep the
book under the required pressure to prevent
movement of the book within the box. Brown de-
scribes a very useful measuring kit that is quite
easy to assemble. For more information about this
kit it is recommended that her book be con-
sulted.T In addition to actual size, relative size is
also important"is the book an oversized folio or
is it simply of the thin pamphlet variety?
The librarian must also consider the bookTs
present condition. Is the headcap damaged? Are
the spine and covers attached to the textblock?
Are any of the leaves of the textblock loose or
detached? Is the paper of the textblock deterio-
rated in any way? Is foxing present? Are there
signs that other vermin have attacked the book,
and, if so, are they still active? It is important to
understand the exact condition of the book at the
time of inspection so the correct box may be
chosen if comprehensive treatment is to be
delayed. It is also a good idea to make notes of the
condition and keep them with the book until
treatment is complete.
All of these questions, when answered, pro-
vide a basis on which the librarian may choose a
box. By ascertaining the exact condition and
characteristics of the book, the librarian then be-
gins to narrow down the choices, the end goal
being a box that provides the best overall protec-
tion for the book.
But, from what boxes does the librarian have
to choose? Permanent designs usually fall into
one of four basicT categories: (1) the slip case;
(2) pull-off cases; (3) double-tray designs; and,
(4) portfolios.®
Slip Cases
Slip cases (also known by many other names:
slide cases, slip-in cases, open-back cases, or slide
boxes to name a few), are perhaps the most
common kind of book box used to store library
materials.!° Many publishers sell their books in
slip cases, but libraries merely discard them as
unnecessary and too cumbersome for their
patrons.
A simple slip case is oa box that has a front
[Le. upper] and back [i.e. lower] cover, is closed at
head, tail, and fore-edge, and is open at the spine�
(see Figure 1).!! Each box should be custom made
for the book and linings should be of soft flannel
or acid free paper.!2 The book should fit snugly
within the case without slipping out or having to
be removed by tugging at the spine. If the case is
too tight, the edges of the book will be damaged
and the covers abraded each time the book is
removed; if the case is too loose, the volume may
fall out of its own accord.8
Figure 1. Slip case.
Several features may be added to the slip
case that will significantly improve its effective-
ness. First, the head and tail walls nearest the
spine edge may be rounded preventing dust and
other particulate matter from getting into the
book.4 These rounded edges also prevent the user
from removing the book by tugging at the head-
cap.
Second, a ribbon-pull may be added which
aids in removing the book without damaging the
spine. It should be attached to either the upper or
lower cover wall of the slip case near the spine
edge. One disadvantage of the ribbon-pull is that
after many uses, the binding may begin to show
signs of wear at the point the ribbon comes in
direct contact with the book. More often though,
the ribbon-pulls fray, then break.
A third addition are thumb holds. These
semi-circular cuts in the upper and lower ~covers
of the slip case allow the user to remove the book
by pulling gently on the sides of the book rather
than the spine or headcap. This is much preferred
to the ribbon-pull, but the decision of which fea-
ture to use depends on how much the book is to
be used and how elaborately the slip case will be
decorated.
Figure 2. The reversed slip case (2 views).
Fourth, a wrapper, or chemise may be added.
This protects all sides of the book from the en-
vironment (ie. light, dust and dirt), and consider-
ably reduces abrasion when inserting or removing
the book from the slip case. The chemise is usually
made of a type of book cloth and may be hidden
from view by simply marking the fore-edge side of
the slip case with the appropriate information
(i.e. author, title, and call number), and shelving
the spine edge of the case toward the back of the
shelf. Some slip cases are designed this way on
purpose and are known as reversed slip cases
(see Figure 2).!° The only difference is that the
spine is closed and the fore-edge side open, and
the book is inserted from the open fore-edge side.
The choice of which to use becomes simply a mat-
ter of preference. Although not a dust proof case,
the open side of the box is designed to face the
back of the shelf, which is better protected from
the environment.
Slip cases can also be made for the purpose of
keeping all volumes of a multi-volume work
together (see Figure 3). The slip case is the only
design where this is feasible. It is quite simple: one
builds a slip case for each individual volume, then
a slip case to fit around all of the volumes in the
set and their cases.
Figure 3. Slip case for a multi-volume set.
1986 Summer"99
Pull-Off Cases
A second category of boxes are moulded, tel-
escopic, or pull-off cases. A pull-off case consists
of two parts, a base shell and a lid shell (see Fig-
ure 4). The base shell has a lip around the top
edge over which the lid shell fits to form an air-
tight seal.16 How elaborate the decoration is
simply a matter of taste. The pull-off case can also
be made fire-proof by adding a fire-retardant
material during the construction stage.
Figure 4. The pull-off case (2 views).
As with slip cases, the removal of a book
involves either a pulling or shaking motion, a
process that increases the possibility of damage.�
The pulling or shaking motion can cause the
binding to be abraded (the main problem with
pull-off cases), as the ideal fit should be a snug
one. As with slip cases, if the book fits too tightly
within the case, the covers will begin to show wear
from the abrasion of the box against the binding
after only a few uses. In addition, the book may be
damaged by the patron while trying to remove it
from, or replace it in the case. On the other hand,
if the book fits too loosely, its movement within
the box could damage it by causing bumped
corners, abraded covers, etc. Again, as with all
boxes, measurement during construction should
be as precise as possible to insure a proper fit.
#:
\
MELEE !
EPEC W TO, VEO
Figure 5. A Moulded case.
A moulded case (see Figure 5), sometimes
falsely given the name Solander, is an elaborately
100"North Carolina Libraries
decorated pull-off case (usually covered in moroc-
co), similar to those described earlier.!® Harrison
states that moulded cases have been misnamed
by Americans as Solander cases. According to
him, they have no relation. This confusion is quite
evident throughout the literature.'® Discussion of
this ambiguity is beyond the scope of this paper.
Harrison is accepted at his word.
In general, the more compli-
cated the box design, the more
expensive it is to make...
Double-Tray Formats
A third category of boxes is the double-tray
designs. These, like other types of boxes, have
many common names"drop-back book box, fall-
down-back book box, and fore-edge grip box to
name a few. Perhaps the most familiar name is
the clamshell box.
All boxes of the double-tray variety should
have these fundamental characteristics:
1. When the book is enclosed in the box, the
book is not altered in any manner"nothing is
done to the book except to place it in the box�;
2. The book does not have to be pulled or
pushed into the box; it need only be laid gently in
the container;
3. The box supports the book firmly, whether
open for display or closed and placed on a shelf;
4, The box is both dust-proof and light-proof.
Figure 6. The basic double-tray design.
The basic double-tray box is simply a lid shell,
a base shell, and a case (see Figure 6). All parts
are usually covered in cloth or buckram. Each
shell consists of a base, head, tail, and fore-edge
walls. When the box is closed, the spine wall of the
case functions as the support for the spine of the
book. The lid shell then fits completely over the
base shell keeping out light and particulate mat-
ter. String ties and buttons may be used to keep
the box closed. Brown describes in detail numer-
ous double-tray designs developed at the Library
of Congress. To avoid repetition, only the design
characteristics of these boxes as well as their uses
will be discussed.
One variation of the basic double-tray box is
the drop-back box (see Figure 7). This box is
stronger and more substantial than the basic
design because the head, tail, and fore-edge walls
require the use of two thicknesses of binders
boards instead of the single thickness called for in
the basic box. Because of the way the case is
made, the spine wall needs only a single thickness
of binders boards. Unfortunately, the spine of the
book is left totally unsupported when open as the
spine wall has dropped-backed perpendicular to
the spine of the book. The spine wall is necessary
for books that are badly deteriorated so as to
lessen the stress on the spine.
Figure 7. Drop back book box.
Another double-tray design, and one de-
scribed by Brown, is the Library of CongressT rare
book box (see Figure 8). This box is perhaps the
best suited for storage of rare, or badly deterio-
rated books, be they made of paper, leather, or
vellum materials. The difference between this box
and other double-tray boxes is the addition of a
fixed spine wall with an angled opening as part of
the base shell. The added wall gives support to the
spine of the book whether the box is open or
closed. The angled opening allows the book to be
removed from the box with ease and without
damage. With the additional spine wall function-
ing as a brace for the other three walls of the base
shell, the box is stronger than either the basic
design or the drop-back box.
Double tray boxes can be modified to house a
portfolio, either smaller or larger than the book,�!
for the purpose of storing material related to the
book, such as pieces of the original binding, arti-
cles, reviews, or other items related to the prov-
Figure 8. The standard rare book box.
enance (see Figure 9). (The portfolio can also be
used as a separate box and will be discussed
later.)
Figure 9. Standard Rare book box with portfolio.
With the addition of the portfolio, the book
rests on an elevated shelf that is part of the base
shell. Below the shelf, surrounded on three sides,
is the portfolio. The slot usually has a ribbon-pull
attached to aid in removal. When closed, the lid
shell fits completely over the base shell enclosing
both book and portfolio.
For the purpose of phased preservation, the
LC preservation laboratory developed the phased
box which is a kind of double tray box (see Figure
10). The phased box was designed to incorporate
the following requirements:
1. To hold each volume and any detached
pieces together.
This
publication
is available in
microform
from University
Microfilms
International.
Please send information about these titles:
Name
Company/Institution
Address
City
State Zip
Phone ( )
Call toll-free 800-521-3044. Or mail inquiry to:
University Microfilms International, 300 North
Zeeb Road, Ann Arbor, MI 48106.
1986 Summer"101
2. To prevent further distortion of hygro-
scopic materials.
3. To prevent further mechanical damage.
4. To provide survey data on which to base
future conservation plans.��
Figure 10. The basic phased box.
Brown describes the initial test of the phased
box concept and its ultimate success. Those
interested should consult her book.
A phased box is usually made from a single
piece of acid-free binders board. It is folded,
creased, and cut to form a base, four walls, and
four flaps. All the flaps, with the exception of the
tail flap, should be long enough, when folded, to
cover the entire book. The tail flap should mea-
sure approximately one-third of the length of the
book measured from head to tail. Thread ties and
plastic buttons should be attached to the exterior
of the box to keep it closed and the contents
under firm, but even, pressure to prevent any
movement within the box.
The simple phased box assumes that the
spine and fore-edge width are the same. For
books where these measurements differed, the
Library of Congress made simple modifications to
the design to form a wedge-shaped box (see Fig-
ures 11 and 12). The only structural differences
are the height of the spine and fore-edge walls
and the angle on the head and tail walls. All other
aspects remain the same. Both versions are con-
structed from a single piece of binders board.
Figure 11. The wedge-shaped box.
For over-sized books, both simple and wedge-
shaped boxes can be made using two boards"a
horizontal board and a vertical board. The verti-
cal board forms part of the base as well as the
head and tail flaps. The horizontal board also
forms part of the base as well as the spine and
102"North Carolina Libraries
fore-edge flaps. After the boards have been
creased and folded, forming the walls and flaps,
they are laid perpendicular to each other, hori-
zontal on top of vertical, and then attached to
each other using the recommended adhesive. This
forms the base of the phased box. The ties and
buttons are then added to the exterior of the ver-
tical board.
Horizontal
board
Figure 12. The wedge-shaped box (open).
Perhaps the oldest and most distinguished of
the double-tray designs is the Solander box. This
box was invented by Daniel Charles Solander for
the purpose of preserving botanical specimens,
but was later adapted for the storage of books.�*
The Solander box is a carefully made box with a
lid shell hinged at the spine (see Figure 13). When
the box is closed the shells form a tight seal at the
joint, head, tail, and fore-edge. The height of the
lid shell should be approximately half of the
height of the base shell measured at the spine of
the book. The head and tail walls of the base shell
are the same height except at the spine edge
The box is important not be-
cause of the enhancement it
can give a book, but because it
protects a valuable document.
where the walls are the measured height of both
shells combined. There is an interior border that
measures the same as the base shell at the spine
that extends completely around the four walls of
the base shell creating an air-tight and water-
tight seal when the box is closed. Solanders are
usually covered in full morocco with well designed
panels lined in gold. The foundation is in wood
with frames of pine wood with top and base
cabinet made.*4
A simplified solander, called a print box, can
be used where the bookTs use is minimal. These
solanders are cheaper, they retain efficient func-
tion, and are reasonably durable. These are made
\ oP PR
Figure 13. The Solander box (closed).
of 3-plywood with machine dovetail joints with a
pine frame. If designed to stand on end, the
solander will require catches. Fillets may be made
of mill board. They should also be lined with a
non-abrasive material.2° Either of these Solanders
are well suited for storing most materials, from
loose plates and pamphlets to rare books.� Vel-
lum materials are particularly well protected
because they remain under enough pressure
when the box is closed to keep them from warp-
ing. And because of the stable environment that
can be maintained within the Solander, the books
are protected from the environment.
Figure 14. Portfolio (closed).
Portfolios
The portfolio should not be confused with a
chemise which is simply a wrapper. Portfolios are
similar to the phased box with the exception that
the phased box is temporary and the portfolio
permanent. The portfolio is usually covered with
either cloth or buckram (see Figure 14). Portfolios
are also lined with non-abrasive materials to pro-
tect the enclosed material from damage. Ties are
added to the exterior to keep it closed.
When constructing a portfolio, it is important
to understand how the portfolio should be closed.
The flap opposite the upper cover should be
closed first (see Figure 15). This flap should com-
pletely cover the material enclosed. The head and
tail flaps should then be closed followed by the
upper cover. Closing a portfolio in this manner
prevents a ridge from forming where the head
and tail flaps overlap. It also gives the enclosed
material some degree of protection from dust and
dirt that invariably settle on books in even the
cleanest environment. Margaret Brown recom-
mends that the base shell and the flap opposite
the upper cover be lined with a material that is of
a different color from that of the lining of the
other three flaps.2�? This makes it easy to know
which flap should be closed first.
Which Box To Use?
Of the four categories of book boxes, each has
its advantages and disadvantages. Slip cases, the
most commonly used box, are the least expensive
to make of the permanent designs. Any commer-
cial binder should be able to make them for only a
few dollars. Slip cases are best suited for the stor-
age of cloth bound books that are in good condi-
tion, but may also be used to store pamphlets and
unbound periodicals.28 They are not recommend-
ed for storing leather or vellum bindings because
without sufficient protection for the spine, it may
dry out and become brittle and in time deterio-
rate completely. For the purpose of preservation,
it is important that a chemise be used with the
Flap 1
Cover
Flap
Tail
Flap
Figure 15. Portfolio (opened).
1986 Summer"103
slip case to help prevent various kinds of mechan-
ical and environmental damage. If no chemise is
used, protection will be significantly reduced
because at least one edge of the book is exposed
to the environment at all times.
Pull-off cases seem to be the least useful as
preservation containers unless the material is
seldom used. The pull-off case does protect its
contents from the environment, which is crucial
to a good box, but only small books or pamphlets
should be stored in them. They should never be
used for the storage of large books or other heavy
oversized material as the box would be too cum-
bersome for the patron to use.
Although the slip case and the pull-off case
do provide adequate protection for books, abra-
sion can occur when books are removed from
these boxes.
Book boxes have been around
for quite some time. They have
been, and probably still are,
most often thought of as some-
thing to enhance the appear-
ance of prestigious books, not
as something that will help
preserve them.
Double-tray boxes are the best suited for the
protection of books. Inexpensive designs such as
the basic clam-shell box, may be used to store
books that are in excellent condition, while the
Library of Congress Rare Book box, or a Solander
box, may be used to store beoks in original boards
that are in poor condition. Most librarians will
likely opt for the LC Rare Book box as it is much
less expensive and time consuming to make.
Because of the expense of time and labor involved
in making Solanders, most librarians reserve
these boxes for only the rarest or most fragile of
items.
Double tray boxes can be used to store books
bound in paper, cloth, leather, or vellum. How-
ever, with materials printed on or bound in vel-
lum, caution should be exercised in preparing the
box for the material, since these materials need to
be kept under pressure to prevent warping. Care
should be taken during construction to assure
that the box properly fits the material and ties
should be used to keep the box tightly closed to
104"North Carolina Libraries
insure a constant, even pressure over the entire
surface of the book.
A key advantage of the double tray boxes is
their capacity for the addition of a multipurpose
portfolio that may be used to store material
related to the book.
All of the double tray boxes described are
dust-proof and provide a stable environment for
the book, while allowing no movement of the book
while in the box.
If librarians should decide to employ the
phased box concept it should be noted that the
phased box, as designed by the Library of Con-
gress, is not recommended for storage of heavily
used material, because it is somewhat awkward
to open and close. For heavily used books, a
a
CHILDREN and LIBRARIES
An Investment in Our Future
ChildrenTs
Services
Section NCLA
Is currently selling notepads for $1.00.
Proceeds will go to pay program
expenses for the Oct. 85 NCLA
Conference.
The pads are 8% by 5%, have 50 pages
each, and are available in blue, gold,
and pink.
Order from: Rebecca Taylor
New Hanover Co. Public Library
201 Chestnut St.
Wilmington, NC 28401
$1.00 each + 50¢ postage & handling
library should consider immediate conservation
treatment rather than phased boxing, as heavy
use of an already badly deteriorated book can
only cause further damage. Although phased
boxes are quite durable, they should not be
thought of as a permanent solution for the prob-
lem of book preservation.
Finally, portfolios provide the best protection
for large prints, plates, etc., for which the other
boxes were not designed. As these materials need
to be flat, with a portfolio, they may be stored
vertically with no appreciable harm. And as we
have seen with other boxes, portfolios can also be
used as an addition to other designs.
Most of the boxes described in this paper,
with the possible exception of the Solander box,
can be made by a person on the library staff and
all should be available from a commercial bindery.
In general, the more complicated the box design,
the more expensive it is to make, primarily
because it is very labor-intensive work. If a less
elaborate box will accomplish the same purpose
as a more elaborate one, libraries are more likely
to use the simpler box while collectors may opt
for the more elaborate design.
Regardless of the type of box used, it is
important to select a design that will best protect
the material to be contained in it. The box is
important not only because of the enhancement it
can give a book, but because it protects a valuable
document. And it is this valuable document that
is, in the end, the most important.
References
1. Brown, Margaret R., Design and Construction of Boxes for the
Protection of Rare Books (Washington, D.C.: Library of Congress
Preservation Office, 1982), xix-xxv.
2. Ibid., xxii.
3. Ibid, xx.
4. Ibid, xv.
5. Cunha, George Daniel Martin, Conservation of Library Mate-
rials, 2nd ed. (Metuchen, N.J.: Scarecrow Press, 1971), 103.
6. Carter, John, ABC for Book Collectors, 5th ed. (London:
Rupert Hart-Davis, 1972), 56.
7. See note 4 above.
8. Brown, Design and Construction of Book Boxes for the Protec-
tion of Rare Books, xxvi-xxvii.
9. Carter, ABC for Book Collectors, 55.
10. Cunha, Conservation of Library Materials, 319.
11. Young, Laura S., Bookbinding and conservation by hand: A
working guide (New York: R.R. Bowker, 1981), 215.
12. Rebsamen, Werner, oBinding,� Library Trends 30 (Fall
1981): 229.
13. See note 9 above.
14. Peet, Nicola, oBoxes and Slip-cases,� The Private Library 5
(Winter 1982): 204.
15. Johnson, Arthur W., Manual of Bookbinding (New York:
Charles ScribnerTs Sons, 1978), 184.
16. See note 6 above.
17. Wilson, Robert A., Modern Book Collecting (New York: Alfred
A. Knopf, 1980), 184.
18. See note 6 above.
19. Harrison, T., Fragments of Bookbinding Technique (London:
London School of Printing, 1950), 29.
20. Spawn, Willman, oPhysical Care of Books and Manuscripts,�
in Jean Peters, ed. Book Collecting: A Modern Guide (New York:
R.R. Bowker, 1977), 141.
21. Brown, Design and Construction of Boxes for the Protection
of Rare Books, 95.
22. Ibid., 2.
23. Glaister, Geoffrey Ashall, GlaisterTs Glossary of the Book,
2nd ed. (Berkeley: University of California Press, 1979), 451.
24, Harrison, Fragments of Bookbinding Technique, 39.
25. Ibid., 40.
26. See note 23 above.
27. Brown, Design and Construction of Book Boxes for the Pro-
tection of Rare Books, 37.
28. Young, Bookbinding and Conservation by Hand: A Modern
Guide, 215. al
ie
stand up for
libraries
, ts NORTH CAROLINA LIBRARY ASSOCIATION
1986 Summer"105
North Carolina State Documents
Survey Project
Marion Shepherd
The Documents Section of the North Carolina
Library Association is making a concerted effort
to develop a more efficient, effective state deposi-
tory system for North Carolina libraries. As a
result of long-standing problems in obtaining
state government publications, members of the
Documents Section created the Ad Hoc Commit-
tee on the State Documents Depository System in
November 1982. One of the first committee proj-
ects was to gather information on operations and
procedures of other state documents depository
systems. It became clear that the problem of
acquiring state publications is hardly unique to
North Carolina. The nationwide situation of doc-
uments acquisition and depository systems has
been examined thoroughly by Margaret T. Lane in
State Publications and Depository Libraries: a
Reference Handbook (Greenwood Press, 1981).
Based on the findings of LaneTs study and a pre-
vious attempt to change the North Carolina de-
pository law (G.S.147-50), the committee decided
that proposed changes in legislation will have a
far better chance of passing if proof is first estab-
lished that the present depository laws are inef-
fective. This proof should be the result of a
research project designed to examine methodi-
cally state documents production and distribu-
tion.
State Agency Task Force
The Committee on the State Documents De-
pository System organized the State Agency Task
Force in November 1983 and charged it with sur-
veying the present production of North Carolina
state documents. The task force was composed of
five committee members and four state agency
staff members. Cheryl McLean, Assistant Docu-
ments Librarian, Division of State Library, was
appointed chairperson.
Marion Shepherd is Readers Services Librarian at Warren
Wilson College, Swannanoa, NC 28778.
106"North Carolina Libraries
State Documents Survey Project
To accomplish the objective of the task force,
the Division of State Library budgeted 1984/85
Library Services and Construction Act funds for
the State Documents Survey Project. A new posi-
tion was created for the project librarian whose
responsibilities included administering the survey
according to recommendations by the State
Agency Task Force and various consultants.
The success of the project depended on
response to the survey questionnaire. Following a
literature search for information on administer-
ing state agency surveys,! the questionnaire was
designed to incorporate the best features of sur-
veys from other states and to be as brief, simple,
and non-threatening as possible. It consisted of
nine multiple choice questions and a request for a
listing of publications produced during the
1983/84 fiscal year. The questionnaire was pre-
tested before a final draft was presented to the
State Agency Task Force for approval.
Questionnaire Distribution
The questionnaire was distributed through-
out the executive, judicial, and legislative branch-
es of government and to the state-supported
universities and community colleges. Question-
naires were issued to the people within state
agencies who are actually responsible for publica-
tions rather than only to the top administrators
and public information officers. Identifying these
people required consulting a number of govern-
ment directories and administrative charts as
well as seeking the advice of departmental infor-
mation specialists. The targeted survey group
included 1,234 individuals.
Recipients of the questionnaire were asked to
respond within two weeks. One week after the
deadline for return, a letter was sent to all non-
respondents to encourage response. This letter
was very effective; 269 people called to explain
their delay or request information; 74 asked for
additional questionnaires. If no response was
received after one month, many of the nonre-
spondents were called.
From the 1,234 records of individuals who
received the questionnaire, 209 records were later
deleted, leaving 1,025 records for analysis. There
were three reasons for deletions: dissolved or dis-
banded agencies, consolidated responses, and
questionnaires issued chiefly to inform other
librarians of the project. A total of 881 individuals
responded to the questionnaire, yielding a final
response rate of 85.95%.
Survey Administration
A project of this scope would be difficult to
complete within the course of one year without
the use of a computer. The survey was adminis-
tered using dBASEIII, a data base management
system, and WordStar, a word. processing pro-
gram, on an IBM PC XT microcomputer. The
software made it possible to print individualized
cover and follow-up letters, keep track of respon-
dents, and tabulate results. David Bevan, Chief of
Information Services, Division of State Library,
and project technical consultant, planned the
computer applications.
The first step was the creation of a file that
contained a record for each individual who
received the questionnaire. Each record consisted
of 127 fields which included the individual's
name, title, agency, address, telephone number,
publications contact person, date of response,
and the response choices checked on the question-
naire.
Data entry was handled by one person.
Checks were made periodically to assure correct
data entry and tabulation of results. This was
accomplished by selecting samples of records to
tabulate manually. After data entry was com-
pleted, a random sample of 50 records was
selected by using the random unit tables in the
CRC Handbook of Tables for Probability and Sta-
tistics. The total number of fields for the sample
was 6,350. After rechecking each field, six errors
were found. The percentage of fields incorrectly
input for the sample was .09%. It can be assumed
therefore that the results are as reliable as the
information supplied by the respondents.
David Bevan designed nineteen dBASEIII
programs to facilitate various project tasks. The
program that printed the follow-up letters
checked the file for all records that included a
blank field for the date of return. When the com-
puter found these blanks, a follow-up letter to the
nonrespondent was printed. One month after the
deadline for return, another program was run
that produced a list of all nonrespondents who
were then telephoned by the survey specialist.
Finally, a program was designed to tabulate
results. The program counted the number of
respondents who checked each choice, the num-
ber of titles produced, and the number of copies
printed. Ten hours were required for the comput-
er to complete these calculations. The tabulation
program was later modified so that it could be
used to compute the results for subgroups within
the survey population. For example, a separate
tabulation was performed for all the respondents
who indicated that they distribute their docu-
ments to the Division of State Library on a regular
basis. It is interesting to examine how this sub-
group compares with the base group. An analysis
is presented in the final report of the project.
The present laws concerning
the distribution of documents
to the State Library and other
depository libraries are obvi-
ously not effective.
Survey Results
Although the response rate was exception-
ally high, there was a wide variance in the amount
of information. supplied by each respondent.
Many of the responses were meticulously detailed;
however, some were incomplete in the listing of
titles and quantity of copies printed. Therefore,
the numbers quoted for total: number of titles
produced and total number of copies printed are
very conservative.
The survey results indicate that 56,643,054
copies of 4,029 titles were produced during the
1983/84 fiscal year. The majority of state-sup-
ported agencies produce publications. A total of
87.17% of the respondents publish at least one
type of publication. Most of the documents
(88.68%) are free of charge. The most popularly
produced state publications are brochures which
are issued by 54.69% of the agencies that publish.
Less than one-fourth of the publishing respon-
dents produce nonprint publications.
The majority of agencies (64.32%) produce at
least some of their publications in-house. Many
choose to send their work to commercial printers
(43.88%). Few publications are advertised or
announced; only 23.83% of the publishers said
1986 Summer"107
that they sometimes advertise their new publica-
tions. Agencies that issue lists of their publica-
tions are in a minority of 15.36%.
Although the majority of respondents
(89.97%) maintain files of their publications, only
56.38% keep the older, out-of-print documents.
Most respondents (82.68%) maintain supplies of
new publications to distribute upon request.
Another popular distribution method is the mail-
ing list, which is used by 71.22% of the publishing
respondents.
When asked about the groups of recipients on
their mailing lists, the greatest number of re-
spondents (44.92%) said their publications are
mailed to other agencies. Of all the library choices,
academic libraries were noted most often
(22.14%). Although by law (G.S.147-50.1), the
State Library should receive five depository
copies of each state publication, only 20.57% of
the respondents include it on their mailing lists.
Ranked next were school libraries (15.89%) and
public libraries (14.71%).
Conclusions
Based on the results of this study, it is clear
that the majority of state publications are not dis-
seminated to the libraries or the citizens of North
Carolina. Since most publications are unadver-
tised and available only on request, acquisition of
state documents is often difficult.
The present laws concerning the distribution
of documents to the State Library and other de-
pository libraries are obviously not effective.
According to the survey results, the State Library
received less than 30% of the 4,029 titles produced
during the 1983/84 fiscal year. Only 20.57% of the
respondents regularly distribute documents to
the State Library. Based on conversations with
the respondents, many of them seem unaware
that the depository laws exist. Others find that
compliance with the laws requires too much time
and effort. Changes should be made to make the
laws easier to comply with and to make more
people aware of the depository system.
Although many respondents maintain files of
current publications, only about half retain copies
of their older, out-of-print publications. An effec-
tive depository system would benefit all state
organizations by relieving them of some of the
burden for storage and dissemination of informa-
tion. Once agencies distribute documents to the
depository system, they can be assured that both
current and out-of-print documents will be
retained. Considerable work and expense are
108"North Carolina Libraries
involved in the publication of documents. Retain-
ing state publications in the depository libraries
assures access to valuable information by and
about the state for the citizens of North Carolina.
Future Plans
The staff of the Division of State Library plans
to maintain closer contact with the agencies pro-
ducing state publications. One proposal is to send
each agency a brochure explaining the services of
the State Library and the benefits provided to
state agencies by an effective depository system.
The file of records created for the survey project
can be easily manipulated to facilitate such a
mailing. The staff of the Documents Branch plans
to follow through on the survey by acquiring the
documents which were not received by the State
Library.
The Committee on the State Documents De-
pository System will use the survey results in plan-
ning changes for the depository system. The
committee will also use the results of a second
survey that will aim at determining which North
Carolina libraries are interested in becoming de-
positories for state publications. The Division of
State Library will sponsor the second survey proj-
ect.
Change should be made to
make the laws easier to com-
ply with and to make more
people aware of the depository
system.
For more information about the Committee
on the State Documents Depository System, con-
tact: Patricia Langelier, Chairperson, Committee
on the State Documents Depository System,
BA/SS, Davis Library, UNC-Chapel Hill, NC 27514
(919 962-1151).
To receive a copy of the oNorth Carolina State
Documents Survey Project Final Report� send a
self-addressed mailing label to: Cheryl McLean,
Assistant Documents Librarian, Documents
Branch, Division of State Library, 109 East Jones
St., Raleigh, NC 27611 (919 733-3343).
Notes: The Documents on Documents Collection proved to be
very useful during the literature search. The collection is com-
piled by the State and Local Documents Task Force of the
Government Documents Round Table of the American Library
Association. The collection is housed at Louisiana State Library
and is available through interlibrary loan.
SURVEY RESULTS
Eligible Questionnaires Distributed: 1025
Number of Respondents: 881
Rate of Response: 85.95%
Q. 1 What types of publications does your agency
(department, school, office, etc.) produce? (Check all
that apply.)
Number of respondents issuing publications: 768
Percentage of respondents issuing publications: 87.17%
Number of respondents who do not issue publications: 113
Percentage of respondents
who do not issue publications: 12.83%
**NOTE: The following percentages, with the exception of
Question 9, are based on the number of respondents
who issue publications (publishers): N = 768
Number and Percentage of Publishers
Issuing Each Type of Publication
Type Number %
Bibliographies: 85 11.07
Brochures: 420 54.69
Catalogs: 153 19.92
Directories: 190 24.74
Manuals: 257 33.46
Maps: 66 8.59
Newsletters: 372 48.44
Pamphlets: 220 28.65
Periodicals: 83 10.81
Plans: 84 10.94
Reports: 388 50.52
Rules, laws, etc.: 208 27.08
Statistics: 116 15.10
Other: 114 14.84
Q. 2 Does your agency issue nonprint publications?
If Yes, in what form?
Number of respondents issuing nonprint publications: 187
Percentage of publishers issuing nonprint publications: 24.35%
Number and Percentage of Publishers Issuing
Each Type of Nonprint Publication
Type Number %
Films: 36 4.69
Filmstrips: 24 3.12
Microfiche: 19 2.47
Microfilm: 7 0.91
Slides: 108 14.06
Videotape: 99 12.89
Tape or Disc: 65 8.46
Machine Read: 12 1.56
Other: 14 1.82
Q. 3 Where are your publications produced or published?
Number and Percentage of Publishers
Who Use the Following Printers
Printer Number %
In-house: 494 64,32
State Printer: 196 25.52
Prison Enterpr: 152 19.79
Commercial: 337 43.88
Univ Graphics: 229 29.82
Other: 64 8.33
Q. 4 Are your publications advertised or announced?
If Yes, where? (List title of newsletter, journal, etc.)
Number of respondents advertising publications:
Percentage of publishers advertising publications:
183
23.83%
Q. 5 Does your agency publish a list of its publications?
If so, how often?
Number of respondents producing a list:
Percentage of publishers producing a list:
Frequency
Monthly:
Quarterly:
Semiannually:
Annually:
Other:
Q. 6 Are your publications kept on file?
Number
4
3
4
52
46
118
15.36%
0.52
0.39
0.52
6.77
5.99
If Yes, does the file include current publications?
Out-of-print publications?
Number of respondents maintaining files
of their publications:
Percentage of publishers maintaining files
of their publications:
*Number of respondents maintaining files
of current publications:
Percentage of publishers maintaining files
of current publications:
Number of respondents maintaining files
of out-of-print publications:
Percentage of publishers maintaining files
of out-of-print publications:
Q. 7 How are your publications distributed?
691
89.97%
635
82.68%
433
56.38%
Number and Percentage of Publishers Who Utilize
Various Distribution Techniques
Type
Mailing List:
On Request:
Other:
Number
547
635
185
%
71.22
82.68
24.09
Q. 8 Which of the following groups are regular recipients of
your publications? (Check those which are on your
current mailing list.)
Number and Percentage of Publishers Who Distribute
to the Following Recipients
Type
Other Agencies:
Businesses:
Schools:
Citizens:
Govt Officials:
Acad Libraries:
Sch Libraries:
Pub Libraries:
State Library:
Colleges/Univ:
Other:
Number
345
207
273
334
283
170
122
113
158
311
366
%
44,92
26.95
35.55
43.49
36.85
22.14
15.89
14.71
20.57
40.49
47.66
1986 Summer"109
Q. 9 How would you rate your attempts to acquire Q. 10 List the publications issued by your agency within the
publications produced by other state agencies? last fiscal year (July 1, 1983 - June 30, 1984).
Number and Percentage of All Respondents Number of titles published: 4029
Describing Acquisition Success Number of copies printed: 56643054
Average number of titles produced per publisher: 5.25
Descriptor Number % Average number of copies printed per publisher: 73753.98
Successful: 478 54.26
Sometimes: 192 21.79 Number of free titles: 3573
Rarely: 5 0.57 Percentage of free titles: 88.68%
Unsuccessful: 2 0.23 Number of titles for sale: 456
Percentage of titles for sale: 11.32%
Average price per issue of publications for sale: $8.55
al
ANNOUNCING
A NEW WAY TO MEET YOUR CONTINUING EDUCATION AND STAFF DEVELOPMENT NEEDS
NORTH CAROLINA CENTRAL UNIVERSITY
SCHOOL OF LIBRARY AND INFORMATION SCIENCE'S
OFFICE OF CONTINUING EDUCATION AND LIBRARY STAFF DEVELOPMENT
services
Needs Assessments " \Ve help you or your organization determine your continuing education
and staff development needs.
Workshops " We conduct workshops on a wide range of tropics.
Courses and Institutes " \We offer full-length courses and special institutes.
Microcomputer Laboratory " We offer hands-on training in the use of microcomputers in
libraries.
For more information on our program and services, contact:
Duncan Smith, Coordinator
Office of Continuing Education and Library Staff Development
School of Library and Information Science
North Carolina Central University
Durham, N.C. 27707
phone: 919-683-6485
919-683-6347
110"North Carolina Libraries
Resources and Technical Services
Resources: An Annotated Bibliography
Number Two
Benjamin F. Speller, Jr. and
Gene W. Leonardi, compilers
This is the second compilation of studies
conducted by library school students, faculty, and
practicing librarians that fall within the broad
categories of resources and technical services.
The first may be found in the Summer 1983 issue
of North Carolina Libraries.
The compilers welcome the receipt of studies
to be considered for inclusion in future reports.
Possible fields of interest may cover acquisitions,
automation, cataloging, collection development,
management and serials. Abstracts or copies of
studies should be sent to: RTSS Research Reports,
School of Library and Information Science, North
Carolina Central University, Durham, North Caro-
lina 27707.
Acquisitions
Helene Baumann. oAcquisition Methods for
African Government Publications.� A masterTs
paper for the M.L.S. degree, North Carolina
Central University, October 1984.
A survey was undertaken to determine: (1)
how American Africana librarians acquire Afri-
can government publications, (2) what difficulties
they encounter, and (3) what acquisition method
works best for Anglophone, Sub-Saharan African
nations. Information was collected in a survey
among American Africana librarians by means of
a questionnaire. The survey revealed that there is
no acquisition method without problems. The two
least problematic methods are: (1) buying
through a U.S. or European specialist book dealer
and (2) sending orders directly to the publisher.
For most countries the first method seems to be
somewhat better. The literature recommends
establishing deposit accounts with government
printers. The findings from the questionnaire
Benjamin F. Speller, Jr. is Dean of the School of Library and
Information Science at North Carolina Central Univerity,
Durham. Gene W. Leonardi is Fine Arts Librarian at Shepard
Library, North Carolina Central University, and Resources
and Technical Services Editor and Indexer for North Caro-
lina Libraries.
reveal that in practice this method never works
well.
Automation
James W. Coble. oBibliographic Data Process-
ing Using a Microprocessor-Based Relational
Database Management System (dBASE II). A
masterTs paper for the M.S. in L.S. degree, UNC-
Chapel Hill, July 1984. 138 pages.
This paper reports on an investigation of the
feasibility of using dBASE II for storing and
retrieving bibliographic data. A basic system for
data entry, retrieval, and reporting using dBASE
II was designed and implemented for the Degree
Papers database of the School of Library Science
at the University of North Carolina at Chapel Hill.
The study demonstrated that a system could be
implemented using dBASE II. The fixed length
field and record structure of dBASE II, however,
resulted in a storage space utilization efficiency of
less than 50% when truncation of data values was
minimized. System delays during the execution of
the command files written for the trial implemen-
tation were significant in some instances.
dBASE II is a viable alternative for biblio-
graphic data processing in those (usually less
complex) applications where its simplicity and
power outweigh its space and time inefficiencies.
Cataloging
Margaret Mary Briand. oThe History and Defi-
nition of the Concept of Corporate Entry and
Corporate Authorship.� A masterTs paper for
the M.S. in L.S. degree, UNC-Chapel Hill, August
1983. 58 pages.
The definition and use of the term ocorporate
authorship� has caused considerable controversy
among librarians because of the belief that corpo-
rate bodies cannot oauthor� anything, only people
can. This has resulted in cataloging codes of con-
siderable disparity and wide-ranging inconsis-
tency. This paper traces and examines the use of
1986 Summer"111
corporate authorship from the ancient libraries
of Mesopotamia to the abandonment of its use in
the most recent Anglo-American Code. Argu-
ments for and against corporate authorship are
discussed with the most emphasis placed on the
twentieth century codes, specifically the Anglo-
American Cataloging rules. In conclusion, the
reasons for the discrepancy in the definition and
use of the term are analyzed and a possible solu-
tion to the problem is discussed.
Christie T. Degener. oProcedural Design for an
Automated Batch Name Authority File Control
System at the Carolina Population Center
Library.� A masterTs paper for the MS. in L.S.
degree, UNC-Chapel Hill, August 1984 48
pages.
This study describes current procedures used
to insure name authority control at the Carolina
Population Center Library, and offers a procedur-
al design for facilitating the checking of name
entries in new cataloging data. One part of the
overall design is a procedure for implementing an
automated batch name authority file control sys-
tem; a file of name entries from new data is
checked against a file of established name head-
ings using a computerized matching process. The
second part is the design and implementation of a
new name authority record; the new record
would permit storage and consultation of infor-
mation gathered through name authority re-
search. Prototype models of both the automated
batch authority file control system and the name
authority record were constructed, tested, and
evaluated.
Cecile Cogswell Doty. oDispersion of Subject
Headings Within Library of Congress Classes.�
A masterTs paper for the M.S. in L.S. degree,
UNC-Chapel Hill, July 1983. 48 pages.
This case study explored a method for meas-
uring subject breadth of Library of Congress
classes using information on cataloging records
located in the shelflist of the Wilson Library, Uni-
versity of North Carolina, Chapel Hill. For each of
145 LC classes, three measurements were taken:
number of cards, total number of different subject
headings on all the cards, and the relative disper-
sion of the occurrences of the subject headings
among the cards expressed as the value of
entropy for each class.
Regression analyses of the three variables
showed that as the number of cards in classes
increases, the number of different subject head-
ings attached to the classes increases. Also, as
either cards or subject headings increase, the
112"North Carolina Libraries
entropy, or relative dispersion of subject head-
ings, increases. Tests of the data indicated that
the subject breadth of LC classes can be described
and distinguished quantitatively.
Anne Cooper Moore. oSpecial Collections Cata-
loging and the Computer.� A masterTs paper for
the M.S. in L.S. degree, UNC-Chapel Hill, March
1984. 77 pages.
This paper discusses the application of the
microcomputer to the needs of special collections.
The potential of automated indexing and retriev-
al systems to provide access to previously
untouched special materials, including semi-pub-
lished items, is shown. By using other computer
capabilities and networking, the reach of special
libraries can be extended. Computer retrieval sys-
tems for specialized materials are contrasted with
the manual systems they are designed to replace.
Classification and cataloging systems used in a
variety of special collections are also discussed.
Mary Christine Mulder. oOrganizing a Postcard
Collection.� A masterTs paper for the M.S. in L.S.
degree, UNC-Chapel Hill, April 1983. 59 pages.
This paper describes a simplified method for
cataloging the author's art postcard collection.
Accession numbers and a separate card catalog
are used. Special nine-columned cards replace
the usual catalog card. On these cards added
entries and subject entries are placed, along with
the accession number of the postcard that is de-
scribed by these tracings. All of the postcards that
pertain to a given artist, medium, country, period,
or subject have their accession numbers placed
on the catalog card designated for that tracing.
The user then employs this card catalog in locat-
ing postcards by the usual tracings of artist, title,
medium, country or period, or by subject and
combinations of subjects.
This paper also briefly discusses the history
of postcards and certain other classification sys-
tems in which pictorial materials, specifically
slides, are organized.
Steven James Squires. oThesaurus Construc-
tion: A Case Study.� A masterTs paper for the
M.S. in L.S. degree, UNC-Chapel Hill, September
1983. 179 pages.
This study involved the construction of a the-
saurus for the Center for Early Adolescence, a di-
vision of the School of Public Health of the
University of North Carolina. The completed the-
saurus consists of 1264 entries of which 817 are
preferred headings to be used to index the inter-
disciplinary material of the CEA collection. It is
presented in hierarchical and alphabetical for-
mats.
The accompanying text outlines procedures
of thesaurus construction in general and de-
scribes the construction of the CEA thesaurus in
particular. Evaluative observations of the thesau-
rus are made. An appendix describes the use of
computer facilities to store and produce the the-
saurus.
Serials
Anne Easley Barnes. oBar Coding to Monitor
the Use of Journals in a Special Library: An
Investigation.� A masterTs paper for the M.S. in
L.S. degree, UNC-Chapel Hill, March 1984. 48
pages.
This study investigates the potential use of
bar code technology at the library of the En-
vironmental Protection Agency in Research Tri-
angle Park, N.C. The project was undertaken to
determine the ways in which the application of
bar code technology could improve the procedure
for counting the use of journals in that library.
The costs of bar coding were also examined, and
the current system was compared with a pro-
posed alternative.
The library currently spends a considerable
amount of time collecting journal use statistics.
Because the data is not machine-readable, its use-
fulness is minimal. A bar code system could
improve the collection and management of jour-
nal use statistics at the EPA library without
increasing its cost. al
New Reading Encouragement
Poster Set
oReading Time� is the theme of the ChildrenTs
Book CouncilTs new eight-poster reading encour-
agement series. Four popular childrenTs book
artists have created delightful posters that tie in
reading with special occasions important to
children throughout the year.
ValentineTs Day and starting school are the
subjects depicted by popular artist James Mar-
shall. Arlene Dubanevich encourages family read-
ing on MotherTs Day and books as gifts at holiday
time. The late Jack Kent portrays reading on
FatherTs Day and in the New Year. Halloween and
Graduation reading are interpreted by Denys
Cazet. The eight full-color, 11%� x 17T, oReading
Time� posters are available in a prepacked kit for
$23.95.
An illustrated oReading Time� brochure is
available from CBC for a 22¢-stamped, self-ad-
dressed, #10 envelope.
The ChildrenTs Book Council, sponsor of
National ChildrenTs Book Week, is a non-profit
association of childrenTs and young adult trade
book publishers. Proceeds from the sale of mate-
rials support CBC projects related to young peo-
ple and books.
Freedom to Read Foundation
The battle is an important one. Today
reports of attempts to censor books
and information are at record highs. is
Your membership in the
Freedom to Read Foundation will:
Yes, | want to become active in the
Freedom to Read Foundation.
Any book, magazine, photograph
or other material can be the target
of would-be censors from the left,
right or center.
Your membership in the Freedom
to Read Foundation can make a
difference in protecting the free flow
of information and ideas"the basic
principles of the First Amendment.
The Foundation is a 14-year-old
organization of librarians, lawyers,
educators, booksellers, authors,
publishers and other concerned citi-
zens who have joined together to
safeguard the tradition of-free expres-
sion in America. The Foundation
provides legal and financial support
to those at the frontline of censorship
challenges.
help support librarians across the
nation who are beleaguered by
raids on our libraries
* expand the freedom to read by
offering legal and financial help
in cases involving authors, pub-
lishers and booksellers
* entitle you to the Freedom to Read
Foundation News, a quarterly
newsletter on censorship trends,
current court cases, legislative
developments, and reports
of successes in bouts with censors.
Books and ideas aren't dangerous...
but information restraints on a free
people are. Protect the future of
the First Amendment. Join the
Freedom to Read Foundation.
My membership check for $
is enclosed. This tax-deductible
contribution entitles me to vote for
Foundation trustees and to receive
the quarterly Freedom to Read
Foundation News.
O $10 student 0 $100 sponsor
O $25 regular $500 patron
0 $50 contributing O $1000 benefactor
Name
Address
City State Zip
Please make checks payable to
Freedom to Read Foundation and
mail to Freedom to Read Foundation,
50 E. Huron St., Chicago, IL 60611.
Rca APRA RS SEC A RE TS
1986 Summer"113
New North Carolina Books
Alice R. Cotten, Compiler
Aldo P. Magi and Richard Walser, eds. Thomas
Wolfe Interviewed, 1929-1938. Baton Rouge:
Louisiana State University Press, 1985. 135 pp.
$16.95. ISBN O-8071-1229-1.
Thomas Wolfe Interviewed, 1929-1938 is a
unique collection of twenty-five newspaper inter-
views that Thomas Wolfe gave during his brief but
extraordinarily full literary career. The unique-
ness of the collection is due in part to the types of
interviews Aldo Magi and Richard Walser selected
for the book. The selections they chose are inter-
views done during the years that WolfeTs star was
rising. The older interviews have been cached
away in various archives since the 1920s and 30s
but are as pristine now as when they first
appeared in print.
Magi and Walser are well qualified to decide
which materials were suitable for Thomas Wolfe
Interviewed. Magi is the associate editor of The
Thomas Wolfe Review, the in-house publication
of The Thomas Wolfe Society. Additionally, he has
assembled the largest private collection of second-
ary Wolfe material in existence today. Walser,
professor emeritus of English at North Carolina
State University, will be familiar to readers as the
author of several works about Thomas Wolfe,
including Thomas Wolfe Undergraduate, The
Enigma of Thomas Wolfe, and Thomas WolfeTs
Pennsylvania. He has also edited several works
on North Carolina folklore and history.
At first glance, a chronological collection of
newspaper interviews might seem to be a rather
repetitive way to gain an insight into a very com-
plex writer. But Magi and Walser, well acquainted
with WolfeTs genius and the idiosyncrasies that
became WolfeTs hallmark, chose interviews that
addressed these subjects. Because the reporters
who researched and interviewed Wolfe decades
ago wrote with an individual style and focus,
Thomas Wolfe Interviewed offers a many-fa-
ceted look at Wolfe. The headlines and after-
words, along with the chronological list of WolfeTs
life and photographs, serve to knit the separate
interviews into a very solid work.
Thomas Wolfe Interviewed is a fresh look at
Thomas Wolfe that will serve the casual reader of
114"North Carolina Libraries
Wolfe and the scholar equally well. Because it also
examines Wolfe in a literary and historical light,
the book wil! appeal to a wide variety of readers.
Steve Hill, Thomas Wolfe Memorial, State Historic Site.
Barnetta McGhee White. In Search of Kith and
Kin: the History of a Southern Black Family.
Baltimore: Gateway Press, 1986. 208 pp. $30.00
(includes postage). (Order from the author, 1118
Saxony Drive, Durham, NC 27707)
Barnetta McGhee White, Professor of Educa-
tion at North Carolina Central University, has
written one of the first published genealogies of a
North Carolina black family. She was born in
Oxford, N.C, but spent many years in other states
obtaining her education. She returned to North
Carolina in 1978 and became interested in dis-
covering more about her family, many of whom
remained near Oxford in Granville County. In
Search of Kith and Kin is the story of her family
and also a record of the adventures she encoun-
tered in learning about them.
Barnetta White begins with her McGhee
great-grandparents, Caroline (1822-1902) and
Robert (1824-1903), both of whom were slaves,
and traces the descendants of their nine children
who were named in RobertTs will dated April 2,
1900. Four of the children married children of
Charles and Phyllis Hicks. The eldest son, Frank
McGhee (1841-1946), a former slave, was Gran-
ville CountyTs last living Confederate veteran. An
article (reproduced in WhiteTs book) by Thad
Stem in the Durham Morning Herald, October 8,
1939, describes FrankTs childhood and experi-
ences in the Civil War. All of the children settled
on farms in the same area near Oxford. Many of
their children and grandchildren left the land to
seek their fortunes in the cities of the North and
West. Altogether, more than 1,500 descendants
are listed, many of whom have become successful
businessmen or have entered the professions.
In addition to the history of the McGhee fam-
ily, WhiteTs book presents information about the
daily life of rural black North Carolina families in
the first part of this century. Cooking in the fire-
place, hunting, the home life of family members,
courting, superstitions, family legends told and
disputed, all are related here with warmth.
Perhaps the most important aspect of this
book is Barnetta McGhee WhiteTs story of her
search. Readers not accustomed to the intricacies
of a genealogical search might find this aspect
somewhat confusing, but she presents an accu-
rate and moving picture of what such a search is
like. She documents her discoveries and describes
in great detail how she arrived at her conclusions.
She faithfully records dead ends as well as suc-
cesses. White makes use of oral history along with
appropriate written records.
In Search of Kith and Kin includes excerpts
from the diary of Robert Pool, a brickmason in
Durham, as well as other original source material.
An appendix lists selected abstracts of transfers
of slaves from Granville County Deed Books #17-
#21. The book is illustrated with numerous old
family photographs, and an index is included.
In Search of Kith and Kin should be
required reading for any beginning black genealo-
gist, and it is recommended for academic and
public library genealogy/local history collections.
Anne Bond Berkley, Durham County Library
[Ed. Note: North Carolina Libraries does not ordinarily review
genealogical titles. We chose to review this one because there are
few books available on successful genealogical research into
black families in North Carolina.]
Burke Davis. The Southern Railway: Road of the
Innovators. Chape! Hill: University of North Caro-
lina Press, 1985. 309 pp. $19.95, ISBN 0-8078-
1636-1.
The last years of the nineteenth century saw
many American railroads fail. Turbulent eco-
nomic conditions so strained a large number of
lines that they went bankrupt or sought survival
through merger with stronger ones. Yet out of this
economic turmoil arose the Southern Railway
System, destined to become a major American
business success story. By 1974 it had grown to be
a corporation acknowledged as one of the best
managed in America and one whose profitability
was the envy of its industry. The Southern Rail-
way is Burke Davis's telling of its story.
Davis, a prolific writer with forty-plus books
to his credit but perhaps best known for his Civil
War works, sees keen management as the secret
to SouthernTs survival and prosperity. From 1894,
when it was organized from the remnants of the
collapsed Richmond Terminal System, to its
merger with the Norfolk and Western Railway in
New North Carolina Books
1982, the Southern was led by men willing to
adopt innovations, experiment with new technol-
ogy, and plan for long-term development rather
than short-term profit. The system, for example,
was the first major railroad to switch to diesel
power from steam and the first to develop a micro-
wave communications program. Its leaders were
also constantly aware of the need to expand into
new markets. Over its eighty-eight year history,
the system grew from an initial 2,000 miles of
track to over 10,500 when it ceased as an inde-
pendent operation.
Most of this dramatic growth in mileage
resulted from acquisition of or combination with
other companies. Davis outlines this process well.
He also skillfully relates the history of those pio-
neer southeastern railroads prior to 1894 that
would eventually form part of the Southern net-
work. His discussion of the role these lines played
in the Civil War and the warTs effect on them is
arguably the high point of the book. In all, more
than 125 at one-time independent railroads,
through various combinations and recombina-
tions, made their way into the Southern system.
Although DavisTs talent as a writer shines
through repeatedly in The Southern Railway, the
book is disappointing in several respects. Man-
agement is discussed in such detail"a chapter is
devoted to each of the nine presidents, with
minor biographical information included"that
little space is left for analysis of other factors that
shaped the company. The rise of labor brother-
hoods, for example, is barely mentioned and then
only as a threat to the systemTs financial stability.
Management is never criticized or second-guessed,
and little attempt is made to incorporate into the
story the views and actions of those citizens who
at times objected to the enormous economic
influence railroads once wielded over communi-
ties.
One is also somewhat surprised at the level of
editing adopted for this major institutional his-
tory. There are no footnotes, bibliography, or bib-
liographical essay. A source is given for only one
of the more than fifty illustrations, and all three
maps are undated. There is, however, an ade-
quate index.
Despite the bookTs shortcomings, academic
and large public libraries will nonetheless want to
consider adding The Southern Railway to their
holdings. It is not only the story of a major corpo-
ration, but also a valuable, if incomplete, account
of the development of railroading in the American
South.
Robert G. Anthony, Jr., Public Library of Charlotte and Meck-
lenburg County
1986 Summer"115
New North Carolina Books
Theda Perdue. Native Carolinians: The Indians
of North Carolina. Raleigh: Division of Archives
and History, 1985. 73 pp. $3.00 paper. ISBN 0-
86526-217-9.
Dr. Perdue, a noted Indian historian now at
Clemson University and formerly at Western
Carolina University, has written a brief overview
of the history of Indians in North Carolina from
the earliest period to the present day.
Prof. Perdue, whose earlier works include
Slavery and the Evolution of Cherokee Society,
1540-1866 (1979), and Cherokee Editor: The
Writings of Elias Boudinot (1983), used infor-
mation from the latest archaeological, anthro-
pological, as well as historical research in pre-
paring a work that will likely replace Stanley
SouthTs Indians in North Carolina (now out of
print) as the standard publication of its type.
Of particular note in this short work is the
final chapter which describes the surprising
diversity of Indian peoples and lifestyles current
in North Carolina today.
Native Carolinians is illustrated, includes
maps, a chronology of important dates, and a list
of sources and suggestions for further reading. It
is not indexed.
It is recommended for public and school
libraries as an initial source for reading about
North CarolinaTs first residents.
Wayne Modlin, Fontana Regional Library
Anderson Ferrell. Where She Was. New York:
Alfred A. Knopf, Inc., 1985. 141 pp. $13.95. ISBN
0-394-53521-9.
The spiritual journey of Cleo Lewis, wife,
tenant farmer, is the story of Where She Was,
Anderson FerrellTs first novel. The setting of the
story is the small tobacco farm where Cleo works
with husband Dalton and their two small children
in the town of Branch Creek, North Carolina.
Cleo is a good woman who takes pride in the
order of her life, yet craves to know the meaning
of her existence. She experiments with the local
churches, but soon finds herself totally consumed
by the shadowy presence of a stranger, a man
who silently prowls her vegetable garden at night.
Ferrell attempts to develop the character of Cleo
through her relationship with the stranger but
does not leave the reader with a resolution. Cleo
remains lost at the end of the story.
The author moves in many directions and
would have done well to write a short story rather
than a novel. Paring down the minute descrip-
116"North Carolina Libraries
tions given on every page would have left more to
the imagination of the reader. Everything from
the True Gospel Holiness Powerhouse Holy Ghost
Church to Sweet Society Snuff is described in
such detail that the story line often eludes the
reader.
Anderson Ferrell, thirty-four, is a native of
Black Creek, North Carolina, who now lives in
New York City. This is his first published work.
Recommended for public libraries and North
Carolina Collections.
Anne T. Dugger, Public Library of Charlotte & Mecklenburg
County
Dale Whittington, editor. High Hopes for High
Tech. Microelectronics Policy in North Caro-
lina. Chapel Hill: University of North Carolina
Press, 1986. 341 pp. $36.00 cloth (ISBN 0-8078-
1667-1); $9.95 paper (ISBN 0-8078-4138-2).
The economic benefits of capitalizing on
changes in technology have long been apparent to
the leaders of North Carolina. From the estab-
lishment of the North Carolina Railroad in the
nineteenth century to the creation of the Re-
search Triangle Park in the mid-twentieth cen-
tury, economic improvement has been a result of
taking advantage of opportunities that result
from new technology. The establishment of the
Microelectronics Center of North Carolina in the
early 1980s under the direction of Governor Jim
Hunt is among the latest and largest efforts on the
part of policymakers to insure that North Caro-
lina will continue to benefit from technological
change.
High Hopes for High Tech provides an in-
depth view of the circumstances surrounding the
organization of the Microelectronics Center and
the effects that this center and this industry are
likely to have on the state as a whole. The editor,
Dale Whittington, provides in his introductory
chapter a framework on which the subsequent
contributors elaborate: pursuing microelectronics
as industrial policy is more complicated than is at
first apparent.
Each of the contributed chapters explores
the ramifications of one of three major areas.
First are chapters on the broad issues that exist
in the nation as a whole. The rapid change in the
microelectronics industry, the relatively small
costs of producing and transporting materials
associated with the industry, and the skill levels
required in the manufacturing process mean that
research and production are not necessarily con-
ducted in the same place. The interaction of pri-
vate industry and academia in this industry is
discussed in some detail. Clearly the Research
Triangle resembles Silicon Valley and the Boston
area in the availability of trained technical pro-
fessionals, but can North Carolina gain and main-
tain a foothold in competing with these estab-
lished areas?
The second section of the book concerns the
suitability of the Southeast as a location for high
technology manufacture. Economic benefits that
might be assumed from the establishment of this
industry appear, in fact, to be more a function of
replacing declining industries like textiles than of
providing significant improvements in earnings
among the workers themselves.
The third and largest section of the book
focuses on North Carolina and the planning proc-
ess which must be a part of attracting and main-
taining the microelectronics industry. Among the
interesting chapters that comprise this section
are a description of North CarolinaTs effort to
build on the success of the Research Triangle and
to continue to attract private investment in this
major growth industry segment. This section of
the book discusses the realities of the establish-
ment of this industry in North Carolina. The
benefits of establishing the Microelectronics Cen-
ter as a matter of good industry and public rela-
tions, and the State's ability to develop and
support an attractive high technology industrial
environment are well covered. The accompanying
problems range from hazardous wastes, to the
small changes in real earnings that will result, to
the difficulty in holding onto companies whose
motivation is not necessarily the same as that of
the policy makers who would like to see long-term
commitments in an industry that is based on
change.
This well-researched work questions the
direct benefits which will accrue to the state and
its people as a result of the establishment of this
industry, but such a study is useful in planning a
future that makes the most of the advantages and
minimizes the disadvantages associated with high
technology industry. High Hopes for High Tech
Copies of articles from
this publication are now
available from the UMI
Article Clearinghouse.
CNTR ouse
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
New North Carolina Books
is a serious scholarly study of this topic, but
because of the nature and timeliness of the sub-
ject many public libraries as well as most college
libraries will find it of use.
Carson Holloway, University of North Carolina at Chapel Hill
S. Kent Schwarzkopf. A History of Mt. Mitchell
and the Black Mountains: Exploration, Devel-
opment, and Preservation. Raleigh: Division of
Archives and History, Department of Cultural
Resources and Division of Parks and Recreation,
Department of Natural Resources and Commun-
ity Development, 1985. 117 pp. $6.00 plus $1.50
postage and handling. ISBN 0-86526-218-7.
Named for the dark green foliage of the bal-
sam firs which are now dying on their peaks, the
Black Mountains, located in southeastern Yancy
County near the boundaries of Buncombe and
McDowell Counties, present the social historian
with the problem of writing about a locality that
has had few permanent residents. Schwarzkopf, a
native of Asheville with degrees in history and
geography, solves the problem by recounting the
history of the persons who have sojourned on the
mountain slopes during the last two hundred
years. After a brief description of the aboriginal
hunters and plant gatherers and the early white
settlers, the author gives accounts of the explor-
ers and scientific visitors of the eighteenth and
nineteenth centuries.
By the 1850s, improved roads, more frequent
stagecoaches, and the development of tourist
accommodations on the mountains made visits to
the summits of the Black Mountains possible for
the more venturesome excursionists and summer
residents. Development of the region was brought
to a halt by the Civil War and recovered only in
the 1870s with the onset of mining and timber
exploitation.
The middle portion of the book is devoted to
Elisha Mitchell, professor of science at the Univer-
sity of North Carolina, his several scientific expe-
ditions to the Black Mountains between 1827 and
1855, and the controversy between him and Con-
gressman Thomas Clingman. The author illumi-
nates the confusing dispute as to which peak was
the highest, who got there first, and whether Dr.
Mitchell ascended the peak later known as Mt.
Mitchell before 1855. The affair culminated in
1857 with the death of Mitchell at Mitchell's Falls
on the western slope of the mountains and his
later interment on MitchellTs Peak.
The final chapters of the book bring the his-
tory into the twentieth century with an account
1986 Summer"117
New North Carolina Books
of land speculation, exploitation of the Black
MountainsT mineral and timber resources, and
construction of railroads and turnpikes. Concern
over the destruction of the forest on the East
coastTs highest peak and the resulting damage
from forest fire and erosion, coupled with civic
pride and a growing awareness of the value of
tourism to the region, resulted in the creation of
North CarolinaTs first state park in 1915, Mt. Mit-
chell State Park. The author ends with the some-
what gloomy observation that Mt. Mitchell once
again faces pressures of development and overuse
combined with environmental threats to its vege-
tation.
The book, drawn from a much larger manu-
script based on research done for the North Caro-
lina Department of Natural Resources, is readable
and rich with interesting details. It is only slightly
marred by its repetition of the now discredited
explanation of the origin of the Eastern Band of
Cherokee Indians as a group of fugitives from the
1838 removal. The book is illustrated with several
appropriate photographs and maps and includes
a short bibliography. All libraries concerned with
North Carolina should have the book.
Eric J. Olson, Appalachian State University
Roderick M. Farb. Shipwrecks: Diving the Grave-
yard of the Atlantic. Hillsborough: Menasha
Ridge Press, 1985. 264 pp. $12.95 ISBN 0-89732-
034-4. (Rt. 3, Box 450, Hillsborough 27278.)
The treacherous waters off the North Caro-
lina coast offer scuba divers an explorerTs para-
dise for seeking out shipwrecks and marine life
that inhabit the area surrounding these remains.
In Shipwrecks: Diving the Graveyard of the
Atlantic, Roderick Farb provides a comprehen-
sive guide to locating North Carolina shipwrecks,
information about their history, and technical
assistance for diving. The volume is generously
illustrated with diagrams and photographs depict-
ing both the shipwrecks and the vessels prior to
their wrecking.
Only a handful of the more than 2,000 ship-
wrecks known to exist along the coast of North
Carolina have been identified. Of these, eighty or
so wrecks can be visited with the assistance of
charter boat captains. Farb, a PADI divemaster
with over twenty years experience, has personally
explored more than seventy of these shipwrecks
which date from the early 1800s to the present
century.
FarbTs extensive knowledge of shipwrecks
and his diving experience along the Carolina
118"North Carolina Libraries
coast are clearly evident as he discusses diving
conditions north and south of Cape Hatteras.
Here the warm tropical waters of the Gulf Stream
merge with the cold Labrador currents to create
some of the most unusual and exciting diving to
be found anywhere in the world.
The author divides the wrecks along the
North Carolina coast into two groups, those off-
shore and those near shore. Shipwrecks within
three miles of shore fall under the jurisdiction of
the state of North Carolina. These include all of
the Civil War blockade runners and blockaders
mentioned. Those wrecks farther from shore are
not under the stateTs control and can be freely
visited. Artifacts taken from ships beyond the
three mile limit become the property of the diver
who recovers them, but Farb cautions divers not
to destroy the marine habitats around the wrecks
while hunting for souvenirs.
According to Farb, searching for shipwrecks
can be accomplished by wreck diving from a boat
or by beach (owalk-in�) diving. The author gives
suggestions for both methods and includes useful
information for locating shipwreck sites, tips on
avoiding seasickness, planning the trip to the site,
and the opre-dive talk� to familiarize divers with
the wreck location. Farb places a great deal of
emphasis on safety and urges divers to be
extremely cautious when exploring wreck re-
mains.
The author devotes a large part of his book to
the history and lore of the wrecked ships. Farb
describes each vessel, tells the name of its captain,
the name of the builder, size of crew, type of
cargo, and the details surrounding the loss of the
ship at sea. These events make interesting reading
and call to mind the sacrifices that are often
made by ordinary citizens in the performance of
their duties. Wreck sites are rated for visibility
and condition of remains and are illustrated with
photographs made at the underwater sites. Each
wreck is rated for difficulty and whether it is
appropriate for exploration by novices or only by
experienced divers.
Farb includes several valuable appendixes
which provide technical information on under-
water photography, North Carolina statutes re-
garding underwater salvage, and tables on ton-
nage and depth of offshore wrecks. Divers will
appreciate information on the Divers Alert Net-
work, a directory of North Carolina dive shops,
and a listing of charter dive services. Non-divers
will find the glossary indispensable for under-
standing many of the technical terms used in div-
ing. The extensive bibliography is useful for
suggesting further reading on the subject.
This book should have broad appeal to both
shipwreck divers and history buffs who want to
learn more about an intriguing aspect of our
stateTs coastal heritage. The author's expertise in
scuba diving and proficiency in historical research
should create a demand for this volume in public,
college, and high school library collections.
Jerry Carroll, Forsyth County Public Library
David Stick. Bald Head; a History of Smith
Island and Cape Fear. Wendell, N.C.: Broadfoot
Publishing Company, 1985. 143 pp. $14.00 ISBN
0-916107-00-0. (Rt. 4, Box 508C, Wilmington, NC
28405.)
David Stick is no stranger to North Carolina
coastal residents. He is a native resident of the
Outer Banks and has explored and recorded the
history of coastal North Carolina in several books.
This latest project on Bald Head Island continues
his tradition of interesting, factual narratives
based on careful historical research.
Stick charts the history of Bald Head from
the early times of Spanish exploration along the
coast to its current development as Bald Head
Island Limited. He recalls the islandTs varied past
with tales of Indians, pirates, lifesaving stations,
troops, lighthouses, naturalists, and developers.
Ownership of the island has changed many
times, and plans for its development have varied
with each owner. In the past few decades its
development has been a Controversial issue be-
tween developers and naturalists, and Stick
judges its current condition as a favorable com-
promise between the two. Marsh and estuarine
areas are owned and preserved by the state, and
property owners have preserved the few historic
structures on the island.
The authorTs information is authentic, based
on oral testimonies and letters of former resi-
dents and their relatives, and on research in state
and federal archives. In searching the archives he
experienced the satisfaction of discovering new
historical evidence. He found federal government
plans for construction of a fort on the island in
the 1820s, although the fort was never built.
Many photographs and maps in the book
enhance the readerTs interest in the island. The
preface includes a fascinating account of how the
author became interested in history, how his
career has developed, and a description of his
research and writing processes.
New North Carolina Books
David Stick has made another valuable con-
tribution to preserving North CarolinaTs history.
The book is recommended for academic and pub-
lic libraries.
Arlene Hanerfeld, University of North Carolina at Wilmington
Lenard D. Moore. The Open Eye: Haiku by
Lenard D. Moore. Raleigh and Durham, N.C.: The
North Carolina Haiku Society Press, 1985. 67 pp.
$6.00 plus $.75 postage and handling. ISBN 0-96-
141611-4 (P.O. Box 14247, Raleigh 27620).
Haiku poetry is a cultivated taste, a little like
an appreciation for early recorder music or
monochrome watercolors. This first collection of
the poems of Lenard Moore, one of North Caro-
linaTs most widely published and award-winning
haiku artists, contains many fine examples of this
exacting form.
To be successful in suggesting an emotion"
sad, happy, poignant, or nostalgic"in the fewest
possible words, a classic haiku describes a small
scene or event, usually a natural one at a certain
season, in such a way that the reader shares fully
in all the nuances of the experience described by
the writer. Conveyed in a few prescribed syllables,
the image must be concrete yet suggestive, even
elusive, so that the full effect may not even be fully
apprehended until the lines have been read many
times, absorbed, and recollected later.
As Lorraine Ellis Harr says in the foreword,
oEvery haiku canTt be terrific.� Although a few of
these donTt work for me: obullfrog/breath/on
moon,� I found most of them skillful and pleasur-
able: oin the moonlit breeze/slowly falling one by
one:/white dogwood petals.� Some are nicely
regional: ofall rain/falling in a bucket of crabs,�
and some are as memorable as any in the great
Japanese tradition: oWhich way to go"/the east-
ward trail, snow/the westward trail, snow.�
Moore, though a relatively recent practitioner of
haiku, has obviously found his niche. He has
appeared in over a hundred publications and has
been translated into several languages. Four selec-
tions from The Open Eye will appear in the next
edition of The Haiku Anthology to be published
by Simon and Schuster.
Reading haiku is an art, too, as I rediscovered
in reading The Open Eye for this review. A haiku
poem is often described as the flash of a firefly,
easy to miss if one is not paying attention. This
collection will reward the careful reader and writ-
1986 Summer"119
New North Carolina Books
er interested in exploring haiku technique. The
graphics and book design, by local artist Claire
Cooperstein, place the poems in an attractive set-
ting. This volume is recommended for North Caro-
lina libraries with literature collections, especially
those emphasizing North Carolina writers. The
Open Eye will find a receptive audience in school
libraries as well; haiku in general, and many of
Lenard MooreTs in particular, will appeal to chil-
dren (oOn this chipped plate/drowning in maple
syrup:/an old fly�) at even the earliest levels of
reading and literary inclination.
Coyla Barry, Burroughs Wellcome Co.
Other Publications of Interest
All public and academic libraries in the state
will welcome volume two of the Dictionary of
North Carolina Biography edited by William S.
Powell. This volume, D - G, contains 523 entries,
each giving full name of the subject, birth and
death dates, family connections, career descrip-
tion, and sources of information for the sketch.
This series is essential to libraries having local,
state, or regional collections. (Chapel Hill: Univer-
sity of North Carolina Press, 1986. $45.00. ISBN
0-8078-1329-X.)
The Historical Publications Section, Division
of Archives and History, 109 E. Jones Street,
Raleigh 27611 has published two titles that many
libraries will want to purchase. Volume X of the
North Carolina Troops, 1861-1865: A Roster is
now available. This volume, containing individual
service records for infantry, is available for $22.00
plus $2.00 for postage and handling. Weymouth T.
Jordan, Jr. is compiler; unit histories are by Louis
H. Manarin. (ISBN for volume X is 086526-015-X;
for the set the ISBN is 086526-115-2).
A new clothbound second printing of the
heavily-used Guide to Private Manuscript Col-
lections in the North Carolina State Archives is
available for $20.00 plus $1.50 postage and han-
dling. This volume contains descriptions of pri-
vate collections in the Archives through 1978,
over 1600 collections. It is compiled and edited by
Barbara T. Cain, with Ellen Z. McGrew and Char-
les E. Morris. There is a name, place, and subject
index. The original printing was in 1981 and was
in paper. This printing includes some minor cor-
rections and additions. ISBN 0-86526-142-3. fl
120"North Carolina Libraries
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
1, North Carolina Libraries seeks to publish articles, book
reviews, and news of professional interest to librarians in
North Carolina. Articles need not be of a scholarly nature,
but they should address professional concerns of the library
community in the state.
2. Manuscripts should be directed to Frances B. Bradburn, Edi-
tor, North Carolina Libraries, Central Regional Education
Center, P.O. Box 549, Knightdale, N.C. 27545.
3. Manuscripts should be submitted in triplicate on plain white
paper measuring 84"x11�.
4, Manuscripts must be-double-spaced (text, references, and
footnotes). Manuscripts should be typed on sixty-space lines,
twenty-five lines to a page. The beginnings of paragraphs
should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should be indented on both
margins.
5. The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
6. Each page after the first should be numbered consecutively
at the top right-hand corner and carry the author's last
name at the upper left-hand corner.
7. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th edi-
tion. The basic forms for books and journals are as follows:
® Keyes Metcalf, Planning Academic and Research Library
Buildings New York: McGraw, 1965), 416.
Susan K. Martin, oThe Care and Feeding of the MARC
Format,� American Libraries 10 (September 1979): 498.
8. Photographs will be accepted for consideration but cannot
be returned.
9. North Carolina Libraries is not copyrighted. Copyright rests
with the author. Upon receipt, a manuscript will be acknowl-
edged by the editor. Following review of a manuscript by at
least two jurors, a decision will be communicated to the writ-
er. A definite publication date cannot be given since any
incoming manuscript will be added toa manuscript from
which: articles are selected for each issue.
Issue deadlines are February 10, May 10, August 10, and
November 10.
NCLA Committees
Finance Committee
Eunice P. Drum, Chairman
Treasurer
State Library
109 East Jones St.
Raleigh, NC 27611
Elizabeth M. Kenney
1802 Linville Drive, Apt. 7
Reidsville, NC 27320
Nancy C. Fogarty
Jackson Library
University of North Carolina
Greensboro, NC 27412
Dr. Leland M. Park
Director
Library of Davidson College
Davidson, NC 28086
Betsy R. Cadieu
P.O. Box 461
Rockingham, NC 28379
NCLA President, ex officio
Futures Committee
Ms. Arabelle P. Fedora, Chairman
Coordinator/Media Services
Winston-Salem/Forsyth County
Schools
P.O. Box 2513
Winston-Salem, NC 27102
Mrs. Martha H. Davis
Director
Rockingham County Public Library
527 Boone Road
Eden, NC 27288
Mr. John B. Thomas
Dean/LRC
Davidson County Community College
P.O. Box 1287
Lexington, NC 27292
Mrs. Marjorie W. Lindsey
Library Consultant
Division of State Library
109 East Jones St.
Raleigh, NC 27611
Mr. Clarence Toomer
Director
Shaw University Library
118 E. South Street
Raleigh, NC 27611
Mr. Richard T. Barker
University Librarian
Appalachian State University Library
Boone, NC 28608
Ms. Emily Boyce
Chairman
Department of Library Science
East Carolina University
Greenville, NC 27834
Governmental Relations Committee
William G. Bridgman, Chairman
Director of Libraries
Sandhills Regional Library System
412 East Franklin Street
Rockingham, NC 28379
J. A. (Jake) Killian, Vice-Chairman
Box 143
Peachland, NC 28133
Mrs. Nancy F. Bates, Director
Davidson County Public Library
P.O. Box 1431
Lexington, NC 27292
Miss Louise V. Boone
Box 37
Winton, NC 27986
Mrs. Amanda J. Chambers
State Documents Project Librarian
Division of State Library
109 East Jones Street
Raleigh, NC 27611
Mr. Henry L. Hall, Director
Stanly County Library
133 East Main Street
Albemarle, NC 28001
Mrs. Valerie Hiatt
Albemarle Regional Library
Tryon Street, Box 68
Winton, NC 27986
Mr. John W. Jones, Director
Neuse Regional Library
510 North Queen Street
Kinston, NC 28501
Dr. Gene D. Lanier
Department of Library and
Information Studies
East Carolina University
Greenville, NC 27834
Dr. Leland M. Park, Director
Davidson College Library
Davidson, NC 28036
Mr. Arial A. Stephens, Director
Richard H. Thornton Library
P.O. Box 339
Oxford, NC 27565
Mrs. Virginia Thomas, Librarian
Richmond Senior High School
North U.S. 1 Highway
Rockingham, NC 28379
Mrs. Carol Walters, Director
Montgomery County Public Library
Troy, NC 27371
Ex-Officio:
Mrs. Elsie Brumback
Assistant State Superintendent
Department of Public Instruction
Raleigh, NC 27611
Ms. Patsy J. Hansel, President-Elect
North Carolina Library Association
Cumberland County Public Library
Box 1720
Fayetteville, NC 28302
Mrs. Pauline Myrick, President
North Carolina Library Association
Moore County Schools
P.O. Box 307
Carthage, NC 28327
Ms. Jane Williams
Acting State Librarian
Division of State Library
109 East Jones Street
Raleigh, NC 27611
Honorary and Life Membership
Committee
Mell Busbin, Chairman
Associate Professor
Department of Library Science
and Educational Foundations
Appalachian State University
Boone, NC 28608
Miss Cora P. Bomar
107 W. Avondale Drive
Greensboro, NC 27403
Mrs. Bobbi Swain
129 Orchard Street
Boone, NC 28607
Miss Eunice Query
Box 355
Hudson, NC 28638
1986 Summer"121
NCLA Committees
Mrs. Lynn Lysiak
Belk Library
Appalachian State University
Boone, NC 28608
Mrs. Shirley McLaughlin
Asheville-Buncombe Technical
Institute
340 Victoria Road
Asheville, NC 28801
Ms. Nancy Brenner
Asheboro Public Library
201 Worth Street
Asheboro, NC 27203
NCLA President, ex officio
Intellectual Freedom Committee
Gene D. Lanier, Chairman
Dept. of Library & Information
Studies
East Carolina University
Greenville, NC 27834-4353
Amanda R. Bible
Columbus County Public Library
407 N. Powell Boulevard
Whiteville, NC 28472
David M. Bowles
Library, Wofford College
Spartanburg, SC 29301
Wesley S. Brewer
2921 Welcome Drive
Durham, NC 27705
Mary Ann Brown
Mangum Primary School, Box 424
Bahama, NC 27503
Nelda G. Caddell
S. Central Regional Education Center
P.O. Box 786
Carthage, NC 28327
Katherine R. Cagle
Reynolds High School Library
300 N. Hawthorne Road
Winston-Salem, NC 27104
Betty S. Clark
Durham County Library
P.O. Box 3809
Durham, NC 27702
Margaret Grigg
Route 5, Box 765
Albemarle, NC 28001
David Harrington
Rowan County Schools
P.O. Box 1348
Salisbury, NC 28144
Doris Hulbert
Jackson Library, UNC-G
Greensboro, NC 27412
Gwen Jackson
Southeast Regional Education
Center
612 College Street
Jacksonville, NC 28540
122"North Carolina Libraries
Shirley T. Jones
Wayne Community College
P.O. Box 8002
Goldsboro, NC 27530
Gayle Keresey
East Arcadia School
Route 1, Box 100
Riegelwood, NC 28456
Charles F. Montouri
New Hanover Public Library
201 Chestnut Street
Wilmington, NC 28401
Beth M. Rountree
Curriculum Research Center/SDC
428 West Boulevard
Charlotte, NC 28203
Merrill F. Smith
Randolph Technical College
P.O. Box 1009
Asheboro, NC 27203
Kathy M. Thompson
Hackney Library, Atlantic Christian
College
Wilson, NC 27893
Jerry M. Weaver
Surry Community College
P.O. Box 304
Dobson, NC 27017
Library Resources Committee
Mary Alice Wicker, Chairman
Carthage Elementary School
Carthage, NC 28327
Jane Schwartz
104 Kingsdale Ct.
Jamestown, NC 27282
Edward S. Cohen
300 University Heights
Cullowhee, NC 28723
Mary Frances Morris
Reference Dept., Joyner Library
East Carolina University
Greenville, NC 27834
Sharon Phillips Smith
McDowell Technical College
Route 1, Box 170
Marion, NC 28752
Susan Janney
158-B Friendly Park
Lenoir, NC 28645
Jerry W. Weaver
Surry Community College
P.O. Box 304
Dobson, NC 27017
Harriet Kawar
P.O. Box 1161
Elizabethtown,NC 28337
Media Committee
Johnny Shaver, Chairman
Division of Media Support Services
State Department of Public
Instruction
500 Vaughn Court
Raleigh, NC 27603-1712
Barbara Anderson
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Mary Avery
Route 11, Box 528D
Salisbury, NC 28144
Margaret Byrd
221 S. Tremont Drive
Greensboro, NC 27403
Bao-Chu Chang
402 Melanie Lane
Cary, NC 27511
Melanie Collins
P.O. Box 1149
Lillington, NC 27546
Helen DeRochi
5308 Broadmoor Place
Greensboro, NC 27410
Louise W. Drake
120 Fairway Road
Morehead City, NC 28557
Mary Forrest
13 Florita Lane
Swansboro, NC 28584
Tindara Foti
729 Poole Drive
Fayetteville, NC 28303
Karen Gavigan
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
Diane Kester
Route 10, Box 72
Goldsboro, NC 27530
Betty Lynn Kirwan
P.O. Box 1036
Cullowhee, NC 28723
William J. Kirwan
Hunter Library
Western Carolina University
Cullowhee, NC 28723
Arden Knight
203 Cousin LucyTs Lane
Warrenton, NC 27589
Mrs. Ernest M. Knotts
Route 2, Box 505
Albemarle, NC 28001
Dr. Bea Kovacs
Associate Professor
School of Education
University of N.C. at Greensboro
Greensboro, NC 27412
Patricia Lurvey
217 Simmons Street
Washington, NC 27889
Mary L. Mitchell
1000 Chestnut Street
Henderson, NC 27536
Judy Moore
105 A Rotary Avenue
Greenville, NC 27834
Sarah Murphy
1309 National Highway
Thomasville, NC 27360
Jane Parker
P.O. Box 421
Wrightsville Beach, NC 28480
Karen Perry
321 Ottery Avenue
High Point, NC 27262
Annette Rains
417 Rose Haven Drive
Raleigh, NC 27609
Barbara Rost
Granite Falls Middle School
Granite Falls, NC 28630
Dixie Scott
607 Tenth Street
Spencer, NC 28159
Kathi Sippen
Durham County Library
300 N. Roxboro St.
Durham, NC 27702
Elva Thomas
P.O. Box 85
Ellerbe, NC 28338
Billie P. Widman
2532 Fordham Drive
Fayetteville, NC 28304
Nominating Committee
Mertys Bell, Chairman
5608 Scotland Road
Greensboro, NC 27407
Nancy Bates
Director
Davidson County Public Library
Lexington, NC
Emily Boyce
Chairman
Department of Library Science
East Carolina University
Greenville, NC 27834
Shirley Wilkins
Johnson C. Smith University Library
Charlotte, NC 28297
John Thomas
Dean of Learning Resources
Davidson County Community College
P.O. Box 1287
Lexington, NC 27292
David Harrington
Library Supervisor
Rowan County Schools
Box 1348
Salisbury, NC 28144
Scholarship Committee
Term Ending 1988:
Ms. Lillie D. Caster
3508 Horton Street, Apt. 204
Raleigh, NC 27607
Mrs. Anne D. Sanders
Director
East Albemarle Regional Library
P.O. Box 303
Elizabeth City, NC 27909
Term ending 1990:
Mrs. Sharon H. Byrd
Head, Cataloging Department
Library of Davidson College
Davidson, NC 28036
Ms. Wilma H. Bates
Media Coordinator
Weaver Educational Center
300 South Spring Street
Greensboro, NC 27401
Term ending 1992:
Ms. Arlene A. Hanerfeld
Documents Librarian
William Madison Randall Library
University of North Carolina at
Wilmington
Wilmington, NC 28403-3297
Ms. Sheila A. Core, Chairman
Reference Librarian
Surry Community College Library
P.O. Box 304
Dobson, NC 27017
Constitution, Codes, and Handbook
Revision
Doris Anne Bradley, Chairman
J. Murrey Atkins Library
UNCC Station
Charlotte, NC 28223
Richard T. Barker
306 Poplar Hill Drive
Boone, NC 28607
Lynette Finch
Nash Technical Institute Library
Route 5, Box 255
Rocky Mount, NC 27801
Lovenia Summerville
2416 Belvedere Ave.
Charlotte, NC 28205
Sarah Dot Nahory
Media Specialist
South Mecklenburg High School
8900 Park Road
Charlotte, NC 28210
NCLA Committees
Mae S. Tucker
108 W. Catawba Ave.
Mt. Holly, NC 28102
Education for Librarianship
Committee
Elizabeth F. Garner, Chairman
Southern Pines Elementary School
P.O. Box 723
Pinehurst, NC 28374
Dr. Larry Barr
Department of Library Science
and Educational Foundations
Appalachian State University
Boone, NC 28608
Mary Ann Brown
Medical Center Library
Duke University
Durham, NC 27710
Judie Davie
UNC-G
2515A Patriot Way
Greensboro, NC 27408
Kem B. Ellis
High Point Public Library
P.O. Box 2530
High Point, NC 27261
Libby Lasley
Williams High School
1307 S. Church Street
Burlington, NC 27215
Lea M. Penn
P.O. Box 6
Reidsville, NC 27323
Joe C. Rees
Duke University Library
Durham, NC 27706
Dr. Benjamin Speller
School of Library and Information
Science
North Carolina Central University
Durham, NC 27707
NCLA President, ex officio
1987 NCLA Conference
Planning Committee
Patsy J. Hansel, Chair
Cumberland County Public Library &
Information Center
Box 1720
Fayetteville, NC 28302
Pauline Myrick, President NCLA
Moore County Schools
Box 307
Carthage, NC 28327
Nancy Fogarty, Treasurer NCLA
Jackson Library
UNC-G
Greensboro, NC 27412
1986 Summer"123
NCLA Committees
William H. Roberts, III,
Local Arrangements
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
David Fergusson,
Program
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
Art Weeks, Public Relations
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
Mary Lou Cobb, Exhibits Chair
Wake Forest University Law Library
Box 7206
Reynolda Station
Winston-Salem, NC 27109
Susan Taylor, Exhibits Vice-Chair
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
Ann Gehlen, Registration
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
Sue Scott, Vendor Representative
Southeastern Sales Representative
SIRS
5926 Farmgate Rd.
Raleigh, NC 27606
Kieth Wright, Placement Center
UNC-Greensboro
46 McNutt Building
Greensboro, NC 27412-5001
Archives Committee
Maurice C. York, Chairman
Reference/Local History Librarian
Edgecombe County Memorial Library
909 Main Street
Tarboro, NC 27886
If
124"North Carolina Libraries
Robert G. Anthony
Carolina Room
Public Library of Charlotte and
Mecklenburg County
310 North Tryon Street
Charlotte, NC 28202
Cheryl McLean
Documents Branch
North Carolina Division of State
Library
109 East Jones Street
Raleigh, NC 27611
Janie Morris
Manuscript Department
Perkins Library
Duke University
Durham, NC 27706
Dorothy H. Osborn
Durham Academy
2732 McDowell Street
Durham, NC 27705
Virginia M. Sanders
Public Library of Johnston County
and Smithfield
Route 2, Box 114
Smithfield, NC 27577
Clarence Toomer
Shaw University
118 East South Street
Raleigh, NC 27611
NCLA President, ex officio
Membership Committee
Dr. Rose Simon, Chairman
Dale H Gramley Library
Salem College
Winston-Salem, NC 27108
Dr. Robert C. Hersch, Reference &
Adult Services
Library
Pembroke State University
Pembroke, NC 28372
Ms. Dot Elledge, Community & Jun-
ior Colleges
Learning Resources Center
Wayne Community College
Box 8002
Goldsboro, NC 27530
Ms. Eileen Johnson, ChildrenTs
Services
Sandhills Regional Library System
412 East Franklin Street
Rockingham, NC 28379
Ms. Euthena Newman, Ethnic
Minority Concerns
NC A&T University
F D Bluford Library
1601 E Market Street
Greensboro, NC 27411
Dr. Marty Smith, College & Univer-
sity
Sarah Graham Kenan Library
St. MaryTs College
900 Hillsborough Street
Raleigh, NC 27603
Ms. Susan Casper, NC Association
of School Librarians
P.O. Box 852
Mt. Pleasant Road
Swansboro, NC 28584
Ms. Vanessa Ramseur, Public
Libraries
North Branch Library
2324 LaSalle Street
Charlotte, NC 28216
Mr. Frank Barefoot, Documents
Greensboro Public Library
201 N Greene Street
P.O. Box X-4
Greensboro, NC 27402
Ms. Beatrice Kovacs, Resources &
Technical Services
Department of Library Science
UNC-Greensboro
Greensboro, NC 27412-5001
Ms. Patrice Ebert, Status of Women
in Librarianship
Sharon Branch Library
6518 Fairview Road
Charlotte, NC 28210
Ms. Irene P. Hairston, Trustees
6895 Sunnybend Place al
Pfafftown, NC 27040
stand up for
libraries
NORTH CAROLINA LIBRARY ASSOCIATION
NCLA Sections
ChildrenTs Services Section
Rebecca Taylor, Chairman
New Hanover County Public Library
201 Chestnut Street
Wilmington, NC 28401
Cal Shepard, Vice
Chairman/Chairman-Elect
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Jackie Miller, Secretary/Treasurer
Rockingham County Public Library
Eden, NC 27288
Directors
Mary Lou Rakow
Wilson County Public Library
Nash and Jackson Streets
Wilson, NC 27893
Julie Walker
Central North Carolina Regional
Library
342 S. Spring Street
Burlington, NC 27215
College and University Section
Mrs. Elizabeth H. Smith, Chairman
Coordinator of Technical Services
Joyner Library
East Carolina University
Greenville, NC 27834
Deborah Babel, Vice-
Chairman/Chairman-Elect
Catalog Department and
Coordinator for Library
Computer Applications
Hunter Library
Western Carolina University
Cullowhee, NC 28723
Linda Fuller, Secretary/Treasurer
General Services Librarian
D. H. Hill Library
North Carolina State University
Raleigh, NC 27650
Director
Michelle Neal
Head, Interlibrary Loan
University of North Carolina at
Chapel Hill
Chapel Hill, NC 27514
Community and Junior College Section
Mary Avery, Chairman
Director, LRC
Rowan Technical College
Box 1595
Salisbury, NC 28144
Frank Sinclair, Vice-
Chairman/Chairman-Elect
Librarian/Instructor
Vance-Granville Community College
LRC
P.O. Box 917
Henderson, NC 27536
Susan Janney, Secretary/Treasurer
Assistant Director
Caldwell Community College LRC
Hudson, NC 28638
Directors
Linda Halstead
Evening Librarian
Central Carolina Technical College
LRC
Sanford, NC 27330
Mary Houk
Director, Learning Resources
J. A. Jones Library
Brevard College
Brevard, NC 28712
Documents Section
Janet M. Miller Rowland, Chairman
Head, Periodicals & Public
Documents
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Waltrene M. Canada, Vice-
Chairman/Chairman-Elect
Government Documents Librarian
F. D. Bluford Library
N.C. A. & T. State University
1600 East Market Street
Greensboro, NC 27411
Arlene Hanerfeld,
Secretary/Treasurer
Documents Librarian
William Madison Randall Library
UNC-Wilmington
601 South College Road
Wilmington, NC 28403
Cheryl Wood McLean, Docket
Editor
Assistant Documents Librarian
Documents Branch
Division of State Library
Raleigh, NC 27611
Junior Members Round Table
Stephanie Issette, Chairman
Hackney Library
Atlantic Christian College
Wilson, NC 27893
Laura Osegueda, Vice-
Chairman/Chairman-Elect
Reference Librarian
D. H. Hill Library
North Carolina State University
Raleigh, NC 27695
Lisa Driver, Secretary
Media Specialist
D. N. Hix School
206 Belle St.
Oxford, NC 27565
Dorothy David, Director of
Information
New Hanover County Public Library
201 Chestnut Street
Wilmington, NC 28401
Donna Bentley, Director of
Programming
Reference Librarian
UNC-G Jackson Library
Greensboro, NC 27403
Public Library Section
Nancy Massey, Chairman
Hyconeechee Regional Library
P.O. Drawer E
Yanceyville, NC 27379
David Fergusson, Vice-
Chairman/Chairman-Elect
Forsyth County Public Library
660 West Fifth Street
Winston-Salem, NC 27101
Rich Rosenthal, Secretary
Public Library Charlotte &
Mecklenburg County
310 North Tryon Street
Charlotte, NC 28202
1986 Summer"125
NCLA Sections
Directors
Vanessa Ramseur
North Branch Library
2324 LaSalle Street
Charlotte, NC 28216
Anne Thrower
Sandhills Regional Library
412 East Franklin Street
Rockingham, NC 28379
Reference and Adult Services
Section
Dr. Larry Barr, Chairman
Department of Library Science &
Educational Foundations
Appalachian State University
Boone, NC 28608
Ms. Jean Amelang, Vice-
Chairman/Chairman-Elect
Branch Librarian
College Square Branch
New Hanover County Public Library
330 South College Road
Wilmington, NC 28403
Resources and Technical
Services Section
April I. Wreath, Chairman
Head Catalog Librarian, Jackson
Library
University of North Carolina at
Greensboro
Greensboro, NC 27412-5201
Harry Tuchmayer, Vice-
Chairman/Chairman-Elect
Coordinator, Main Library Services
New Hanover County Public Library
Wilmington, NC 28401
Benjamin F. Speller, Immediate
Past-Chairman
Dean, School of Library and
Information Science
North Carolina Central University
Durham, NC 27707
Rexford R. Bross, Jr.,
Secretary/Treasurer
Assistant Coordinator for Technical
Services
Joyner Library, East Carolina
University
Greenville, NC 27834
Directors
Nellie L. Waltner
Assistant Director, Technical
Services
North Carolina State University
Raleigh, NC 27695-7111
Bobby C. Wynn
Head, Technical Services
Charles W. Chestnut Library
Fayetteville, NC 28301
126"North Carolina Libraries
Gene Leonardi, Section Editor
Fine Arts Librarian
c/o James E. Shepard Library
N.C. Central University
Durham, NC 27707
Amanda Harmon, Chair,
Acquisitions Interest Group
Head, Acquisitions Library
J. Murrey Atkins Library
University of North Carolina at
Charlotte
Charlotte, NC 28223
Catherine Leonardi, Chair,
Cataloging Interest Group
Monographs Cataloger
Perkins Library, Duke University
Durham, NC 27706
Michael J. LaCroix, Chair,
Collection Development
Interest Group
Director of Library Services, Ethel K.
Smith Library
Wingate College
Wingate, NC 28174
Mary Youmans, Chair, Serials
Interest Group
Serials Librarian, Hunter Library
Western Carolina University
Cullowhee, NC 28723
Round Table for Ethnic
Minority Concerns
Sylvia Sprinkle-Hamlin, Chairman
Head, Extension Division
Forsyth County Public Library
660 W. Fifth St.
Winston-Salem, NC 27101
Dr. Geneva B. Chavis, Vice-
Chairman/Chairman-Elect
Dean, Learning Resources
Nash Technical Institute
P.O. Box 7488
Rocky Mount, NC 27801
Mrs. Linda Simmons-Henry,
Secretary-Treasurer
CIRC Librarian
P.O. Box 505
Raleigh, NC 27611
Directors
Ms. Vanessa Ramseur
Branch Library
2324 LaSalle St.
PLCMC
Charlotte, NC 28216
Mrs. Norma Royal
Media Coordinator
Eno Valley School
Milton Rd.
Durham, NC 27712
Round Table on the Status
of Women in Librarianship
Mary McAfee, Chairman
Head, Humanities Reference
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Karen Perry, Vice
Chairman/Chairman-Elect
Media Coordinator
Archdale-Trinity Middle School
P.O. Box 232, Archdale Road
Trinity, NC 27370
Norma Deese, Secretary/Treasurer
School Media Programs Coordinator,
Region 6
Southwest Regional Education
Center
2400 Hildebrand Street
Charlotte, NC 28216
Patsy Hansel, Past Chairman
Assistant Director
Cumberland County Public Library
Anderson Street Library
215 Anderson Street
Fayetteville, NC 28302
Directors
Joy White
Head, Business/Science Reference
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Karen Seawell
Director of Information Services
Greensboro AHEC
1200 North Elm
Greensboro, NC 27401
Jean Weldon, North Carolina
Libraries Representative
Serials Catalog Librarian
Perkins Library
Duke University
Durham, NC 27706
Julie Sanders, MsManagement
Editor
Head, Thruway Branch Library
Forsyth County Public Library
Thruway Shopping Center
Winston-Salem, NC 27103 al
North Carolina Association
of School Librarians
Helen Tugwell, Chairman
2002 Brickhaven Drive
Greensboro, NC 27407
Carol Southerland, Vice-
Chairman/Chairman-Elect
South Lenoir High
Deep Run, NC 28525
Judie Davie, Past Chairman
Director
School Media Programs
Greensboro Public Schools
Drawer V
Greensboro, NC 27402
Martha Davis, Secretary/Treasurer
Smith High School
2407 S. Holden Road
Greensboro, NC 27407
Directors
1985-1989
Carolyne Burgman
Bluford School
1901 Tuscaloosa St.
Greensboro, NC 27410
1983-1987
Gwen Jackson
Southeast Regional Education
Center
612 College Street
Jacksonville, NC 28540
1983-1987
Sherron Deal
Computer Literacy Coordinator
Iredell Co. Schools
1147 Salisbury Rd.
Statesville, NC 28677
1985-1989
Kathy Kiser
Supervisor of Media Services
Catawba County Schools
P.O. Box 1000
Newton, NC 28658
Elsie Brumback, SDPI
Representative
Assistant State Superintendent
Dept. of Public Instruction
Education Building
Raleigh, NC 27611
Katherine Cagle, North Carolina
Libraries Section
R.J. Reynolds High School
Winston-Salem, NC 27104
Glenn Wall, Affiliate Assembly
Erwin Junior High
Route 5, Box 312
Salisbury, NC 28144
Mary Ann Brown, NCASL Bulletin
Editor
708 Coker Lane
Chapel Hill, NC 27514
If the right to express your ideas is important to you...
then you can help fight suppression of free expression.
Freedom to Read Foundation
The battle is an important one. Today
reports of attempts to censor books
and information are at record highs.
Any book, magazine, photograph
or other material can be the target
of would-be censors from the left,
right or center.
Your membership in the Freedom
to Read Foundation can make a
difference in protecting the free flow
of information and ideas"the basic
principles of the First Amendment.
The Foundation is a 14-year-old
organization of librarians, lawyers,
educators, booksellers, authors,
publishers and other concerned citi-
zens who have joined together to
safeguard the tradition of free expres-
sion in America. The Foundation
provides legal and financial support
to those at the frontline of censorship
challenges.
Your membership in the
Freedom to Read Foundation will:
¢ help support librarians across the
nation who are beleaguered by
raids on our libraries
* expand the freedom to read by
offering legal and financial help
in cases involving authors, pub-
lishers and booksellers
* entitle you to the Freedom to Read
Foundation News, a quarterly
newsletter on censorship trends,
current court cases, legislative
developments, and reports
of successes in bouts with censors
Books and ideas aren't dangerous... .
but information restraints on a free
people are. Protect the future of
the First Amendment. Join the
Freedom to Read Foundation.
Yes, | want to become active in the
Freedom to Read Foundation.
My membership check for $
is enclosed. This tax-deductible
contribution entitles me to vote for
Foundation trustees and to receive
the quarterly Freedom to Read
Foundation News.
O $10 student 0 $100 sponsor
$25 regular $500 patron
0 $50 contributing 0 $1000 benefactor
Name
Address
City State Zip
Please make checks payable to
Freedom to Read Foundation and
mail to Freedom to Read Foundation,
50 E. Huron St., Chicago, IL 60611.
eee ee rere renee rere reer eee eee eer "
1986 Summer"127
Institutional membership in the North Carolina
Library Association is an important way to promote
libraries and library service in the state. Libraries
and media, learning resources and_ information
centers are eligible for institutional membership.
Dues are $50.00 per biennium. NCLA currently has
the following 52 institutional members:
Barber-Scotia College Learning Resources
Center
Bowman Gray School of Medicine,
Carpenter Library
Burroughs Wellcome Company Library
Cape Fear Academy Library
Catawba College Library
Catawba County Library
Cecils Junior College Library
Public Library of Charlotte and
Mecklenburg County
Cleveland County Memorial Library
Columbus County Public Library
Library of Davidson College
Davidson County Library System
Duke University, Perkins Library
�,�ast Carolina University, Joyner Library
Edgecombe County Memorial Library
Elon College Library
Farmville Public Library
Forsyth County Public Library
Gardner-Webb College, Dover Library
Greensboro Public Library
Guilford College Library
Henderson County Public Library
Iredell County Public Library
Public Library of Johnston County and
Smithfield
Livingstone College, Carnegie Library
128"North Carolina Libraries
Methodist College, Davis Library
Montreat-Anderson College, Bell Library
North Carolina Central University, Shepard
Library
North Carolina School of the Arts Library
North Carolina State Library
North Carolina State University, Hill Library
North Carolina Wesleyan College Library
Pack Memorial Public Library (Asheville)
Pender County Library
Randolph County Public Library
Robeson County Public Library
Rockingham County Public Library
St. Mary's College, Kenan Library
Salem Academy and College, Gramley
Library
Sampson-Clinton Public Library
Sandhill Regional Library System
Scotland County Schools
Sheppard Memorial Library (Greenville)
Southern Pines Public Library
Union County Public Library
UNC-Asheville, Ramsey Library
UNC-Chapel Hill, School of Library Science
UNC-Charlotte, Atkins Library
UNC-Greensboro, Jackson Library
UNC-Wilmington, Randall Library
Wake Forest University Library
Western Carolina University, Hunter Library