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North Carolina LibrariesTABLE OF CONTENTSTHEME ARTICLES: SCHOOL LIBRARIES4 The School Media Coordinator: More than a Librarian,Katherine R. Cagleab School Media Programs: Where Are We? Where Are WeGoing? Carol G. Lewis14 The School Media Advisory Committee: Key to Quality,Frances Bryant Bradburn18 Time Management in the Elementary School Media Center,Carol Raney22 The Teaching Role of the Secondary Media Coordinator:Making It Work! Augie E. Beasley and Carolyn G. Palmer27 PrincipalsT View of the School Media Coordinator, Beth M.Rountree30 The Role of Computers in the School Media Center, Ken-neth M. Rollins33 Homework Help: Problem Solving through Communica-tion, Duncan Smith, Lynda Fowler, and Alan Teasley38 The Use and Awareness of Government Publications byHigh School Librarians, Donna Seymour41 State Publications for School Libraries: A Selective Biblio-graphy, Eileen McGrathFEATURES2 From the President5 Job Description of Media Coordinator6 Media Coordinator Performance Appraisal Instrument8 Sample Evidences for Media Coordinator PerformanceAppraisal Instrument45 North Carolina Books53 NCLA Minutes55 NCLA Bienniel ReportsCover: Katherine R. Cagle, oThe School Media Coordinator: More Advertisers: Book Fare, 36; H.W. Wilson, 17.than a Librarian,�. North Carolina Libraries 46 (Spring1988): 4,Volume 46, Number 1Spring 1988

Libraries... Spread theNewsNORTH CAROLINA LIBRARY ASSOCIATIONFrom the PresidentNCLATs biennial work has begun. The sectionsand round tables are geared up for action andtwenty-one NCLA-wide committees are gettingthemselves organized. Of these, one was mori-bund and is being revived (Goals & Objectives)and six are new. Since creating six brand-newcommittees might seem excessive to some of you,let me explain how they came about.Management and Administration, or some-thing similar, was suggested by several people ontheir NCLA interest forms distributed with theconference publicity, and I could not resist theacronym possibilities (NCLA-MaD). Also, man-agement is one of my own special interests andsomething I think most of us librarians could dobetter. Judith Sutton, Associate Director of thePublic Library of Charlotte and MecklenburgCounty, and one of our professionTs most profes-sional administrators, has agreed to chair thiscommittee.NCLA has had publicity committees in thepast, but lately librarians have begun to realizethat they need to go beyond publicizing what theyhave to finding out what new markets there mightbe for additional services librarians offer. Mar-keting is something Assistant State LibrarianHoward McGinn can get positively passionateabout, so I am pleased that he has agreed to chaira committee on Marketing and PR.Publications is a committee that was recom-mended by the Futures Committee last year, and Iconcur in their belief that publications is a fertilefield that NCLA has only begun to explore. ThePublications Committee will review NCLA-widepublications (as opposed to those created by sec-tions or roundtables) to determine whether thosewe have are meeting our needs. They will alsoinvestigate the possibility of publishing as asource of income for the association. MaryMcAfee, Head of Humanities Reference at ForsythCounty Public Library and a veteran of editorialboards ranging from Down East to NCL, will chairPublications.Those of us responsible for filling librarianpositions know that we donTt get as many as we2"Spring 1988used to. WeTre not sure why this is happening,since low salaries and a questionable image didnTtprevent the glut of the seventies; but maybeNCLATs new Recruitment Committee will be ableto find out. The chair is Sylvia Sprinkle-Hamlin,Associate Director of the Forsyth County PublicLibrary and one who has written on this topic forNCL.The Committee on Service to Special Popu-lations will be charged with making all of us moreaware of the problems that non-traditionallibrary patrons may have in using our libraries,and with helping us learn how to make theiraccess to our libraries easier. Nelda Caddell,Media and Technology Consultant at the SouthRegional Education Center in Carthage, hasagreed to spearhead this effort.I am excited about the possibilities for all ofthese committees, but none more than the Com-mittee on Paraprofessional Participation. AnneThigpen, Assistant Director of the Sampson-Clin-ton Public Library, is the chair of this committee,which is charged with advising NCLA on what itcan do to benefit the large contingent of para-professionals who form the backbone of librariesin this state. This committee has met once and isalready surveying paraprofessionals in the stateto determine whether there is an interest inorganizing a roundtable on paraprofessional con-cerns within NCLA. This committee may becomethe shortest-lived in NCLA history.In addition to the new committees, I haveestablished one task force"on ethical issues.Duke's Dr. Jerry Campbell has agreed to lead thisgroup to investigate what ethical issues librariansface in this state, and whether there is a need fora structure within NCLA for dealing with theseissues.On the next page is a list of all the commit-tees and their chairs. If there is something thatyou would like one of them to consider, pass theinformation along to the chair, That is one moreway for you to participate in the work of thisorganization.Patsy J. Hansel, President al

ArchivesMAURY YORKEdgecombe County MemorialLibrary909 Main StreetTarboro, NC 27886919/823-1141ConferenceBARBARA BAKERDurham Technical CommunityCollege1637 Lawson StreetDurham, NC 27703919/598-9218Constitution, Codes and Hand-bookDORIS ANNE BRADLEYJ. Murrey Atkins LibraryUNC at CharlotteCharlotte, NC 28223704/547-2365Education for LibrarianshipKEN CRYSELAnson Technical CommunityCollegeBox 68Ansonville, NC 28007919/272-7635FinanceREBECCA TAYLORNew Hanover County PublicLibrary201 Chestnut StreetWilmington, NC 28401919/763-3303Goals and ObjectivesNANCY MASSEYHyconeechee Regional LibraryP.O. Drawer EYanceyville, NC 27379919/694-6241Governmental RelationsNANCY BATESDavidson County Public Library602 South Main StreetLexington, NC 27292704/246-2520NCLA COMMITTEE CHAIRS,1987-89Honorary and Life Member-shipsWALTRENE CANADAF. D. Bluford LibraryNorth Carolina A&T State Uni-versity1601 E. Market StreetGreensboro, NC 27411919/334-7782Intellectual FreedomGENE D. LANIERDepartment of Library andInformation StudiesECUGreenville, NC 27834919/757-6211Library ResourcesSUSAN JANNEYLRC, Charlotte AHECc/o 7608-10 Antlers LaneCharlotte, NC 28210704/331-3129LiteracyCAROLYN OAKLEYLRCVance-Granville Community Col-legeP.O. Box 917Henderson, NC 27536919/492-2061Management and Administra-tionJUDITH SUTTONPublic Library of Charlotte &Mecklenburg County310 North Tryon St.Charlotte, NC 28202704/336-2660Marketing and Public RelationsHOWARD McGINNDivision of State Library109 E. Jones StreetRaleigh, NC 27611919/733-2570Media and TechnologySUSAN S. TURNERRagsdale High School2636 Walker Ave.Greensboro. NC 27403MembershipRAY FRANKLEJ. Murrey Atkins LibraryUNC at CharlotteCharlotte, NC 28223704/547-2221NominatingLELAND PARKDavidson College LibraryDavidson, NC 28036704/892-2000Paraprofessional ParticipationANN THIGPENSampson-Clinton Public Library217 Graham StreetClinton, NC 28328919/592-4153PublicationsMARY McAFEEForsyth County Public Library660 West Fifth StreetWinston-Salem, NC 27101919/727-2264RecruitmentSYLVIA SPRINKLE-HAMLINForsyth County Public Library660 West Fifth StreetWinston-Salem, NC 27101919/727-2556ScholarshipsSHEILA CORESurry Community CollegeP.O. Box 304Dobson, NC 27017919/386-8121Service to Special PopulationsNELDA CADDELLSouth Regional Education Cen-terP.O. Box 786Carthage, NC 28327919/947-5871National Library WeekApril 17-23Spring 1988 "3

The School Media Coordinator:More Than a LibrarianKatherine R. Cagle, Guest EditorAny library, in order to be effective and gainthe support of its patrons and community, mustknow the needs of that community and provideservice that meets those needs. The school librarymedia centerTs community is the school itself, itsstudents and faculty, and the curriculum whichthe school has adopted. Ruth Ann Davies said itwell when she wrote:The [school] library program and the educational pro-gram are interdependent, one and inseparable .... It isthe educational program"its philosophy, goals, purposeand objectives"which gives purpose and direction,scope and dimension, form and substance, significanceand value to the school library media center.!To make the library media program and theeducational program of the school merge andbecome oone and inseparableT is our highest prior-ity. This is where our mission differs from that ofmost other types of libraries. This is also whereour identity crisis begins. We often find ourselvesin the position of being neither librarian norteacher, but a combination of the two with therole of teacher predominant.In todayTs age of specialization the schoollibrarian is more than ever expected to be ageneralist. We are expected to fulfill the roles oflibrary administrator, acquisitions librarian, cata-loger, reference librarian, audiovisual specialist,computer specialist, and public relations director,in addition to our most important role"that ofeducator.In our role as educator, we must be morethan vaguely familiar with the entire curriculumof the school and plan with our faculty the bestways to give service within that framework. Theplanning process can range from informal plan-ning with an individual teacher to curriculumdevelopment with an entire department. Thecombined expertise of the teacher in the subjectareas and the media coordinator in the areas ofmaterials selection, audiovisual technology, andcomputers can elevate the educational programof the school to new heights of effectiveness.Katherine R. Cagle is media coordinator at Reynolds HighSchool, Winston-Salem.4"Spring 1988While emphasis on the instructional role inthe curricular and technological areas is a toppriority, we must not neglect our role as promoterof leisure reading"from fiction to special interestnon-fiction books and periodicals. Much of ourstudentsT reading is assigned, but there should bean effort to interest them in reading books andperiodicals of their own choce. If the aim of edu-cation is a literate society, students need todevelop the habit of choosing to read. A readingguidance program with such components as story-telling, booktalks, and book displays gives impetusto students developing interest in reading.Is the job of school librarian an impossibletask? Sometimes it does appear to be so; but ourjobs are never boring! And there are manyrewards. We have the privilege of knowing ourpatrons on a personal basis, of seeing themdevelop projects from beginning to end, of watch-ing their eyes light up over new discoveries, and ofoften being personally involved in their discover-ies. There is a spirit of camaraderie among librar-ians, teachers, and students"of learning from thestudents as they are learning from us. Everyonebenefits from the merging of the library mediaprogram and the educational program.This issue of North Carolina Librariesfocuses on the expanded mission of school librar-ies, where we are at the present time and what weare trying to accomplish. Carol Lewis discussesthe present status of school librarianship, con-cerns for the future, and recent efforts to addressthose concerns. Beth Rountree explores the per-ceptions school administrators have of the librarymedia center and makes some specific sugges-tions for improving our image through publicrelations. Frances Bradburn describes some pos-sible variations for involving faculty members inthe library selection process through the schoolmedia advisory committee. Augie Beasley andCarolyn Palmer tell how they make the teachingrole of the school librarian the focus of theirlibrary media program, while Carol Raney illus-trates the use of effective time managment toaccomplish the impossible. Ken Rollins describesthe role of computers for both instruction and

management in the school library. Duncan Smith,Lynda Fowler, and Alan Teasley describe a pro-cess for coordinating school and public librarycooperation in working with student homeworkassignments. Donna Seymour shares her researchdealing with use of public documents in theschool library, and Eileen McGrath provides anannotated bibliography of state documents ap-propriate for school libraries.While this issue of North Carolina Librarieswill not provide answers to all the problems ofschool librarians, it does address some of ourmost pressing concerns. I hope this issue will pro-vide you with ideas that will help you toward yourgoal of making the library media program and theeducational program oone and inseparable.�Referenceie Ruth Ann Davies. The School Library Media Center: AForce for Educational Excellence. 2nd ed. (New York: R.R.Bowker, 1974), 3.Job Description of MediaCoordinatorReports To: PrincipalSupervises: Coordinates and directs the activi-ties of library/media aide(s), student assistants,and/or volunteers.Purpose: To provide the leadership and resourcesfor implementation of a school library/mediaprogram that serves as an integral part of theinstructional process.~Duties and Responsibilities:1. Major Function: Manages InstructionAdhering to the Teacher Performance AppraisalInstrument criteria, the media coordinator in-structs students and faculty in using and/or pro-ducing media to integrate into the curriculumand facilitate the teaching/learning process.2. Major Function: Manages Public RelationsThe media coordinator initiates interaction withStudents, staff, administration, and the generalpublic for purposes of integrating, promoting, andexpanding the media program.3. Major Function: Plans for the Media ProgramThe media coordinator designs and implementsshort- and long-range plans which allow a bal-ance among integrated skills instruction, litera-ture appreciation, planning with teachers, andcollection management and development.4, Major Function: Manages ResourcesThe media coordinator establishes and carriesout procedures for effective and efficient selec-tion, acquisition, cataloging, processing, access-ing, and maintaining materials and equipment.5. Major Function: Manages the FacilityThe media coordinator organizes the facility andresources in such a way that they reflect the phi-losophy and goals of the school and its mediaprogram.6. Major Function: Carries Out ProfessionalResponsibilitiesThe media coordinator provides opportunities forpersonal and professional growth for him/herselfas well as for the schoolTs staff and students. S/healso carries out assigned non-instructional duties;adheres to established laws, policies, rules andregulations; and submits accurate reports promptly.Spring 1988"5

Media Coordinator Performance Appraisal InstrumentMedia Coordinator Name "_""School ania eee Ee1. Major Function: Managing Instruction *1.1 Management of Instruction Time1.2 Management of Student Behavior1.3 Instructional Presentation1.4 Monitoring of Student Performance1.5 Instructional Feedback1.6 Facilitating Instruction1.7 Correlating InstructionCommentsnnn ee eee SEES nS EEEREEESEEnE REnn cae EEEnEE EE EESSSSInSSnES nasa* Incorporates Major Functions 1-6 from TEACHER PERFORMANCE APPRAISALINSTRUMENT in evaluation of direct teaching activities.2. Major Function: Managing Public Relations2.1 Promotes positive staff relationships.2.2 Promotes positive student relationships.2.3 Maintains a good relationship between school andcommunity.Comments3. Major Function: Planning for the Media Program3.1 Develops annual and long-range plans for the mediaprogram based on periodic assessment.3.2 Plans with teachers to integrate media skills into thecurriculum.3.3 Designs motivational activities to promote reading.3.4 Plans a schedule that allows for both instruction andcollection development within administrative guidelines.Comments: Sa bessiepie 50g tie). BN 9e! BRSRUNG Sh ot RS 8 a oe eS ee4, Major Function: Managing Resources4.1 Provides leadership for the Media Advisory Committee.4.2 Analyzes the collection to determine needs.4.3 Uses standard selection tools and practices to evaluateand select all instructional materials.4.4 Coordinates the acquisitions process.4.5 Insures accessibility to resources4.6 Offers a variety of instructional resources to meetcurriculum objectives and learning styles.6"Spring 1988a)ii3a | ¢ zP=) Gs) w 2S1e/E/E|8DON Bolisbeh Sexpags idope eal OOmy q © s 2 2o ae = 5 3ee eas a ae dee eeoy dea lo Seal Get| otalRating Scale(Please Check)PARSAIETESOOOUOUOOfas bs bled dbo[al bd sh bed footed

2iue)ENnoz3sAbove StandardSuperior4.7 Administers the media program budget.4.8 Promotes the use of current technologies.4.9 Maintains media resources.CommentsBelow StandardUnsatisfactoryAt Standard5. Major Function: Managing the Facility [ Pa] [| [ Poe} [|5.1 Has organized media center so that areas are identifi-able.5.2 Support areas are organized.5.3 Provides an environment that reflects the multiplegoals of the media program.5.4 Considers health and safety regulations when arrangingfacility.5.5 Facility organized for efficient circulation.Comments6. Major Function: Professional Responsibilities ie i Lash [| i EI6.1 Upgrades professional knowledge and skills.6.2 Provides growth opportunities for staff and students.6.3 Carries out non-instructional duties as assigned and/oras need is perceived.6.4 Adheres to established laws, policies, rules, and regula-tions.6.5 Submits accurate reports promptly.CommentsEvaluatorTs Summary CommentsMedia CoordinatorTs Reactions to EvaluationEvaluatorTs signature and date Media CoordinatorTs signature and dateSignature indicates that the written evaluationhas been seen and discussed.Spring 1988 "7

Sample Evidences forMedia Coordinator PerformanceAppraisal InstrumentThis document is intended as a guide forpersons using the North Carolina PerformanceAppraisal Instrument for Media Coordinators. Itpresents the major functions entailed in the job ofmedia coordinator. The major functions areresponsibilities that apply to all media coordina-tors.Below each major function, indicators of thepractices submitted by that function are identi-fied by two digit numbers.An unnumbered list of sample evidenceaccompanies each practice. This lot is intended toassist observers by identifying some potential evi-dences for each practice. The activities on this listcomprise a mix of possible tasks which may ormay not be the responsibility of a given mediacoordinator. They should not be construed to bemandated.1. Major Function: Managing Instruction*1.1 Management of Instructional Time® has materials, supplies and equipmentready at the start of the lesson orinstructional activity.© gets the class started quickly.© gets students on task quickly at thebeginning of each lesson or instruc-tional activity.@ maintains a high level of student time-on-task.*1.2 Management of Student Behavior@has established a set of rules andprocedures that govern the handling ofroutine administrative matters, studentverbal participation, and movement.@ frequently monitors the behavior of allstudents during whole-class, smallgroup, and seat work activities and dur-ing transitions between instructionalactivities.© stops inappropriate behavior promptlyand consistently, yet maintains the dig-nity of the student.*1.3 Instructional Presentation@ begins lesson or instructional activitywith a review of previous material.® introduces the lesson or instructionalactivity and specifies learning objec-tives when appropriate.© speaks fluently and precisely.oIndicators are Practices from Teacher Performance AppraisalInstrument8"Spring 1988@ presents the lesson or instructionalactivity using concepts and languageunderstandable to the students.® provides relevant examples and dem-onstrations to illustrate concepts andskills.@ assigns tasks that students handle witha high rate of success.@ asks appropriate levels of questionsthat students handle with a high rate ofsuccess.© conducts lesson or instructional activ-ity at a brisk pace, slowing presenta-tions when necessary for student under-standing but avoiding unnecessary slow-downs.® makes transitions between lessons andinstructional activities within lessonsefficiently and smoothly.@ makes sure that the assignment isclear.@ summarizes the main point(s) of thelesson at the end of the lesson orinstructional activity.*1.4 Instructional Monitoring of Student Per-formance® maintains clear, firm and reasonablework standards and due dates.@ circulates during class to check all stu-dentsT performance.© routinely uses oral, written, and otherwork products to check student pro-gress.@ poses questions clearly and one at atime.*1.5 Instructional Feedback® provides feedback on the correctnessor incorrectness of work to encouragestudent growth.® provides sustaining feedback after anincorrect response or no response byprobing, repeating the question, givinga clue, or allowing more time.*1.6 Facilitating Instruction@has an instructional plan which iscompatible with the school and system-wide curricular goals.® uses diagnostic information obtainedfrom tests and other assessment pro-cedures to develop and revise objec-tives and/or tasks.® maintains accurate records to docu-ment student performance.@ has instructional plan that matches/aligns objectives, learning strategies,assessment and student needs at theappropriate level of difficulty.

@ uses available human and materialresources to support the instructionalprogram.1.7 Correlating Instruction© correlates presentation with an area ofthe classroom curriculum.@ relates Library Media and ComputerSkills to other content areas and stu-dent experiences.© provides activities that enable studentsto use information to complete class-room assignments.2. Major Function: Managing Public Relations2.1 Promotes positive staff relationships® cooperates with the total operation ofthe school.@ is an effective member of teacher teams.® encourages optimum use of media cen-ter staff and resources.2.2 Promotes positive student relationships® encourages optimum use of media cen-ter staff and resources.® provides incentives for students to useresources for personal informationneeds.2.3 Maintains a good relationship betweenschool and community® issues newsletters.@ recruits and trains volunteers andresources from the school and com-munity.® submits news articles to school, com-munity, and professional organizations.® plans programs in the media centerand invites community participation.© cooperates with other organizations(e.g., parent organizations, public andother libraries).® conducts book fairs.3. Major Function Planning for the Media Pro-gram3.1 Develops annual and long-range plans forthe media program based on periodicassessment® participates on curriculum planningcommittee.© frequently requests input from a var-iety of sources, such as surveys andsuggestion box.@ uses local, regional, state, and nationalguidelines (list out titles).® uses input from Media Advisory Com-mittee.3.2 Plans with teachers to integrate mediaskills into the curriculum3.33.44.1® attends grade level and departmentalmeetings.® consults textbook and curriculumguides.@ plans, informaliy and formally, withteachers.® develops integrated units.Designs motivational activities to pro-mote reading© book fairs® literature festivals® media fairs, contests® book talking® provides tangible incentives, ie., book-marks, buttons, certificates© storytellingPlans a schedule that allows for both in-truction and collection development with-in administrative guidelines@ has a daily/weekly/monthly schedulethat shows planning and instructionalactivities, as well as management tasks.© encourages flexibility for teacher/stu-dent use.® schedule is displayed and easily access-ible.4, Major Function: Managing ResourcesProvides leadership for the Media Advi-sory Committee® schedules meetings when appropriate(agendas and minutes available).® routes appropriate information to com-mittee members.@ interprets selection policy for membersof the committee.® uses the committee to help interpretthe selection policy to the faculty.® participates in the re-evaluation ofchallenged materials.4.2 Analyzes the collection to determine4.3needs@ uses Media Advisory Committee andfaculty to identify curriculum needs.® uses teacher handbooks to identify cur-riculum content.®@ has suggestion box to determine per-sonal interests of students and teachers.Uses standard selection tools and practi-ce such as, (list out), to evaluate andselect all instructional materials@ follows the selection policy approved by~ the local school board.® maintains a consideration file withselection sources indicated.® consults a variety of professional review-Spring 1988"9

ing sources such as the ADVISORYLISTS from Media Evaluation Services,professional journals and publications.@ uses first-hand evaluation when possi-ble, ie., attends book exhibits, ordersmaterials for preview, visits other li-braries, consults other resources.4.4 Coordinates the acquisitions process®@ makes selections.® prepares orders.® receives and inspects orders.® processes materials and places onshelves.@ files catalog and shelflist cards.© cooperates with centralized processingstaff, if available.4.5 Insures accessibility to resources© uses standard Dewey classification.@ maintains card catalog or online cata-log.@ maintains regular school hours.© remains open all day.® provides flexible scheduling to accom-modate various groups simultandously.4.6 Offers a variety of instructional resourcesto meet curriculum objectives and learn-ing styles@ equipment is available in sufficientquantities and types to meet needs.© maintains a Community Resource File.@ print and non-print formats are avail-able to meet instructional needs.@ maintains Information File.4.7 Administers the media program budget®@ develops annual and long-range budgetgoals.@uses sample budget planning sheetfrom MEDIA PROGRAM RECOMMEN-DATIONS.® works with the Media Advisory Com-mittee to set budget priorities.® works with the Media Advisory Com-mittee to set priorities for Federal pro-jects, as appropriate.® records indicate that budget allocationwas spent.4.8 Promotes use of current technologies© uses newer technologies.® creates awareness of STV series andmaterials for the effective use of pro-grams.® orders STV catalogs, planning books,and teacherTs guides.® publicizes and distributes STV mate-rials.@ creates an awareness and facilitates10"Spring 1988the use of new technologies.® stays current on newer technologiesthrough reading professional journals,staff development, etc.® encourages the use of microcomputersfor management.@ encourages the use of microcomputersfor instruction.4.9 Maintains media resources© coordinates equipment repair.@ updates information file.@ develops the collection through weed-ing.@ withdraws catalog and shelflist cardsfor resources that are weeded.@ makes simple repairs to resources, i.e.,spine labels, torn pages, lamp replace-ment.® back issues (3-5 years) of periodicalsare organized for access.5. Major Function: Managing the Facility5.1 Has organized media center so that areasare identifiable.@ Look for these general areas:circulation.card catalog.leisure reading.reference.listening/viewing/computing.storytelling.professional collection.display/exhibit.5.2 Support areas are organized.® administrative and planning area isevident.@ production/workroom is organized tomeet work needs.@ periodical back issues are organized instorage containers.© equipment is stored in a place that isadequate and easily accessible.© conference/small group activity area isavailable.5.3 Provides an environment that reflects themultiple goals of the media program@ display of student work.© promotional displays.® bulletin boards.@ plants, pictures, posters.@ cleanliness.5.4 Considers health and safety regulationswhen arranging facility© free access to exits.@ extension cords appropriately used.e AV carts with safety straps.

® attempts to correct safety problems.5.5 Facility organized for efficient circulation® check out station near exit and awayfrom stack area.® outside drop for return of materials.® access to equipment without disruptingother areas.@ resources are clearly labeled.© physical access (handicapped).6. Major Function: Professional Responsibilities6.1 Upgrades professional knowledge andskills@ attends professional meetings, keepsabreast of current literature.@ attends workshops, seminars and/orenrolls in advanced couirses at institu-tions of higher learning.@ visits other schools.@ develops a written professional growthplan.6.2 Provides growth opportunities for staffand students® trains and supervises student assis-tants.® trains and supervises media aides.© develops orientation sessions.© conducts staff development activities.® assembles new materials displays.© produces newsletters.®@ disseminates information at facultymeetings.6.3 Carries out non-instructional duties asassigned and/or as need is perceived© club sponsorship.© committee involvement.@ school duties (e.g., sports, social events,PTSA).® contributes to development of annualobjectives of school.6.4 Adheres to established laws, policies, rules,and regulations® school and district policies.® copyright.@ selection policies.@ inventories.®@ state contract.© school purchase requirements.6.5 Submits accurate reports promptly®@ inventories of furniture, equipment,and collection.® annual reports (eg., financial, SDPIreports).® budget.@ fines.Instructions for the Preparationof Manuscriptsfor North Carolina Libraries. North Carolina Libraries seeks to publish articles, bookreviews, and news of professional interest to librarians inNorth Carolina. Articles need not be of a scholarly nature, butthey should address professional concerns of the librarycommunity in the state.. Manuscripts should be directed to Frances B. Bradburn, Edi-tor, North Carolina Libraries, Central Regional EducationCenter, Gateway Plaza, 2431 Crabtree Boulevard, Raleigh,N.C. 27604.. Manuscripts should be submitted in triplicate on plain whitepaper measuring 8" x 11�.. Manuscripts must be double-spaced (text, references, andfootnotes). Manuscripts should be typed on sixty-space lines,twenty-five lines to a page. The beginnings of paragraphsshould be indented eight spaces. Lengthy quotes should beavoided. When used, they should be indented on both mar-gins.. The name, position, and professional address of the authorshould appear in the bottom left-hand corner of a separatetitle page.. Each page after the first should be numbered consecutivelyat the top right-hand corner and carry the authorTs last nameat the upper left-hand corner.. Footnotes should appear at the end of the manuscript. Theeditors will refer to The Chicago Manual of Style, 13th edition.The basic forms for books and journals are as follows:Keyes Metcalf, Planning Academic and Research Li-brary Buildings. (New York: McGraw, 1965), 416.Susan K. Martin, oThe Care and Feeding of the MARCFormat,� American Libraries 10 (September 1979): 498.. Photographs will be accepted for consideration but cannot bereturned.. North Carolina Libraries is not copyrighted. Copyright restswith the author. Upon receipt, a manuscript will be acknowl-edged by the editor. Following review of a manuscript by atleast two jurors, a decjsion will be communicated to the wri-ter. A definite publication date cannot be given since anyincoming manuscript will be added to a manuscript fromwhich articles are selected for each issue.Issue deadlines are February 10, May 10, August 10, andNovember 10.Spring 1988"11

School Media Programs:... Where Are We?... Where Are We Going?Carol G. LewisA recent study showing a strong correlationbetween school system expenditures on librarymedia services and pupil performance on schol-arship examinations has stirred a great deal ofattention and prompted library professionals tobombard the independent Ohio organization!that conducted the study with requests for thesupporting data. We in the profession have beenconvinced for years that good school libraries canand do make a difference in student achievement,but convincing school leaders to support schoolmedia programs from scarce resources has beenan uphill battle. We all have seen the possibility ofusing data from this recent study to heighteninterest in support of school library media pro-grams; however, getting adequate funding re-mains a challenge for school media coordinators.So where do we stand nationally, locally? Dowe have the instructional resources in our schoollibraries to support the curriculum? Put these orany similar questions to several individuals, andyou are likely to get widely different answers.Each personTs perceptions affect her or his pointof view and interactions with others. Perceptioncould be the biggest roadblock to our success ingaining adequate support for strong school mediaprograms.Major Concerns: A National PerspectiveA review of the major areas of concern forschool library media professionals in the next tenyears, which have been defined by the NationalAssociation of State Educational Media Profes-sionals (NASTEMP)? will put our efforts in.NorthCarolina into a broader, national perspective. Theidentified areas of critical concern were: 1) thechanging role of the public school library mediaspecialist; 2) the assessment of the impact oftechnology on curriculum and instruction; 3) theCarol G. Lewis is Director of the Division of School MediaPrograms for the Area of Educational Media and TechnologyServices, North Carolina Department of Public Instruction,Raleigh.12"Spring 1988critical shortages of qualified personnel in thelibrary media field; 4) evaluation of library mediapersonnel; 5) the need for demonstration schoolsin each state; and 6) library media learner out-comes.These concerns are the result of a Think Tankheld in Minneapolis, Minnesota in September1986 which was attended by state-level mediaprofessionals from across the United States. Themajor areas of concern were identified and sub-mitted to the membership for input. Membersranked their priorities and the results were pub-lished in November 1987.North Carolina has already taken action toaddress the major concerns and has initiatedprograms to provide leadership for newer tech-nologies within the school community.Recent Efforts: A State PerspectiveLeadership for school media programs inNorth Carolina has come from two primary sour-ces"the Department of Public Instruction andthe North Carolina Association of School Librar-ians. NCASL initiatives may be more evident to itsactive members, while efforts of SDPI may bemore apparent statewide. Several organizationalchanges at the Department of Public Instructionreflect attempts to keep abreast of newer tech-nologies, as well as to address areas of criticalconcern. A Division of Computer Services hasbeen added, School Television has been expandedto become the Division of Telecommunications,and a telecommunications specialist position hasbeen created to provide leadership in satelliteinstallations and programming. The Division ofSchool Media Programs expanded its services toschool systems by assigning a media and technol-ogy coordinator to each of the stateTs eight re-gional education centers.Within the last five years, Department initia-tives have resulted in:1. A Library Media and Computer Skills pro-gram defined as an integral part of the overall

curriculum presented in the Teacher Handbook.®2. Revised state guidelines for school mediaprograms. Media Program Recommendations.43. A unique job description and performanceappraisal instrument for media coordinators thatembraces the expanded role of the media profes-Sional, assuring a fairer and more realistic evalua-tion.4. Studies to determine the extent of need forschool media coordinators by 1992 and involve-ment in initiatives to recruit potential candidatesinto the profession.5. Legislative initiatives resulting in $28.4 mil-lion for computer equipment, software, and staffdevelopment, and $3 million for satellite technol-ogy.6. An additional certification for Media Super-visor (078) and Instructional Technology Special-ist"Computers (077).Individual Effort Necessary for SuccessIt is clear that North Carolina has made prog-ress toward developing strong school media pro-grams and addressing the concerns identified byNASTEMP. We are leaders nationally. However,Wwe continue to be frustrated by the apparentapathy of many North Carolina teachers andSchool leaders. There is a general lack of under-Standing and enthusiasm for the valuable contri-bution an effective school media program canmake in strengthening the schoolTs instructionalprogram.This apathy can be attributed partly to theabsence of a formal introduction in higher educa-tionTs teacher/admiministrator training programsto the role of the media program in the instruc-tional process. But a large portion of the respon-Sibility rests with media professionals alone. Thattechnological advancements have continually re-defined the role of the school media coordinatorOver the years has not been self-evident to othereducators. Media coordinators have failed tocommunicate these changes effectively. One ofthe most effective ways to change perceptions isfor the media coordinator to establish collegialrelationships with teachers and administrators,Opening the door to successful interaction. AsStated in Media Program Recommendations, oTheimage of the media program and staff can exertPositive influence and gain support from theSchool board, superintendent, principal, schoolPatrons, and the community.� 5Two major areas where perceptions need tobe changed are acceptance of the media coordi-nator as oteacher,� and recognition of the need foradditional allocations for collection development.To be able to contribute to the improvementof the instructional program, media coordinatorsmust be familiar with the schoolTs curriculum andcontemporary teaching techniques. Strategiesinclude: attending grade-level and departmentalmeetings; becoming familiar with textbooks usedin the school; discussing classroom assignmentswith teachers; and planning related, correlated,or integrated skills lessons for students.To assure serious consideration of largerbudget requests"necessary because of inflation,expensive new technology resources and agingcollections"establish a collection developmentplan, involve teachers and students in the selec-tion process, and support budget requests withdata understood by administrators.... good school libraries canand do make a difference instudent achievement.ConclusionThe future looks bright. Many school mediacoordinators have established themselves as val-uable members of the teaching team and, throughactive Media Advisory Committees, have height-ened the awareness of teachers and principalsregarding the need for strong media collectionsthat reflect the curriculum of the school. Thesebright spots serve as models for those reluctant tobroaden their horizons. The new Media Coordina-tor Performance Appraisal Instrument will serveas a guide to administrators who are unsure ofreasonable expectations for the school mediacoordinator. State Instructional Materials andSupplies funding was increased by the legislaturethis year. If media professionals document budgetneeds, there is a greater likelihood that this fund-ing will be directed to the media programs.The challenge to all of us remains one ofindividual commitment to communicating ourredefined role and to providing the vision so thatother educators recognize the value of the schoolmedia program for what it can be.Referencesde School Match, 5027 Pine Creek Drive, Westerville, Ohio43081.2. National Association of State Educational Media Profes-sionals. Goals and Objectives for the T90Ts: A Report of theNASTEMP Think Tank (1987); i.3. Area of Instructional Services, SDPI, Teacher Handbook:North Carolina Competency-Based Curriculum, Library Mediaand Computer Skills, Grades K-12. Raleigh: N.C. State Board ofEducation, 1985.4, Educational Media and Technology Services, SDPI, MediaProgram Recommendations: Individual School/AdministrativeUnit. Raleigh: N.C. State Board of Education, 1986. an5. Ibid, 1-8. lalSpring 1988"13

The School Media Advisory Committee:Key to QualityFrances Bryant BradburnThe media advisory committee has long beenan assumed component in the selection of mate-rials in North CarolinaTs public schools. While onewould be hard-pressed to find any school in thestate which did not have a list of its media advi-sory committee members on paper, one alsowould be hard-pressed to find many schools inwhich the MAC is working to its fullest potential.And yet in schools with superior budgets andprogram, the media advisory committee is often-times the key.The make-up of the media advisory com-mittee is standard. Usually appointed by the prin-cipal who serves on the committee as well, theMAC generally is composed of a representativefrom each grade level in an elementary school orthe department head or his representative in ajunior or senior high. Ideally, the committeeshould also have student and parent representa-tion. The media coordinator chairs the committee,any other media staff are members, and the sys-tem-level media supervisor or contact personserves as a resource person.Selecting MaterialsThe basic role of the media advisory com-mittee is to help the school media coordinator inthe selection of materials for that specific schoolTsmedia center. Implicit in this is the assumptionthat everyone on the MAC knows what the selec-tion policy is in his particular school system. Yetthis is not always the case.Media advisory committees should meet atscheduled intervals throughout the year, ideallyat least once every four to six weeks. At the firstmeeting of the school year, each MAC membershould be given a copy of the system-wide selec-tion policy. At the same time, each membershould also receive a copy of the Library Bill ofRights and Access To Resources and Services inthe School Library Media Program: An Interpreta-tion of the Library Bill of Rights. What shouldFrances Bryant Bradburn, editor of North Carolina Libraries,is Media and Technology Coordinator at the Central RegionalEducation Center, Raleigh.14"Spring 1988then ensue is a careful reading and discussion ofall three documents. The selection policy shouldbe examined in the light of both Library Bill ofRights documents, and the media advisory com-mitteeTs philosophy thus begins to take shape. Beaware, however, that this process forces commit-tee members to come to grips with their ownbeliefs about childrenTs rights to information.Inevitably, there will be differences of opinion, butit is vitally important that the entire committee atleast wrestle with the issue of how materialsshould be selected for this particular school andwhy they should be included in the first place.Complete unanimity may be impossible, but atleast the dialogue has begun. Any assumptionsunder which the committee will function will havea consensus base, and those areas of disagree-ment will be out in the open for everyone to con-sider.... it is vitally important thatthe entire committee at leastwrestle with the issue of howmaterials should be selectedfor this particular school...The second meeting should follow soon afterthe first. It is in this meeting that committeemembers are introduced to the selection toolsavailable. All schools in North Carolina havecopies of the state Materials Advisory Lists, in-depth annotations of books, AV, and computersoftware published by the Division of Media Eval-uation Services in the State Department of PublicInstruction. Hopefully, additional selection toolssuch as The Elementary School Library Collec-tion, Booklist, School Library Journal, ScienceBooks and Films and other subject area and edu-cational journals will be accessible as well. Point-ing out the difference between the informationoffered in these reviews and the hype, propa-ganda, and oftentimes complete lack of specificsin a publisher's catalog will focus the committeeon the process of responsible selection. At this

same meeting, the schoolTs curriculum, its educa-tional goals, and the selection policy should beemphasized. These are the basis for the inclusionof any material in the schoolTs media center nomatter how glowing the review. They cannot beoverlooked.The actual selection of individual titles can beboth formal and informal. Ideally, it is a continualprocess, unrestricted as to meeting date or advi-sory position. Many media coordinators keepselection tools and individual reviews circulatingamong the committee or the entire faculty, withsubject area or grade-level teachers often askedspecifically, oDo you need this?�, oCan you usethis?�, or oWhat do you think?� Every teacher andstudent in the school is encouraged to make sug-gestions for the purchase of materials, bringingreviews, information, or curriculum justificationto either the media coordinator or to her repre-sentative on the MAC. As this process continuesthroughout the year, the media coordinator keepsa owish list� of everything suggested, with review-ing source and/or requesting teacher or depart-ment noted. Then, when actual ordering takesplace, the librarian can choose individual titleswith the complete assurance that faculty mem-bers in general and the media advisory committeein particular have had clear-cut input in the choiceof materials.Determining Budget PrioritiesThe inevitable problem with the selectionprocess is that there are always more materialsrequested than there is money to pay for them.Thus the second basic role of the media advisorycommittee"and the most powerful one"is thesetting of budget priorities. Sometimes this in-volves making decisions about how to spend asmall, pre-determined portion of an overall schoolbudget; other times it necessitates the allocatingof an entire instructional budget.One example of this complete budget processcan be found in several schools in DurhamCounty. In these schools, the media advisorycommittee and the buildingTs budget committeeare one and the same. The media coordinatoreither co-chairs the committee with the principalor chairs it herself. The make-up of the committeeis standard, but its influence is far-reaching"itdetermines how the entire instructional budget isspent. Thus, in schools which use this system, theMAC may decide such important issues as: howmuch money will we spend on consumables asopposed to materials of lasting value available toevery student?; do we replace the microscopes inthe biology lab this year or buy enough overheadsso that each teacher has one?; and do we buy thenew set of science encyclopedias or order thefilmstrips and computer software to support thenew unit on Vietnam? The advantage to this pro-cess is that the entire school program is analyzedcarefully. Not only is it difficult to oplay favorites�by consensus, it is equally difficult to get approvalfor a poorly justified request. Peer review is a for-midable obstacle to shoddy work.But there are also disadvantages. Somemedia coordinators in various North Carolinaschools have felt that they would have receivedmore money to spend on library-specific mate-rials had they been given a set budget rather thantheir program becoming a part of the negotiatingprocess. It is a rude awakening to find that otherteachers donTt view the media center as the hub ofthe school! And the paperwork can be overwhelm-ing. If the media coordinator is chair of the com-mittee, she is usually purchasing agent and atleast informal keeper of the books as well. This is amonumental task, particularly in larger schools.But when asked specifically whether or not shewould prefer to return to the oset library budget�of before, every Durham County media coordina-tor involved on the school-wide budget committeesaid ono.� Each would do the extra work to giveher program a financial place in the schoolTsinstructional budget and to allow her to have aninput in the entire schoolTs budgetary process. Shewho controls the purse-strings controls the pro-gram!Although the school-wide budget committeeaspect of the MAC is being seen more frequently,the most common budget process available tomedia centers today is still the oset amount.�Generally principals or central office staffs allot aspecific amount of money to be used for the pur-chase of materials for the media center. From thismoney, the media advisory committee is asked todetermine what materials can be purchased tobest fill the needs of the schoolTs children andteachers.... ideally the MAC is morethan the sum of its roles.EeIn order to do this intelligently, each mediaadvisory committee should develop a five-yearplan based on the schoolTs educational goals andpriorities. Again, the burden of work will fall onthe schoolTs media coordinator, for she must care-fully analyze the entire media collection to deter-mine whether or not it can support the schoolTscurriculum and the needs of its students andfaculty. After she has done so, she should reportSpring 1988"15

her findings to the MAC. Are there areas of thecurriculum where there are no supporting mate-rials? If so, these areas should be immediate prior-ities. Are there instructional areas where the bookcollection is adequate, but for which there are noaudiovisual materials or computer software? Arethere specific subjects that are the focal point forreports and papers which need more and variedmaterials? Are there areas of the collection whichare outdated or which have not kept up with newand breaking information? All these are questionswhich must be considered by the media advisorycommittee before decisions can be made. Itshould be the committeeTs responsibility to deter-mine the areas of priority and the time table foraddressing them. The media coordinator shouldtake care, however, in guiding the MAC to under-stand that some resources must remain to con-tinue purchase of new and necessary materialsthroughout the collection. Priorities cannot sooverwhelm the planning process that we force thesame problems to creep into-other areas of thecollection because we have not been able to main-tain them. A five-year plan should provide a solu-tion to correcting weaknesses, not create newones in its wake.Often, a single mediacoordinator is a voice crying inthe wilderness; the mediaadvisory committee can offera concert of concern.Weeding the CollectionOne of the ways a media advisory committeecan be most helpful to a media coordinator is byhelping to weed the collection. But weeding thecollection is a two-way street; it also allows theMAC to become familiar with the collection andconsequently aids it in making more intelligentoverall collection decisions. While many highschool media coordinators will ask the MAC toweed their specific departnrental areas of the col-lection, elementary librarians are more apt todivide the collection into equal parts and ask theentire MAC to weed a specific portion.It quickly becomes apparent that the mediaadvisory committee is being asked to take onmany time-consuming tasks which, while vital tothe optimum functioning of a schoolTs media pro-gram, may not fairly go uncompensated. Oneschool system in North Carolina is addressing justthis concern this year.Granville County Schools has, for the past16"Spring 1988two years, operated under a performance-basedsupplement for its systemTs teachers. Kinder-garten through twelfth grade teachers are offeredthe opportunity to earn up to four percent oftheir annual salary based upon the achievementof goals and objectives they have drawn up forthemselves with the approval of their principalsand supervisors. Goals and objectives can involveactivities requiring work outside the parametersof the specific school day. This school year, twoindividual schools have adopted membership ontheir media advisory committee as a oone percentsupplement� activity.In order for this to be successful, guidelineshave been drawn up to include bimonthly meetingdates and committee expectations. The schedulestipulates one monthly meeting for decision-making responsibilities such as materials selec-tion and five-year plan formulation. The othermeeting is specifically for weeding. Because of themonetary stimulus, a high degree of quality inputhas been achieved.Public RelationsWhile the selection of materials, allocation ofthe media center budget, and weeding of the col-lection are the traditional roles of the media advi-sory committee, ideally the MAC is more than thesum of its roles.Any media advisory committee worth itsname is a public relations tool for the schoolTsmedia program. Since its members work so closelywith the materials housed within its doors, theyalso realize the potential for increased instruc-tional enrichment and enhancement when theyare used. Because, by nature of their positions,they are usually the instructional leaders withintheir schools, media advisory committee memberscan model the effective use of the exciting books,AV, and computer software available in theirlibrary to supplement the textbooks. They canalso make media center needs known to the prin-cipal and other teachers. Often, a single mediacoordinator is a voice crying in the wilderness; themedia advisory committee can offer a concert ofconcern. The MAC can, in turn, be a wealth ofinformation, conveying new curriculum offerings,program ideas, and educational trends to themedia coordinator. In short, the media advisorycommittee can be the eyes, ears, and mouthpiecefor the media center and its program. It is the keyto quality.EditorTs Note: For more information about the performance-based supplement, contact Dr. G. Thomas Houlihan, Superin-tendent; Granville County Schools; Oaford, N.C. 27565. A\

FROM THE H.W. WILSON COMPANYSPRINGiLNEW REFERENCEWORKSThe BarnhartDictionary of EtymologyBy Robert K. Barnhart Ready1,248pp. approx. ISBN 0-8242-0745-9$59 U.S. and Canada, $69 other countries.oFascinating.� ROBERT MACNEILThe MacNeil/Lehrer News HourCovering more than 30,000 words basicto contemporary American English, thisoutstanding work of scholarship tracesthe development of our language interms every reader can understand.Booktalk! 3By Joni Bodart-Talbot Spring 1988400pp. approx. ISBN 0-8242-0764-5Price to be announced.This booktalks-only supplement to theacclaimed how-to work Booktalk! 2offers more than 400 new selectionsfor audiences from children to adults.City Map Library andCanadian SupplementReady City Map Library 37 maps, index dividers,case $69.95. Canadian Supplement 12 maps,index dividers $29.95.In addition to the original set of 30 stateand regional maps, WilsonTs Map Librarynow offers a set of 37 American citystreet maps and a separate set of 12Canadian city and provincial road maps.Current Blogs aphyYearbook 1Ready 700pp. approx. ISSN 0084-9499$46 U.S. and Canada, $56 other countries.This hardcover volume compiles the172 profiles of todayTs newsmakersincluded in the 11 monthly issues ofCurrent Biography.Index to LegalPeriodicals: ThesaurusSpring 1988 80pp. approx. ISBN 0-8242-0762-9$65 U.S. and Canada, $80 other countries.A ready-reference guide to the subjectterms used in Index to Legal Periodicals,this volume speeds research by includingbroad, narrow, and related termsin one convenient list.Nobel Prize WinnersReady 1,165pp. ISBN 0-8242-0756-4$90 U.S. and Canada, $100 other countries.Incisive biographical sketches of the566 Prize recipients through 1986 offeran authoritative, inspiring record of thelaureatesT lives and work.Speeches of theAmerican PresidentsCompiled by Janet Podell and Steven AnzovinSpring 1988 800pp. approx.ISBN 0-8242-0761-0 $60 U.S. and Canada,$70 other countries.Covering significant addresses by eachof the U.S. presidents, this collection of180 speeches documents the history ofAmerican presidential rhetoric.World Film DirectorsEdited by John WakemanVolume Il 1945-1985 _ Spring 19881,200pp. approx. ISBN 0-8242-0763-7$90 U.S. and Canada, $100 other countries.The second volume of this two-volumework includes biographical and criticalprofiles of over 200 international directorswhose work has shaped the cinema sincethe Second World War. (Volume I, alreadypublished, covers the period 1890-1945.)NEW VIDEOSAmericanStorytelling Series�A Storytel Enterprises�"� ProductionVolumes 9-16 Fall 1988Approx. 30 minutes eachColor/VHS/Hi-Fi, with Viewer's Guide$99 each U.S. and Canada, $109 each othercountries.Hailed by Booklist as a owonderful show-case for classroom enrichment and publiclibrary circulation,� this series will add 8all-new videos in 1988, featuring some ofAmericaTs finest storytellers, includingJackie Torrence and Brenda Wong Aoki.1988Basic Book RepairSpring 1988 30 minutes approx.ISBN 0-8242-0760-2 Color/VHS/Hi-Fi,with Viewer's Guide$89 U.S. and Canada, $99 other countries.For those who need to keep printedmaterials in optimum condition, notedauthority on book repair Jane Greenfielddemonstrates easy, inexpensive techniquesfor six of the most common repair jobs.Making FriendsOrganizing YourLibraryTs Friends GroupSpring 1988 20 minutes approx.ISBN 0-8242-0759-9 Color/VHS/Hi-Fi,with ALA's Friends of Libraries Sourcebookand Resource Packet.$59 U.S. and Canada, $69 other countries.This new video explains why librariesof all sizes can benefit from the form-ation of a Friends of the Library groupand shows how to set up such a group.NEW FROMONLINE SERVICESWILSEARCH® Now onApple® and IBM®The WILSEARCH end-user software pack-age designed for patron and student use isnow available for both the Apple Ile andIBM and IBM-compatible computers.New Databases AvailableReadersT Guide Abstracts and the ModernLanguage Association InternationalBibliography are now available forsearching through the WILSONDISC�"�CD-ROM and WILSONLINE? onlineretrieval systems.TO ORDER,CALL TOLL-FREE1-800-367-6770In New York State call 1-800-462-6060;in Canada call collect 212-588-8400.THE H.W. WILSON COMPANY950 University Avenue Bronx, New York 10452 (212) 588-8400Spring 1988 "17

Time Management in theElementary School Media CenterCarol RaneyIn recent years the role of the elementaryschool media coordinator has expanded toinclude many new areas of expertise. In additionto the long-time function of student instructionand management of the media collection, theelementary media coordinator is now facing thenew technologies of computers and video in edu-cation. The elementary school media coordinatoris often working in a situation with no clericalassistance (or, at the most, half-time assistance),and often these schools have no assistant princi-pal. As a result the media coordinator is oftenasked to help in a wide variety of school adminis-trative needs. To fulfill this expanded role, theelementary media coordinator is faced with find-ing some means to handle the ever-increasingwork load given the same number of hours in aday"not an easy task!The only way to cope with this situation is tomake the most of the time that is available. Muchhas been written in the past few years about theimportance of time management in general, butvery little has been directed at school libraries.Some of the techniques suggested would be quitedifficult for the elementary school media coordi-nator to implement, but there are many sugges-tions that would help make the most of theavailable time. This article reviews some of thegeneral suggestions for good time managementand gives specific suggestions for each of the sixmajor functions of the media coordinator, as de-scribed in the Job Description of Media Coordina-tor adopted by the North Carolina State Board ofEducation in July, 1987.The general premise of time management isto allocate the time available in the most efficientmanner. Listed below are some of the suggestionsthat appear in general time management articlesand books:@ establish a quiet hour for planning and proj-ect work;@ develop the ability to concentrate andfocus on a project;Carol Raney is the media coordinator at Peeler ElementarySchool in Greensboro.18"Spring 1988@ develop a good work area (clean desk,place for everything, supplies at hand, proj-ect files);@ avoid procrastination"take action;@ assign priority to tasks (long- and short-run);® start day productively (plan a day ahead toget right to work);@ delegate effectively (using assistants andvolunteers, both student and adult);® avoid wasting time;® establish effective oto do� lists;© conduct and attend effective meetings;© develop better communication skills;® batch activities where appropriate;@ learn to say ono� when necessary;® know yourself (are you a morning or nightperson?);@ keep accurate calendars (desk and pocket);@ avoid perfectionism;© establish and keep to deadlines for work;Several of these time management tech-niques would help maximize the available time toaccomplish the six major functions of the JobDescription of the Media Coordinator. The firstmajor function is Manages Instruction. Adheringto the Teacher Performance Appraisal Instru-ment criteria, the media coordinator instructsstudents and faculty in using and/or producingmedia to integrate into the curriculum and facil-itate the teaching/learning process.The type of daily schedule you develop canhave a big impact on your use of time. A flexibleschedule combining some regularly scheduledclass times along with open scheduling for classes,small groups, center activities or individual workgives the media coordinator greater efficiency.The times when no classes are scheduled can beused for some of the collection maintenance andcirculation activities. These activities need to bestructured so that all of the materials are avail-able and ten minute blocks of time can be imme-diately put to use. For example, having overdueform letters ready to fill in, or having the cards forthe card catalog presorted (perhaps by a volun-

teer) and at the card catalog to be filed, will com-plete a job using several ten- or fifteen-minuteblocks. In looking at regular class schedules, Ihave found that scheduling thirty-minute classesconsecutively allows the completion of five classesbetween 8:30 and 10:30, leaving a one-hour blockof time before lunch when I either work withsmall groups or tackle one of the ongoing projectfiles. By grouping the same grade level consecu-tively when scheduling classes, there is no timelost in putting materials away for one lesson, set-ting up another, and then having to go back to thefirst set of materials.Planning is another very important part ofthe instructional role, but finding the necessarytime to do so is difficult. The necessity of finding aoquiet hour� when you can work uninterrupted,usually at the beginning of the day, is a wonderfulidea, but the elementary media coordinator willhave to be very creative to find this time (andcertainly not in the morning). Because the mediacoordinatorTs main purpose is service to studentsand faculty, there is no way to close the door for aoquiet hour� each morning. It is essential, how-ever, to establish a quiet time, and each mediaCoordinator will need to experiment to find themost effective time. (I have given up trying to findtime during the school day and do most of thistype of work at home. I have found, though, thatFriday afternoon has worked for me since veryfew meetings are scheduled that day, and thereare fewer faculty requests for assistance. Anytime that is found during the school week is con-Sidered a obonus�!)Try to simplify everythingpossible.One other aid in managing time to facilitateinstruction is to develop long-lasting teachingMaterials for formal classes, small groups, or cen-ters. Media coordinators can laminate theseMaterials and develop a filing system arranged bySkill. They can gradually add to this collection�,�ach year and have lessons and materials readyto use.The second major function is Manages Pub-lic Relations. The media coordinator initiatesinteraction with students, staff, administration,and the general public for purposes of integra-ting, promoting, and expanding the media pro-gram.The computer has been a timesaver in thisarea. Using the computer for quick preparation ofMaterials such as letters to parents, signs,summer reading lists, publicity items and thensaving these letters for future modification hasbeen helpful. Using the computer printer tocreate stencils for the mimeograph machine hasalso saved hours of work for one who makes manytyping mistakes! Another way to save time in thisfunction is to create a omedia corner� in an exist-ing PTA newsletter. It is also important to be vis-ible"take the time early in the year to develop arapport with key PTA officers: president, treas-urer, media liaison. As the year progresses, youcan quickly build on these relationships. Be visiblewith all parents"again, early in the year, attendor offer to work at PTA meetings, open houses,carnivals. Cultivate parent volunteers; they canbe real time savers! While volunteers no longerseem to arrive in neat bundles of two hours work,I have found it helps to encourage them to worktwenty minutes or half an hour"for example,when bringing their children to school in themorning, at lunchtime, before picking up studentsin the afternoon; or to pair their work withanother volunteer job they are doing in the class-room. In this way you can create a wider parentbase of volunteers and end up with more produc-tive total hours. Finally, it never hurts to provide apot of coffee for the volunteers"they deserve it!The third major function is Plan for theMedia Program. The media coordinator designsand implements short- and long-range planswhich allow a balance among integrated skillsinstruction, literature appreciation, planningwith teachers, and collection management anddevelopment.As mentioned above, it is critical to find quietplanning time. Be aware of what kind of a personyou are"when you do your most creative work,morning or afternoon"and then plan accord-ingly. As mentioned previously, the morning per-son is going to have to be very creative. If you areworking with a flexible schedule, you may be ableto carve out a block of time during the day (yourregular class is on a field trip, no class is signed upfor a time-slot, etc.). Be sure to take advantage ofobonus� blocks of time and use them to the fullest.Save less time-consuming activities (filing cards,filing catalogs, handling routine circulation mat-ters) for those ten-minute blocks of time duringthe day. In using these larger blocks of time, onealso needs to develop the ability to concentrate. Itis very easy to become distracted and jump upand tackle some other activity. Force yourself toconcentrate on the task at hand and stick withit"the more you do it the easier it becomes.Another tip is to take advantage of oa roll.� Ifyou are having a very productive streak, keepSpring 1988"19

going until you drop! Get started working quickly,develop long- and short-range oto do� lists, andcomplete them. Divide a big project into severalsmaller steps and focus on completing each step.Avoid perfectionism; spending an inordinateamount of time on unimportant details wastesvaluable time. Establish deadlines for things thatneed to be completed, write them down on a vis-ible calendar, and get to work.Use the media advisory committee effectivelyand efficiently to help with planning for the mediacenter. Run the meetings effectively: distributethe agenda ahead of time; let members know inadvance what input they will be asked to provideat the meeting; start and end on time; focus onagenda items; stay on target; set time and pur-pose for next meeting, and write minutes imme-diately.Communicating and planning with teachersis another area where it is possible to use yourtime more effectively. It is simply not possible toset aside formal planning time with every teacheron a regular basis. There are, however, severalways to maintain the lines of communication andplanning without formal sessions. Plan to eatlunch in the faculty lounge every day with differ-ent groups to develop informal relationships withyour faculty. Find out what they are doing in theirclassrooms, and suggest ways the media coordi-nator can be of assistance either with classes ormaterials. Often more can be accomplished over asandwich than in a formal planning session afterschool.Plan to attend as many meetings as possible(e.g. grade level, subject, special planning) tokeep abreast of upcoming events. If you areunable to attend a meeting, be sure that youreceive the minutes of the meeting. Try to be amember of the school leadership team. Knowwhich meetings will be productive and which willnot. Make use of a time line scheduling calendarfor teachers to fill out. Develop schoolwide plan-ning forms (perhaps on a quarterly basis) forteachers to complete, outlining their upcomingplans for instruction. Put a pad of paper on themedia desk for teachers to note their needs orquestions if you are teaching a class. Establish asuggestion box by the card catalog for teachers tojot down needed materials. Develop a regular sign-up calendar that teachers can use without havingto osee you to plan,� or develop a form for them touse to request small group instruction. There aremany ways to communicate informally withteachers that will save time for both teachers andmedia coordinator.The fourth major function is Manages Re-20"Spring 1988sources. The media coordinator establishes andcarries out procedures for effective and efficientselection, acquisition, cataloging, processing,accessing, and maintaining materials and equip-ment.There are many parts of this function thatneed to be examined for time-saving potential.Acquisition is one of the most important. Keepup-to-date by examining new journals as theyarrive (or make regular frequent trips to thelibrary if you do not have a personal subscrip-tion). Do not procrastinate until an order isimminent. Keeping current at all times will pro-duce a stack of orders that can be processed at amomentTs notice. Try to find one or two parentswho will do your typing either at home or in themedia center. Have all of their materials togetherwith a sample form of an order. For example, themedia coordinator can mark personal copies ofjournals and have volunteers type from them.Identify and label clearly a location for them towork and to place the completed orders, journals,or preliminary order slips. It is important to haveseveral routine jobs for volunteers besides shelv-ing books. Set up a shelf in the office clearlylabeled for books that need repair, books thatneed cards typed, books that are potential dis-cards. Train one or two volunteers to handle suchthings as typing duplicate cards"again have allthe necessary supplies available right at thetypewriter.The computer can be a big help in saving timehere as well. Both the word processor and database programs are invaluable in preparing bibli-ographies, teacher and student overdues, schoolequipment inventory, and lists of materials pur-chased through the PTA.The fifth major function is Manages theFacility. The media coordinator organizes theJacility and resources in such a way that theyreflect the philosophy and goals of the school andits media program. There are several time man-agement suggestions that will help in accomplish-ing this function. One is the necessity of de-veloping a good work area that includes a cleandesk, a place for everything, and necessary sup-plies at hand. Start by taking some time to totallyoclean house;� start with a clean desk. Develop aspecific place for everything. Keep all the supplies(stapler, paper clips, pads, pens, etc.) where youwill use them. Keep your desk free of clutter andpiles of papers and journals. Buy some inexpen-sive plastic in-boxes and place them off your desk.Label them for such things as: magazines, cata-logs, materials order information, material tolaminate/copy, routine work, and high priority

work. Develop the habit of not piling things onyour desk; immediately assign all paperwork toone of these boxes. Develop a series of project filesto keep all material regarding ongoing work suchas: Media Advisory Committee, Leadership Team,PTA Purchases, and Materials Orders. Keep thesefiles together either in your desk in hanging filesor in plastic file holders near (but not on) yourdesk. Only place on your desk the material thatyou are working on at that moment. It takes sometime to set up this type of work area, but it isworth coming in one Saturday or staying late oneday to totally oclean house.� This might be the firsttask to think about if you really want to makeeffective time management techniques work foryou. Tackle both your immediate desk and workarea, and then proceed to look critically at thecirculation area.The type of daily schedule youdevelop can have a big impacton your use of time.Try to simplify everything possible. Develop acirculation system that allows the students toassume much of the clerical work. Have themcard their own books so that they are ready forreshelving. Train selected student helpers to dosome of the book check-in and reshelving. It mayhelp to assign a special shelf for each child toreshelve; however, competent help in this area isessential to save time. Try not to have too manyospecial� places to shelve books"this will cutdown on shelving mistakes and questions. Interfil-ing all audiovisual materials will save time whenpulling material for a unit of study.The sixth major function is Carries Out Pro-fessional Responsibilities. The media coordina-tor provides opportunities for personal and pro-fessional growth for him/herself as well as for theschoolTs staff and students. S/he also carries outassigned non-instructional duties; adheres toestablished laws, policies, rules and regulations;and submits accurate reports promptly.In order to submit accurate reports asrequired, one must remember not to procrasti-nate. Keep information as you get it, and keep itup to date. Do not wait until the end of the year tocompile information for the final report. Considersetting up a system for continuous inventory tofacilitate gathering this information. Keep a spe-cial file for all new material and be sure it is filedas soon as it arrives. Duplicate material should benoted on the shelflist card immediately; do notwait until the end of the year. Develop a workablefiling system for keeping records and keep it up todate.Read professional material promptly; do notlet it pile up. Keep a professional collection andplace material there as you read it. Attend profes-sional conferences and meetings. They take time,but will provide you with a full day of suggestionsand updates that you cannot afford to miss.The elementary media coordinatorTs scheduleoften seems overwhelming and impossible. Thereare only so many hours in a day, and there areother things in life besides your media center.Therefore it makes sense to look at some of theways we do business and try to streamline them.Not all of the general time management tech-niques will work in the elementary media center;not all will work for you. But there are manythings that can be done to save some preciousmoments and help us use our time more effi-ciently. ITm going to start by cleaning off my desk!Selected BibliographyDouglass, Merrill E. and Douglass, Donna M., Manage Your Time,Manage Your Work, Manage Yourself. New York: Amacom,1980.Januz, Lauren Robert and Jones, Susan K., Time-Managementfor Executives. New York: Charles Scribner's Sons, 1981.Reynolds, Helen and Tramel, Mary E., Executive Time Manage-ment. New Jersey: Prentice-Hall, 1979.Rutherford, Robert D., Just in Time. New York: John Wiley &Sons, 1981.Taylor, Harold L., Making Time Work for You. New York: Beau-fort Books, Inc., 1981.oTen Commandments for Effective Committees,� The UnabashedLibrarian. No. 61 (1986): 31.oTime-Saving Strategies Eliminate Management Stress,� DataManagement. (April 1987): 15-16. alSpring 1988"21

The Teaching Role of the SecondaryMedia Coordinator: Making It WorkAugie E. Beasley and Carolyn G. PalmerAn exemplary media program at the secon-dary level requires that the media coordinatorprovide a unified program of services to adminis-trators, faculty, students, and community. Goodmanagement skills are necessary to administerthe program. Effective planning, organizing, andimplementing of services, resources, funds, time,and records are essential in keeping the programrunning smoothly and efficiently.The media coordinator must plan and imple-ment a good public relations program which willeffectively communicate to users the availableservices and resources. The image of the mediacoordinator and the media program are veryimportant in gaining support for the center andits activities.From video to computers to laser disc play-ers, the media coordinator must be proficient inthe use of each. Advances in technology demand thatmedia coordinators be aware of trends, know howto operate the available hardware, encouragestudents and teachers to use new technology, andassist them in using it effectively.A good production program must also bemaintained. This will include supplying necessaryequipment and materials, anticipating futureneeds, and instructing and encouraging studentsand teachers in the production of their ownmedia.Involvement in professional development isanother important aspect of the media coordina-torTs role. Not only must s/he belong to profes-sional organizations, but s/he also must sharetime and ideas with others.An exemplary program, however, would notbe complete without the instructional com-ponent. Media coordinators usually agree thatmanagement, public relations, technology, pro-duction, and professional involvement are defi-nitely part of the program even though somemedia programs may not always be strong in all ofthese areas. The teaching role at the secondarylevel, however, has been a problem area. MediaAugie E. Beasley and Carolyn G. Palmer are media coordina-tors at East Mecklenburg High School, Charlotte.22"Spring 1988coordinators readily agree that orientation and abrief reinforcement session on the ReadersT Guideand the card catalog are part of the instructionalrole. We are less willing to commit to planning,developing, and teaching skills in the various cur-riculum areas. The advent of the career ladderprograms has placed an emphasis on the teachingrole of the secondary media coordinator. Theresult has often been frustration and anger.The teaching role is not the only focus of asecondary media program. A unified programwhich considers each component of the programto be of equal importance should be the goal ofmedia programs; however, the instructional rolemust receive equal importance.The advent of the careerladder programs has placedan emphasis on the teachingrole of the secondary mediacoordinator.Where to begin and what to do next are thebiggest problems in planning an instructionalprogram which involves curriculum integration.With determination to improve the teachingcomponent of our program at East MecklenburgHigh School and to make it work, we set out todevelop a skills program that taught skills withinthe curriculum areas rather than in isolation. Wealready knew that teaching skills in isolation didnot work.For anyone who feels uncomfortable with theteaching role and would like to know where tobegin in improving that role, we would like toshare some of our ideas and some of the thingsthat we have learned. First of all, what does itmean to teach skills in conjunction with class-room instruction? Communication (written andoral), cooperation (teacher and media coordina-tor), and planning are the keys to the success ofthe concept. The process may begin with an indi-vidual teacher, but the goal is cooperation with allfaculty members.

Hints for Making it WorkMake the First Move. The media coordinatorshould make the first move. Begin with one or twoteachers who appear receptive to new ideas. Havesome plans and ideas on paper. It always helps tohave some activities outlined ahead of time. Letteachers know what you have available and offersuggestions for integrating media skills with theirinstructional units.Find Out WhatTs Happening in the Class-room. The media coordinator must understandwhat is taking place in the classroom. Plan sheetscan be distributed which teachers may use tokeep you aware of their activities, projects, andunits. Time must be scheduled with teachers forplanning. Talk with them informally. Attenddepartmental or curriculum meetings. Let themknow that you want to be involved in the instruc-tional process. Visiting the classroom is anotherway to learn about what is happening. Look atstudent projects and displays of their work, butnever let the teacher feel that you are spying.Determine Student Needs. The media coordi-nator and the teacher need to make an assess-ment of student needs to determine what mediaskills should be taught. A media skills test whichlooks at general knowledge, as well as specializedresources, is an excellent way to make thisassessment. It can also be used as a pretest/post-test. We developed our own media skills testwhich consists of three distinct sections. One sec-tion of questions concentrates on general knowl-edge of reference sources, the second group ofquestions covers knowledge of production re-sources and equipment, and the third set of ques-tions looks at specialized resources. The thirdsection of questions can be changed to cover eachof the different curriculum areas. Having themedia skills test on the computer makes changingthe third section of questions very easy. Plenty ofcommercial tests are available which could alsobe used. The September 1985 issue of SchoolLibrary Media Activities Monthly contains anarticle on commercial tests which are availablefor assessing student performance in media skills.Plan! Plan! Plan! The North Carolina Com-petency-Based Curriculum for Library/Mediaand Computer Skills, as well as subject area cur-riculum guides, should be used when decidingwhich skills to teach in relation to classroom con-cepts that are being taught. It is important tomake sure that faculty is aware of the State goalsfor Library/Media and Computer Skills.A variety of commercial aids is available tohelp in planning skills lessons. Instruction inSchool Library Media Center Use, edited by Tho-mas Hart, provides hundreds of sample activitiesand creative ideas for involving the media centerin the instructional program. Information isavailable on skills tests, strategies for teaching,and materials to aid in teaching skills, both printand nonprint.Phillip TurnerTs Helping Teachers Teach: ASchool Library Media SpecialistTs Role is anexcellent source for media coordinators who areinterested in becoming actively involved in cur-riculum planning. We found the sections on TestDesign, Needs Assessment, Activities Develop-ment, and Evaluation especially helpful. TheAppendix provides a sample unit complete withperformance objectives, a sample lesson plan, andevaluation strategies. The emphasis in TurnerTswork is placed on practical ways to help teacherscreate, implement, and evaluate instruction andmedia integration.Thomas Walker's and Kay MontgomeryTsTeaching Library Media Skills is designed for K-8but is certainly helpful in the secondary planningprocess. It emphasizes the importance of inte-grated library media instruction and offers anexcellent guide for implementing the program.Sample activities, outlines, and an extensive bibli-ography of materials are included.Teaching Library Skills and CurriculumInvolvement are two other publications whichmight be helpful. They are spiral-bound work-books which are available from Linworth Publish-ing. Teaching Library Skills offers actual ex-amples of classroom lessons and samples ofmaterials used. Curriculum Involvement looks atpractical, tested ideas for involving the mediacenter in the curriculum.Choose Best Format/Technique. When themedia coordinator has decided which skills are tobe taught, then he must make a decision concerningwhich media format or technique would workbest in presenting these skills to classes"slides,videotape, transparencies, hands-on, lecture, demon-strations, learning centers, etc. The learningcharacteristics and level of the students in theclass and the type of skills being taught will beimportant factors in making this decision. Theteacher will certainly be able to help determinethe studentsT learning characteristics and level.A successful media program...needs media skills teachingwhich is related to classroomactivities and integrated intothe curriculum.Spring 1988" 23

Provide for Evaluation. A method of evalua-tion to be used by students, as well as the mediacoordinator and the teacher, needs to be devel-oped. At East Mecklenburg we often use a briefevaluation form which the students complete fol-lowing special skills instruction. For those whomay fear the comments from students, we havefound they are much kinder to us than we are toourselves. Comparison of results on a pretest/-post test is certainly a good way for the mediacoordinator and the teacher to evaluate skillsteaching. Actual performance of students on fol-low-up activities is another evaluation tool.TurnerTs book may also prove helpful in develop-ing effective evaluations.Be Persistent. Once is never enough! Remem-ber that it takes time and effort to make it work.You may need to try different approaches. Do notget discouraged if the faculty fails to beat downyour door in response to your offers. It usuallytakes several contacts before teachers will agreeto try planning for skills teaching with you. A suc-cessful media program, however, needs mediaskills teaching which is related to classroom activ-ities and integrated into the curriculum.Examples of Skills IntegrationWe have used cooperative planning to inte-grate media skills in most curriculum areas atEast Mecklenburg. Below are some specific exam-ples which we have used successfully. The subjectarea, unit topic, and student concepts to be devel-oped are highlighted in each example. If themedia skills were coordinated with a specificassignment rather than the entire unit, the assign-ment is given.1. World History"Current Events (Length"One Quarter)Students© learn to plan and script videotaped news-cast of current events each week.© learn to use lettering tools to design theircredits for each videotape.@ learn to improve public speaking tech-niques and stage presence.2. Vocational Classes"Job Interview SkillsStudents© study job interview techniques in the class-room.© participate in videotaped job interviewconducted by community volunteer.® view and critique their interview.®@ repeat interview.© improve skills after viewing their firstreview.24"Spring 19883. Science/Chemistry"Scientific Discoveries/AchievementsAssignment"Students will research a scien-tist in relation to his discovery, theory, etc.Students@ learn skills in using specialized referencesources.@ learn skills in using ReadersT Guide.@ learn skills in using biographical sources"Current Biography, McGraw-Hill Encyclo-pedia of World Biography, Dictionary ofScientists, AsimovTs Biographical Encyclope-dia of Science and Technology, Concise Dic-tionary of Scientific Biography, etc.© learn skills in using microfilm/microfiche.SSThe media coordinator mustunderstand what is takingplace in the classroom.SS4. Science/Biology"DiseasesAssignment"Students will research a dis-ease"the symptoms, cures, etc.Students® learn skills in using medical dictionariesand encyclopedias.© use card catalog and Dewey areas, as wellas vertical file and human resource file, tolocate information.@ learn skills in using ReadersT Guide forlocating information on current topics"AIDS, anorexia, herpes, sickle cell, Tay Sachs,etc.® use SIRS collection.® learn skills in using microfilm/microfiche.5. English"Research Paper (Seniors)Assignment"Students will complete a re-search paper on the critical analysis of a Brit-ish authorTs works.Students© review outlining, forms for footnotes, bibli-ographies, etc., in classroom.© receive introduction to literary criticism inclassroom and media center,© receive instruction in using works contain-ing criticism"Contemporary Literary Criti-cism, British Writers, Critical Survey of LongFiction, MoultonTs Library of Literary Criti-cism, etc.® review skills on using ReadersT Guide toobtain reviews of an authorTs works.® receive introduction to Horizon index (finearts magazine).®receive introduction to New York Timesmicrofiche series"Great World Writers.

6. Competency Classes"Unit on Reading Charts,Tables, and MapsStudents@ use locally produced and commerciallyproduced transparencies to learn how tointerpret charts, tables, and maps.@ receive skills instruction in using atlases,geographical dictionaries, and indexes.® learn types of charts, maps, and tables(population, political, etc.).® complete activities which reinforce skillslearned in hands-on use of the sources.® use learning center to reinforce skills forindividual needs.(Learning center, visuals, and activities pre-pared by media coordinator.)7. Fashion Merchandising"Designers andTheir FashionsAssignment"Students will research a de-signerTs life and complete a project which willillustrate the fashions of the designer to otherclass members.Students® receive introduction to biographical sour-ces which include information about de-signers"Current Biography, etc.@ review use of ReadersT Guide.@ learn skills for making transparencies.® learn skills for using lettering tools.@ learn skills for slide/tape productions.Lesson Design FormatThe following is a sample lesson design for-mat for introducing media skills to secondarystudents. It could be used with different subjectmatter and adapted for use at any level.Objective(s):@ The student will use SIRS"Science volumesto locate information about a current subject.@ The student will locate and compareinformation from two different current sour-ces.® The student will cite these sources cor-rectly.Curriculum (subject area) Objective:This activity will be used in coordinationwith ascience unit focusing on current scien-tific research.Resources:Locally produced videotape, activity sheets,study guide folder, and SIRS Index, CrossReference Guide and notebooks of SIRS arti-cles.Instructional Role:The library media coordinator will intro-duce SIRS and teach the students the proce-dure for locating SIRS articles. Both thelibrary media coordinator and the classroomteacher will cooperatively assist the studentswith this assignment and activity. The class-room teacher will assign and supervise fol-low-up activities.... teaching skills in isolationdoes not work.Activity and Procedures for Completion:The library media coordinator will providethe students with a review of the ReadersTGuide, another source for locating currentinformation with which the students arealready familiar. The media coordinator willplay the videotape and check for understand-ing with a frame (fill-in the blank) exercisewhich will be graded.Transparencies will then be used to rein-force the studentsT understanding of the SIRSIndex and Cross Reference Guide bookletswhich are not covered in detail in the video.Students will complete the activity sheets oneach concept presented including an exerciseon citing SIRS articles correctly using theinformation in the study guide.Evaluation:Students will locate two articles in SIRS"Science on a current subject assigned by theteacher. Students will compare the informa-tion in these two articles in a two-page paperand write footnotes and bibliographic entriesfor the information.Student success in completing this assign-ment will be used to evaluate the lesson.Follow-Up:The students will use information from aSIRS"Science article as one source in aresearch paper which the teacher will assignlater.The students will locate information from aregular SJRS volume for an oral presentationon a related science topic (drugs, alcohol,health, etc.)Locally Produced MaterialsLocally produced transparencies, videotapes,and slides have proven most effective for ourskills teaching. They allow us to control the con-tent and selection of sources which are covered.We have developed lesson packages on severalskills, including production, specialized scienceresources, ReadersT Guide, and SIRS. Each pack-age includes a videotape, transparencies, lessonSpring 1988 "25

plan, activity sheets, and handouts. The lessonplan is a basic one which we can adapt andchange for different learning situations. The hand-outs are usually study guides and sample pages ofinformation from the sources. Our package onproduction includes procedures for designing dif-ferent projects which we present during the les-son.A good quality videotape requires much timein preparation. Slides are equally effective andallow for easier sequence changes than the video-tape. Additions and deletions of material are alsoeasier to make with slides. Our videotapes havebeen an effective way to present information tostudents who were absent during the lesson or forreview of material.Student Production of MediaStudent production of media needs to beintegrated into the curriculum, along with mediaskills for using certain print resources. In coordi-nating student production, supervision should bea team effort of the media coordinator and theclassroom teacher. The teacher can check con-tent accuracy while the media coordinator assistswith the production techniques and project ideas.The focus of the assignment should be the contentwith media production as the way of expressingthe information.The media coordinator and the teacher needto plan a step-by-step process for implementingthe projects including who will supervise eachstep. A check sheet with specific instructions foreach production process should be available as aguide for the students; however, encourage stu-dent creativity.At first, the media coordinator will probablyneed to take the lead in supervising studentmedia production. Teachers may be learning withthe students. As the teachers feel more comfort-able with production, they will become moreactively involved. Encourage them to do this.We have found that displays of student pro-jects in the media center turn out to be our mosteffective ones. They serve to encourage other stu-dents to use the production equipment, and theyremind teachers to include student media produc-tion in their units throughout the year.ReferencesCurriculum Involvement. Columbus, Ohio: Linworth Publishing,Inc. ($15.00)Hart, Thomas L., ed. Instruction in School Library Media CenterUse, 2nd ed. Chicago: American Library Association, 1985.($12.50)Teaching Library Skills. Columbus, Ohio: Linworth Publishing,Inc. ($15.00)Turner, Phillip M. Helping Teachers Teach: A School LibraryMedia SpecialistTs Role. Littleton, Colorado: LibrariesUnlimited, 1985. ($18.50)Walker, H. Thomas and Paula Kay Montgomery. TeachingLibrary Media Skills: An Instructional Program for Ele-mentary and Middle School Students. 2nd ed. Littleton,Colorado: Libraries Unlimited, 1983. ($19.50) alCc26" Spring 1988

PrincipalsT Views of theSchool Media CoordinatorBeth M. RountreeWhen school media coordinators look in theirmirrors, they see professionals who, in order ototake on more and more�! must let something elseg0. When school principals stand beside thosemedia coordinators and gaze into the same mir-rors, the reflections they see resemble those ofManagers who are ocaretakers of books, checkersin/out, runners of machines, and overseers ofMmedia.�2 Obviously, if the media coordinatorsmake no move to change the angle at which prin-Cipals are viewing them, and if the principalsinitiate no closer looks, then distortions will per-Sist.A former media coordinator who recentlywas hired as a school administrator found aninteresting reception waiting from the schoolTsMedia coordinator. Upon introduction, the mediaCoordinator said that she was delighted with thenew leadership of the school. She said it was osonice to have someone who understands theSchool library.� While that was flattering to therookie administrator, it was disturbing to theexperienced librarian. Is it still true that whatSchool library media oservice should be andwhether it is being well provided seems to be oflittle or no concern� to anyone outside the field?Sadly, that is just what a survey of the literaturereveals.It would be easy for media coordinators tothrow up their hands, attribute any difference inperception to ooutsiders� unconcerned, uncaringignorance, and say, oForget it;� but it would befoolish. First, if the library is not now functioningas the hub of the educational program as profes-Sionals believe it should be, and if the media co-ordinator adopts the oI canTt do anything about it�attitude, the program has no chance of assuminga position of strength in affecting childrenTs learn-ing. After all, as Ken Haycock wrote, oThe schoolPrincipal is the key player in seeing that a pro-gram is developed, supported, and enhanced.�4Secondly, the principal is charged with the eval-uation of school personnel. Whatever mediaeeBeth M. Rountree, a former school media coordinator, isAssistant Principal at Cotswold Elementary School in Char-lotte.coordinators can do to improve principalsT under-standing of media services may directly affect eval-uations of their positions. Third, Elnora Portteuswarned in 1978 that, if differences are notresolved, school library professionals could be indanger of losing their position in the educationsetting altogether.®How principals see media coordinators al-most a decade after PortteusT warning can furnishadvice to those who want both security and sup-port. To find out their perceptions, the writerconducted an informal survey and interviewswith North Carolina principals during the fall andwinter of 1987-88. (See Figure 1.) Principals, itwas found, give more credit to media coordina-tors than the child who asks, oDo you have to go toschool to be a library teacher?� However, whensuch comments as oMedia Coordinators needwhole courses on people skillsT and they areototally inflexible in the school program� are stillheard today, there is little room for comfort. ThePortteus warning is still viable.In order to change the school administratorsTperception of media coordinators for the good ofthe total school program, a majority of principalsinterviewed suggested a more active public rela-tions program. When asked what advice theywould give the media coordinator, they men-tioned, repeatedly, reaching beyond the mediacenter walls. This step also has been promoted byMargaret Tassia.6 One principal told the inter-viewer that oenthusiasm� and oenergy� wereextremely important to oshow,� and that themedia program needs to be osold.� Ken Haycockemphatically agrees with this position, stressingthat, oWe must become advocates for our pro-grams; there is no question of this.�T Kieth Wright,writing as a library educator, concurs: oIn termsof the need to work successfully in service institu-tions ~marketingT their services in the public sec-tor, human relations/communications skills areessential.�® He identifies a national trend ofrenewed emphasis on those skills in library edu-cation programs.While principals may be pleased to learn ofthat trend, they are more concerned with presentSpring 1988 " 27

omarketing� in their own schools. In interviewsand on the surveys this winter, they offered thefollowing suggestions which practicing mediacoordinators may find enlightening, not becauseof their originality, but because of their familiar-ity:1. Become involved in individual classroomactivities.2. Prepare a regular newsletter for thefaculty.3. Make a habit of communicating withteachers about curricular needs through bul-letins, sign-up sheets, etc.One principal seemed to summarize remarksby the others by recommending that the mediaspecialist obe more assertively/actively involved inthe curriculum.�Suggestions from the library field echo theprincipalsT ideas. Tassia has compiled a series ofactivities for media coordinators who want toimprove communication. Among them are news-letters, library bulletins, in-service activities, dia-ries, puzzles from book jacket covers, displays,and surveys.® Barbara Stripling, similarly, recom-mends needs assessments for faculty and stu-dents, monthly reports, new book displays, bul-letin boards, and teacher forms. Her heading forthose ideas is sure to make the busy media co-ordinator smile (perhaps sadly): oincreasing vis-ibility� of managerial work.!° Baeckler andLarsonTs GO, PEP, and POP provides a number ofvery lively ideas for a public relations programsure to please principals"! and to help achieve thepublic relations goal of creating among ovariouspublics an understanding and appreciation ...that will result in ongoing commitment and sup-port.�!2Surveyed/interviewedprincipals perceive that themedia coordinator is notfocusing on instructionaldevelopment.If, then, administrators and the library pro-fession are in agreement that public relationsskills are important to the successful schoollibrary media coordinator, one might well ask,where is the problem? The public relations prob-lem is one of degree. But there is another. Sur-veyed/interviewed principals perceive that themedia coordinator is not focusing on instruc-28" Spring 1988tional development. Of note is their repeated useof words like ocurriculum,� oclassroom,� ointe-grated learning,� and oteaching,� all the whilerecommending some of the same vehicles forachieving those ends as are found in the writingon public relations. Their accolades, withoutexception, went to media coordinators who intheir views, made curriculum planning a majorpart of their responsibilities.If school library media coordinators (SLMC)now examine themselves and see that instruc-tional development"that is, odirect involvementby the SLMC in the curriculum at all stages, fromneeds assessment to evaluation�!®"is already amajor focus of their programs, then the literatureon library public relations should provide morethan enough suggestions to present their pro-gram and, ultimately, themselves more favorablyto the school administration. If, on the otherhand, media coordinators engage in self-exami-nation and discover that the total school curricu-lum is not their emphasis, they have at least twochoices: 1) use a public relations blitz in an effortto sell the program as is, or 2) accept an instruc-tional leadership role as did Barbara StriplingC~All right, all right, T'm convinced.�) and followthe recommendation of Stripling, Turner andNaumer, and others to sharpen their instruc-tional development focus.Turner and Naumer describe an outcomes-based model they have created which maps theway toward higher involvement in instructionaldevelopment.!5 They cite four levels of presentinvolvement by media coordinators, ranging fromonot involved� at the lowest to oaction/education�at the highest. They note that few media coordi-nators will find themselves in the lowest rangesince they do many instructional developmentactivities without even realizing it. Their secondlevel is called opassive participation� (obusiness asusual�) or as one principal described it, oa ten-dency to ~lay back.T� The third level of Turner andNaumerTs hierarchy of participation in instruc-tional development is labeled oreaction.� It refersto the program in which it is required that some-one else initiate a request for response (oITm doingthis... Help me find ...�) Their highest level, oaction/education,� is the one which interviewed princi-pals would like their media coordinators to reach.According to Turner and Naumer it is a worthygoal, for only when all instructional leaders rec-ognize the importance of instructional in-volvement by the media coordinator will themedia center truly become the center of theinstructional program, the hub of the school sooften described.

Naylor and Jenkins, in their 1985 study toexplore principalsT perceptions of media coordi-nators and the sources of those perceptions,found an interesting phenomenon. They dis-covered that half the principals in their sampleodefined climate in terms of physical facilities andattractiveness,� while the other half defined it ointerms of interaction between people.�!6 Thosewho viewed the media center in human inter-action terms also viewed the media coordinatoras an instructional resource. Naylor and Jenkinspostulate that this difference may reflect princi-palsT perception of their own role, that is, asinstructional leader. With the current nationalfervor toward effective schools, and its corres-ponding emphasis on principals as the instruc-tional leaders of those schools, one finds one morereason for the media specialist to oassume a will-ingness to reach for acceptance as an instruc-tional leader�!T in his/her own right.With both public relations and instructionaldevelopment activities, media coordinators cando much to improve their image to principals.Probably, however, some resistance will remainbecause media coordinators feel overworkedalready and may be reluctant to add one moreresponsibility to an already overloaded job de-Scription. Secondly, they may feel principalsShould initiate some changes in understanding.To the first, the response comes from Naylorand Jenkins, who challenge the media coordina-tor oto stop viewing the media center as anotherhome for ~womanTs workT (no matter how muchthere is to keep clean and organized ... ). Thatattitude wins less praise than performing thetasks of an instructional leader in the school.�}8Figure 1.Principal SurveyUse the space below each question to respondin a word, phrase, or sentence(s).1. How would you rate your school media coordi-nator in overall effectiveness?2. What are some of the things your media coordi-nator is now doing that you wish him/her tocontinue?3. If you couild give the media coordinator someadvice, what would it be?4. List some things you believe the media coordi-nator should be doing that he/she is not nowdoing that would improve the total school pro-gram.5. If you could change one thing about mediacoordinatorsT training or performance, whatwould it be?6. Other comments.To the second, responses can be read in Haycock,Stripling, and others; but the best may well comefrom the U.S. capitalist system. If a product is tobe sold, the owner of the product initiates theadvertising campaign. In this case, the owner, i.e.,the media coordinator, has an oadvertising firm�already established. Research indicates that prin-cipalsT perceptions of media coordinators areformed in three major ways, but the most impor-tant of them is the reporting done by media spe-cialists themselves.!9Although the perception principals have ofmedia coordinators in 1988 is not overwhelminglyflattering, their vision of the ideal is obtainable. Ifcurriculum planning is not now a major priorityof the media coordinator, it can become one. If itis now at the center of activities but the principalis not aware of it, then public relations proce-dures, including simply giving the principal accu-rate information, will help the image. It appears,unmistakably, to be a win-win situation.References1. Alice P. Naylor and Kenneth D. Jenkins, oAn Investigation intothe Perceptions Principals Hold of Media Specialists,� (unpub-lished report, Center on Excellence in Teacher Education,Appalachian State University, 1985), 1.2. Kim Shorter, oPrincipalsT Perceptions of Media SpecialistsTRoles and Functions,� Excellence in Teacher Education News-letter 1 (1985): 3.3. Naylor and Jenkins, 4.4. Ken Haycock, oStrengthening the Foundations for Teacher-Librarianship,� School Library Media Quarterly 13 (Spring1985): 104.5. Elnora M. Portteus, oSupervisory Interface: Reality andAction,� Drexel Library Quarterly 14 (July 1978): 65-77.6. Margaret R. Tassia, oIdea Exchange,� School Library MediaQuarterly 12 (Winter 1984): 167-173.7. Haycock, 109.8. Kieth Wright, oEducating Librarians about Service to SpecialGroups: The Emergence of Disabled Persons into the Main-stream,� North Carolina Libraries 45 (Summer 1987): 81.9. Tassia, 167-168.10. Barbara Stripling, oWhat Price ID? A Practical Approach to aPersonal Dilemma,� School Library Media Quarterly 12(Summer 1984): 290-296.11. Virginia Baeckler and Linda Larson, GO, PEP, and POP!: 250Tested Ideas for Lively Libraries (New York: Unabashed Librar-ian, 1976).12. William O. Harper, oComponents of a Model Public RelationsProgram,� New Directions for Community Colleges 20 (Winter1977): 1.13. Stripling, 290.14. Ibid.15. Philip M. Turner and Janet N. Naumer, oMapping the Waytoward Instructional Design Consultation by the School LibraryMedia Specialist,� School Library Media Quarterly 12 (Fall1983): 29-37.16. Naylor and Jenkins, 33.17. Ibid. 38.18. Ibid. Nn)19. Ibid. 34.Spring 1988 " 29

Role of Computers in theSchool Media CenterKenneth M. RollinsTechnology is of major concern to the mod-ern school media coordinator. Each new technol-ogy generates new challenges and opportunitiesfor the media professional. While computer tech-nology is no longer new, its potential benefits toschool media center patrons and staff alike haveyet to be completely realized. Computers cansupply information and enjoyment, and cangreatly enhance the teaching process. They arebecoming an integral part of the educationalscene, and it seems logical that they should bepresent in the media center, and that the mediacoordinator should be responsible for facilitatingtheir use.This article is an attempt to describe the roleof computers in the school media center. It isbased on the writerTs experience with schoolmedia centers in North Carolina in general andthe sixteen local education agencies in the north-east Region in particular. The media program atCape Hatteras School in Buxton, N.C., under thedirection of media coordinator Nancy Cowal, isused as an example. The writer believes that thegeneral principles expressed in this article repre-sent good practices anywhere.The Computer as an Instructional ResourceAt Cape Hatteras School the media programfor using the computer as an instructional tool isdirected toward both teachers and students. Themedia coordinator serves on the committeewhich developed and oversees the school compu-ter plan. The media center makes software pack-ages available for preview by the faculty, and thecoordinator assists in the selection and acquisi-tion of new materials. Once materials are ac-quired and cataloged the role of the mediacoordinator is to facilitate their use. She leadsgrade-level information meetings which keep theclassroom teachers abreast of the new softwareand hardware which is available, conducts newKenneth M. Rollins is the Coordinator of School Media Pro-grams at the Northeast Regional Education Center in Wil-liamston, N.C.30"Spring 1988software and hardware demonstrations, and pro-vides mini-workshops dealing with the applica-tion of the software to particular situations.Copies of the Minnesota Educational ComputingConsortium (MECC) software are available forteachers, and assistance is provided in using thepackages creatively in the classroom. The schedul-ing of computer hardware for use in individualrooms and the compilation of appropriate soft-ware bibliographies are other services offered tothe faculty by media center personnel.Students are provided services which aremore instructional in nature. Three computersare set up in the center for student use. Themedia coordinator provides individual assistanceto students in grades eight through twelve inword processing, data base searching and graphicproduction. Using the objectives found in theTeacher Handbook, the media coordinator pro-vides both small and large group instruction onsuch topics as introduction to computer use, key-boarding, and simple programming. Classroomteachers are involved in teaching computer con-cepts in the classroom or in the computer lab.Activities which take place in the media centerare supplemental to classroom work and insurethat skills presented in the Teacher Handbook areacquired sequentially by the students at theproper grade level.HardwareAn important role of the school media centeris to maintain and schedule the use of equipmentnecessary for efficient and effective classroominstruction. Computer hardware should betreated by the media center in the same way asany other classroom resource.Cape Hatteras School uses labs as its majorcomputer teaching tool. Instruction about thecomputer and courseware related to the curricu-lum is introduced to students individually and ingroups in the lab. The media coordinator sche-dules and supplies the equipment for labs, as wellas providing at least one computer which can beeasily transported to classrooms and used byteachers with minimum setup time.

SoftwareThe media coordinatorTs responsibility formaintaining the resources necessary to supportthe curriculum includes a role in the selection,cataloging, processing, and scheduling of compu-ter software. It is helpful for the center to main-tain a separate software catalog as well as enter-ing these materials in the main card catalog.As the media coordinator strives to attain theobjectives for school media programs listed inSchool Media Program Recommendations, shemust develop the philosophy that computers andtheir accompanying software are to be managedand used just as any other medium. The mediacoordinator should assist the student in search-ing all forms of media, including computer soft-ware, in order to find the appropriate material toaccomplish the task at hand, and should be pre-pared to give instructions in operating the neces-sary equipment, including computers.While the task of teaching about computersmay not be primarily a media center function, theNorth Carolina Teacher Handbook does listObjectives which deal with computers in the sec-tion on Educational Media and Computers. Themedia coordinator should strive to ensure that allstudents in each grade level have a workingknowledge of the skills listed. The major responsi-bility of the media coordinator in teaching aboutcomputers should be to fill the gaps that are dis-covered and to coordinate the efforts of class-room teachers so that all objectives listed in TheTeacher Handbook are met for each student.The Computer as a Research ToolThe Cape Hatteras School media programviews the computer as a research tool. All soft-ware owned by the school is represented in thecard catalog so that students may use the mate-rials when writing papers or doing research.Computer data bases, including an informationfile, software file, fiction books, and some periodi-cals, are provided for student and teacher use. Inaddition to the data bases the center provides acomputer which is equipped with a modem forelectronic communication. The center is a mem-ber of Western Carolina UniversityTs MICRONETnetwork. This network allows information ex-change with other members as well as communi-cation with professors at WCU. Other featuresinclude interest area conferencing and answeringquestions on math and science projects. Plans arebeing discussed to subscribe to a commercial database service to allow online searching for researcharticles.In the oreal world� computer research israpidly becoming a reality. The physical distancethat once separated researchers and researchmaterials is fast disappearing with the advent oflarge data bases and search systems. Since one ofour responsibilities as educators is to insure thatstudents are ready to function in the world out-side of the school, it is necessary that we acquaintthem with the process of online searchingthrough the use of such agencies as DIALOG, BRS,or other commercial data bases. At a minimum,we should create an artificial environment whichwould simulate online searching.The Computer as an Administrative ToolThe media center coordinator at Cape Hatte-ras utilizes the computer to assist in clerical andadministrative tasks. Though the media center isnot automated, many on-going tasks are accom-plished by using various programs. Data basesand templates from such programs as PFS andAPPLEWORKS are also used. Currently the wordprocessor is being used for newsletters, memos,correspodence, and for producing materials forpresentations. The media coordinator producespurchase orders, budgets, media center sche-dules, and catalog cards using the computer.Overdue notices and bibliographies are generatedfrom data bases which were compiled by the cen-ter personnel. The equipment inventory is keptusing a simple data base which shortens the timeand effort needed to produce reports during theyear. Thought is currently being given to acquiringa complete library automation package.School media coordinators have been givenmore and more responsibility over the past fewyears. Computers must be used to accomplish theclerical tasks and the repetitive activities that areinherent in the overall program. Planning for theuse of the computer as an administrative toolrequires that the entire program be analyzed todetermine where the computer can enhance theprogram and save time. It is important that oneask the following questions when determiningwhether to automate a center function:1. Will it save time?2. Will it allow me to be more effective?3. Will it allow me to do something of impor-tance that I cannot already do?4. Will it be economically feasible?If at least one of the questions cannot beanswered affirmatively, the process should not beundertaken. One must recognize that time mustbe invested in order to save time in the future.This fact must be a basic assumption when mak-Spring 1988"31

ing decisions concerning automation and compu-terization.ConclusionComputers are a fact of life in todayTs schools.It is extremely important that school media co-ordinators understand their role in dealing withthem in an effective and positive way. Looking atthe centerTs role in the educational process is afirst step in determining just how computersshould be incorporated into media center activi-ties.One should be aware of three major functionsof the computer:1. The computer as an instructional resource2. The computer as a research tool3. The computer as an administrative toolIt is the professional responsibility of all edu-cators to continue to explore ways to provide bet-ter services to students. As you analyze yourindividual situation keep in mind that completeautomation may not be the answer to all of theproblems in your school. The responsibilitieswhich are designated to the center staff varygreatly from school to school. The size of the stu-dent body, grade levels served, size of the collec-tion, and the organization of the media centerTsstaff should all influence decisions about automa-tion.Remember, if you canTt do something moreefficiently, more effectively, or more economicallyby using the computer, then donTt use the compu-ter for that task. You must also remember thatyou must invest time now in order to have moretime in the future. You must study, You mustapply computer technology, and You and Yourstudents will reap the rewards.ReferencesInterview with Nancy Cowal, media coordinator, Cape HatterasSchool, Buxton, North Carolina, December 1987.Media Program Recommendations. Raleigh, North Carolina:Educational Media and Technology Services, State Depart-ment of Public Instruction, 1987.North Carolina Standard Course of Study and Introduction tothe Competency-Based Curriculum. North Carolina: NorthCarolina State Department of Public Instruction, 1985.Teacher Handbook, Library Media & Computer Skills K-12.Raleigh, North Carolina: North Carolina State Departmentof Public Instruction, 1985. alNational Library WeekApril 17-23Any Place, Any Time, Reading Time depicts different settings in which book lovers enjoy their favorite pastime in the ChildrenTs BookCouncilTs new reading encouragement poster series. Full-color, 11%� x 17� posters by Rosemary Wells of the bathtub (top) and thebedroom (bottom) are part of a humorous eight-poster set that includes two posters each by Nancy Carlson, Loreen Leedy, Emily ArnoldMcCully, and Rosemary Wells. For a full-color brochure that includes price and ordering information, send a stamped (1 oz. postage),self-addressed, #10 envelope to: CBC, P.O. Box 706, 67 Irving Place, New York, NY 10276.32"Spring 1988

Homework Help: Problem-Solvingthrough CommunicationDuncan Smith, Lynda Fowler, and Alan TeasleyWhen it happens, it isnTt pleasant. The voiceon the other end of the line cracks with emotion.oAre you the social studies supervisor? Wehave a little problem down here at the referencedesk of the public library. Mrs. Whippet at Sole-noid Junior High told her students to bring in alist of the cabinet members tomorrow, and if theydidnTt know them, they could call the publiclibrary to find out. Do you know how much timeit takes to read that list over the phone for 122Students?�oHello, reference desk? My sonTs term paperts due tomorrow, and he needs one more maga-zine reference on the dark comedies of Shakes-peare. Could you go over to the ReaderTs Guideand just give me one over the phone? As it is, we'llnever get this thing typed by the morning.�oBut, Susie, I know the school library hasplenty of books on spiders. Maybe somebody justchecked out all of them. No, I won't change thetopic of the class research project. Just go down tothe public library. I bet they have lots of books onspiders. And Susie, donTt call me at home.�oMr. Bloodless, I did go to the public librarylast night, and they said they donTt have anyScholarly journal articles on Thoreau. Do I stillhave to have three of those?�The homework problems outlined above arereally communications problems. Teachers havetraditionally viewed a homework assignment as aContract between the teacher and the student. Inactuality, however, several other individuals maybe involved in the completion of a homeworkassignment, particularly when the homeworkrequires the student to engage in library research.Research assignments can involve not only theteacher and the student but also the school mediaCoordinator, other faculty members, the studentTsParents, public librarians, and other members ofenDuncan Smith is Coordinator of the North Carolina LibraryStaff Development Program for the School of Library andInformation Sciences, North Carolina Central University,Durham. Lynda Fowler is Director of Media Services and AlanTeasley is Coordinator of English and Social Studies, Grades7-12 for the Durham County Schools.the community (for example, local travel agentsare often inundated with requests for pamphletsas a result of geography assignments).This proliferation of players is only part ofthe problem. Each one of the individuals men-tioned above deals with homework in very differ-ent ways and may have different goals in seeingthe assignment through to completion. Theteacher makes a homework assignment to rein-force skills or to give students practice in locating,comprehending, and internalizing information.The student may view homework from one of sev-eral perspectives"as a learning experience, as atask to be completed as soon as possible with aslittle effort as possible, or as a means of exactingrevenge on adults by ignoring the task altogether.For school media coordinators, who often love todo reference work themselves, research assign-ments can be their most rewarding challenge or, ifthey have no advance notice of the assignment orthe teacherTs objectives, their worst nightmare.Parents want to help students get the best gradespossible, but they may view research homeworkas obusy work� assigned by a lazy teacher, onemore indication of the sorry state of public educa-tion. Community resource people, such as a pub-lic librarian or a travel agent, want to helpstudents but look on in dismay as their limitedmaterials are depleted. What may begin as a sin-cere effort on the part of the teacher to teach aresearch skill soon becomes a complicated tangle.As long as the individuals involved in thehomework tangle see only their own perspectives,the problem will recur. It helps to view homeworkas a system. The homework system is not only acontract between a teacher and a student, but acontract among all of the individuals affected bythe assignment. These can include a variety ofindividuals from several different organizations,some of which may not be affiliated with a com-munityTs formal educational system. Unless eachof the participants in a specific homework assign-ment sees the entire system, each one will con-tinue to have unreasonable expectations of theother individuals involved. A teacher does notunderstand why the student cannot obtain aSpring 1988" 33

copy of a required reading, the school mediacoordinator does not understand why the stu-dent waited until the last minute, the studentdoes not understand why the public library doesnot have the books needed to complete theassignment, and the parent does not understandwhy the public librarian does not know what isgoing on in the school system.The result of this lack of communicationamong the agents in the homework system is thatall parties miss opportunities to learn valuablelessons about how to find answers to questions.Instead of learning how to locate, evaluate, andassimilate information, the student learns thatthe system, specifically the classroom and thelibrary parts of the system, does not work. Theonly thing inappropriate and ill-planned home-work assignments teach students about mediacenters or public libraries is that these institu-tions do not have the help students need.A Process for Addressing the ProblemIn order to address this problem, the DurhamCounty Schools and the North Carolina LibraryStaff Development Program conducted a work-shop entitled oHomework Help� on Monday, May4, 1987, at North Carolina Central UniversityTsSchool of Library and Information Sciences. Thepurpose of this workshop was to provide teachers,school media coordinators, and other area librar-ians with an opportunity to discuss homeworkand to brainstorm solutions to the problemsassociated with library assignments. Twenty-sixindividuals participated in this program, includ-ing teachers and school media coordinators fromDurham County secondary schools, members ofthe Durham County SchoolsT central office staff,librarians from the Durham County Public Li-brary, and a librarian from North Carolina Cen-tral University.The morning portion of the workshop wasdevoted to brief presentations by a representativeof each of the following groups: teachers, schoolmedia coordinators, and public librarians. Since anumber of the participants were also parents,they were able to represent that perspective aswell. Each presentation focused on that group'sunderstanding of homework, problems or issuesrelating to homework, suggestions for coping withhomework-related problems, and requests forinformation from each of the other groups in thehomework system. The result of this section of theworkshop was that all three groups achieved agreater understanding of how their actionsaffected members of the other groups. Teachers,for example, assuming that their students were34"Spring 1988using the school media center to completeresearch assignments, were frequently surprisedto find that their students used the public libraryinstead. Teachers were even more amazed to dis-cover that students frequently sent an oemissary�(usually a parent) to the library to do the assign-ment for the student. Public librarians learnedthat the major goal of many homework assign-ments was the search process itself, not just theinformation, and that by providing answersdirectly to the student, librarians were unwit-tingly circumventing the teacher's objective.School media people learned that students werehaving to go to the public library to completeassignments that could be done more successfullyat the school, because school media centers werenot open at times that were convenient to stu-dents.Prone Fa Ni Rieti Bae sco rans akThe homework system is notonly a contract between ateacher and a student, but acontract among all of theindividuals affected by theassignment.SSThe second portion of the workshop focusedon another major issue for libraries in the area ofhomework: the abuse of limited resources. Fre-quently an entire class is given a research assign-ment on the same topic, which can result in only afew students getting access to a libraryTs resour-ces. If one or two students manage to check outall of the circulating books on an assigned topic,they leave their classmates without resources.Another consequence of the single-topic assign-ment is that a libraryTs reference materials andmagazines are damaged when desperate studentstear out pages containing information related tothe assignment.The afternoon portion of the workshopfocused on the development of two sets of guide-lines dealing with ways to make more effective useof the school media center and other communitylibraries in regard to homework. These guidelineswere developed by group brainstorming, negotia-tion, and consensus. Workshop participantssought to make these guidelines practical, easy tounderstand, and positive in tone. The groupnamed the resulting documents oTips for Success(to the Teacher)�"which encourages teachers toplan their research assignments carefully"andoTips for Success (to the Student)T"which con-tains helpful hints for both students and their

parents. Copies of these documents appear at theend of this article.The workshop received positive evaluationsfrom its participants. All participants stated thatthey had a fuller understanding of homework,that they appreciated the opportunity to hear allpoints of view on the homework issue, and thatthey would try to communicate more effectivelywith their colleagues on future homework assignments.Disseminating the DocumentsTo implement the recommendations of theHomework Help workshop, the director of mediaservices in the Durham County school system dis-tributed copies of oTips for Success (to the Stu-dent)� to each school principal. Secondary schoolprincipals were asked to include this one-pagedocument in student handbooks for the 1987-88school year. Elementary school principals wereasked to include the document in informationsent home to parents at the beginning of theschool year. All principals were asked to distrib-ute copies of oTips for Success (to the Teacher)� toall teachers and to include these guidelines in allfuture editions of their teacher handbooks.Copies of the two documents were also sentto all media coordinators and to all secondaryEnglish and social studies department chairs.These teachers were asked to share the informa-tion with members of their departments and toencourage teachers to make the guidelines part oftheir normal procedure for giving research assign-ments. Teachers were urged to use the studentoTips� as part of their student orientation eachyear.Future ImplementationAlthough the development and dissemina-tion of the two documents are steps toward alle-viating homework problems, they do not ensuremeaningful, problem-free research assignmentsfor all students. Continuous attention and rein-forcement of the guidelines are necessary toaccomplish the goals of the original workshop. Werecommend the following additional implementa-tion stragegies:1. Develop an attractive brochure from theoTips for Success� handouts. Have copies availablein all school media centers and public libraries toserve as a guide to students completing researchassignments. Produce a poster outlining the stu-dent tips and place the poster in every classroom,media center, and library throughout the county.2. Offer workshops or informal sessions toteachers to assist them in designing appropriateresearch assignments. As Michael Marland haswritten, oThe most important part of a resourcecenter is neither the resources nor the staff, butthe assignment set by the teachers.� ! In theseworkshops, emphasize the need for workingclosely with media coordinators and public librar-ians well in advance of a major research assign-ment.Teachers were ... amazed todiscover that studentsfrequently sent an oemissary�(usually a parent) to thelibrary to do the assignment...3. Develop a model oaction sheet� for teachersto complete and give to students when they makeresearch assignments. A good action sheet willcontain the objectives and purpose of the assign-ment, steps to follow in the research process,resources to consult (and to avoid), the formatfor the final report, the preferred system for doc-umenting sources, the criteria by which theassignment will be evaluated, and a timeline forall stages of the project. Committees of teacherscould develop different action sheets for short-and long-term research assignments, for varioussubject areas, and for different age levels.ConclusionThis article has outlined the steps taken byone team of concerned professionals to addresssome of the problems of homework. Our experi-ence has been that no single group working inisolation can solve these problems. The success ofDurham County's Homework Help workshop,however, does indicate that providing an oppor-tunity for all parties concerned to meet togetherand discuss homework issues can have beneficial .results. Communication and cooperation foster agreater understanding of the real issues involvedin homework assignments and result in a morepositive experience for the most important par-ticipants in the homework system"the students.References1. Michael Marland, oLibraries, Learning, and the Whole School,�Emergency Librarian (November/December 1987): 9-14.Copies of articles from thispublication are now available fromthe UMI Article Clearinghouse.Mail to: University Microfilms International300 North Zeeb Road, Box 91 Ann Arbor, MI 48106Spring 1988 " 35

Durham County SchoolsLibrary Assignments: Tips for Success(To the Teacher)In the past, some of our students have expe-rienced frustration in using the public library andschool media centers to complete research assign-ments. Aspects of this problem include limitedmedia collections, unrealistic assignments, stu-dent confusion, and overworked library staffs, butthe underlying source of the problem is a failureof communication among three groups: teachers,students (and their parents), and library person-nel. So that you may more effectively teach yourstudents research skills, a committee of teachers,school media coordinators, and public librarianshas published these guidelines.1. Design Appropriate Assignments.A. Identify the purpose for each researchassignment. Are you making the assignment inorder to teach the process of research or in orderfor the student to collect a specific body of infor-mation? Do you want your students to learn touse a particular type of reference material or toexplore several types in the pursuit of one topic?B. Does your school media center have ade-quate materials for all of your students to com-plete this assignment, or will your students need| WHOLESALEWHOLESALEPAPERBACKS* 25% Discount* Classroom Adoptions* Free Teacher Guides* New/Individual Titles* Qualified RIF °Distributor(special discounts)* Hard Back Binding for Paperbacks|||LARGE INVENTORYClaudia Vielkanowitz, President8 years experience as School LibrarianBOOK FARE, INC.12-F Wendy CourtGreensboro, N.C. 27409(919) 292-0151Member: Educational Paperback Association{ coon | | eae | | oman | cman}36"Spring 1988to go to the public library? Often, the most suc-cessful research assignments are those which canbe done during class time in the school mediacenter. If the students will need to go to the publiclibrary, make sure they are likely to be able to findmaterials there.C. What form will the studentTs final producttake? Will the student produce a paper, an oralreport, or some other product? Clearly describethe assignment to the students; show them anexample if at all possible.D. Type up the assignment on a handout.Include topic possibilities, description of the finalproduct, parameters such as length and format,type of resources they should use, a time line ofintermediate deadlines, and the final due date ofthe project. Give a copy to each student (foryounger students, you may even want to have aparent sign the sheet to indicate the parent isaware of the assignment). Also send a copy toyour school media coordinator. If there is anychance your students may be using the publiclibrary, send a copy to the reference librarian atany branch the students are likely to use.2. Plan Ahead and Provide Time. Stagger majorresearch assignments with your colleagues sothat students will not have more than one at atime and so that the media center resources willnot be depleted. Give the students adequate timeto get to the public library. (Remember that notall students have ready transportation to thelibrary.)3. Consult with your School Media CoordinatorDuring All Stages of the Process. As you aredesigning your assignment, the media coordina-tor can tell you whether the media collection cansupport the assignment. The coordinator can alsosuggest types of reference materials that will beuseful to your students. Given enough lead time,the coordinator can pull together materials on agiven topic so that your students will be able towork more efficiently during the media centertime. School media coordinators can also assistyou in teaching media skills.4. Provide Opportunities for the Students to Workin the School Media Center. Problems arise whenstudents are required to do all of the work on aresearch project outside of class. Some studentscanTt get to the library; others get there aftersomeone else has checked out all of the materialson a particular topic. Some students will send anoemissary� (usually a parent) to do the work forthe student. Students may enlist more help from a

librarian than you would like. Students have evenbeen known to oresubmit� someone elseTs pre-viously submitted work! Remember, there is nosubstitute for having the students do the work infront of you!5. Make Effective Use of the Public Library. Ifyour students need to use the public library, makesure they know the rules, procedures, and hoursof the branches they will use. The libraries arequite willing to send this information to you. Con-sider including it in the written copy of theassignment. Take time to discuss with the librar-ians how you would prefer them to help your stu-dents. Make sure that both students and librar-ians know what is oappropriate help� and what isodoing it for them.� Make sure the students under-stand exactly what their responsibility is.6. Stress Student Accountability During theProcess. Include intermediate deadlines through-out the period of the assignment. You might wantto count these oprocess� assignments as a part ofthe final grade.7. Evaluate the Project. After all of the assign-ments are in and graded, reflect on the entire proj-ect. What problems did the students have? Wereadequate materials available? What problems didthe media support people have? What problemsdid you have? Did the students produce the prod-ucts you wanted? What will you do differentlynext time? Record these reflections so that youcan consult them when you plan this assignmentagain next year.Durham County SchoolsLibrary Assignments: Tips for Success(To the Student)From time to time your teachers will give youan assignment that requires you to use yourschool media center or the public library. So thatyou will succeed in your quest, some teachers andlibrarians have written this guide.1. Understand the Assignment. Know exactlywhat your teacher expects you to do. Be sure youunderstand what your finished product will be(itTs usually a written or oral report). Know whattype of reference materials you will need (books,encyclopedias, magazine articles, for example)and have some idea of the topic you wish toexplore. If your teacher has given you a writtencopy of the assignment, BRING THIS SHEETWITH YOU TO THE LIBRARY.2. Plan Ahead. Know your deadline and makeplans to go to the library as far in advance as youcan. DonTt wait until the day before your report isdue!3. Set a Goal for Each Visit. DonTt expect to beable to do the whole assignment in one visit. Yourgoal might be to find three books on your topicand check them out or to find five magazine arti-cles and take notes on them. Another goal mightbe to find the answer to a certain number of ques-tions you have developed. When you set a goal,you feel much better about the amount of workyou've done. Setting a goal also saves you timebecause you donTt wander around wonderingwhat to do next.4. Come Prepared. Library research can take a lotof time, so plan to come and stay for a while (atleast an hour). Be sure to bring the materials youwill need:your library cardpencil or penplenty of paper or notecardsmoney for the copier (oXerox�)a copy of the assignmentany textbooks that will help you5. Know and Respect Library Rules. The proce-dures may differ from one library to another butalmost all libraries ask you to work quietly,respect all library staff and equipment, take careof the materials you use and return them to thedesignated area. If you check out materials, takecare of them and return them on time so thatother patrons can use them.6. Ask for Help. If you are unsure about a proce-dure or the location of certain materials, ask oneof the librarians. Each is specially trained to findinformation in a wide variety of sources. If youdonTt know how to use a particular kind of refer-ence material, ask at the reference desk. A refer-ence librarian will tell you how to use it.(Remember, however, that public librarians oftendo not have time to teach everyone to use allkinds of reference materials. If you need moreinstruction than just quick directions, you mayneed to ask your teacher or your school mediacoordinator. )If at any time you run into difficulty, be sureto let your teacher or school media coordinatorknow. Your media coordinator may be able tohelp you find materials. Your teacher may be ableto adapt the assignment to the materials you canfind and to suggest ways to solve the problemsyoure having with organizing or writing thereport. alSpring 1988 "37

The Use and Awareness of GovernmentPublications by High School LibrariansDonna SeymourSo little has been written on the use of federaland state documents in public high schools thatwe set out to determine the current status of theuse of documents in North CarolinaTs public highschool libraries. The results of this study reveal anunfortunate and continuing trend, first noted byEliza Ross Good in her 1965 study of a similartopic. The situation appears to be the same todayas it was twenty years ago: public high schoollibrarians in North Carolina do not possess suffi-cient knowledge of government publications topromote their effective use in the public highschools.While professional journals, conferences, andworkshops often provide information to highschool librarians seeking help in media selectionand use, there are formal agencies that areresponsible for assisting these professionals inmeeting their obligations. One such agency is theNorth Carolina Department of Public Instruction,which assists school librarians with media selec-tion by encouraging them to consult the depart-mentTs own bibliographies, as well as_bibli-ographies and reviews available through com-mercial sources. In addition, the Department ofPublic Instruction provides educators and librar-ians with Advisory Lists of Instructional Media.These lists, organized by subject area, containreviews of items evaluated and approved byNorth Carolina educators as appropriate for K-12instruction. Government publications are not gen-erally, if ever, reviewed for inclusion on the Advi-sory Lists. Thus, it appears that the NorthCarolina Department of Public Instruction doesnot support documents selection for and by highschool librarians. :Another potential source of information fordocument selection is the GPO (GovernmentPrinting Office) and its Depository Library Pro-gram. There are thirty federal depository librarieslocated throughout North Carolina, and these col-lections hold current, historical, and statisticalDonna Seymour is a recent graduate of the School of LibraryScience, The University of North Carolina at Chapel Hill, andcurrently resides in Asheville.38" Spring 1988information appropriate for high school use.According to the Regional Depository Librarian atUNC Chapel Hill, however, there is no effort pres-ently in force by depository libraries in NorthCarolina to promote the use of documents in pub-lic high schools.The purpose of this study was to determineboth the use of documents and the awareness ofdocuments by high school librarians, teachers,and students. This study also investigated proce-dures and problems with document acquisition,and the professional backgrounds and activitiesof the high school librarians. Finally, and perhapsmost important, the librarians assessed theirneeds in relation to documents and indicatedspecific areas where assistance is necessary.The terms ogovernment publications,� ogovern-ment documents,� and odocuments� are usedinterchangeably, and generally refer to federalgovernment material, unless otherwise specified.Public high school librariansin North Carolina do notpossess sufficient knowledgeof government publications topromote their effective use inthe public high schools.MethodologyThis study was conducted through a mailsurvey, which was sent to arandom sample (110)of the total number (330) of public high schools inNorth Carolina (i.e., one-third of the total popula-tion). This total included any public school with atwelfth grade but excluded extended day schools.The list from which the selection of schools wasmade is ordered by school district (Northeast=1to Western=8) and, within each district, alphabet-ically by county. The eight regional school mediacoordinators and the director of the Division ofSchool Media Programs, North Carolina Depart-ment of Public Instruction, were sent surveys andcover letters explaining the research. The regional

Coordinators, the director of School Media Pro-grams, and all survey respondents who sorequested were sent summary letters of the sur-vey results. Eighty-eight usable returns (of the110 questionnaires sent), yielded an 80 per centresponse rate. Descriptive analysis was used to_ present the data.Summary of FindingsThe mean number of documents held in pub-lic high school collections is 16.2, but more than_ half of the respondents indicate that their collec-tions hold less than ten documents or none at all.The lack of documents represents a lack of com-pliance with state recommendations, as_pre-sented in Media Program Recommendations:obuilding-level professional media collectionshould include current, quality media such as: ...government publications� (1986, IV, 18).While all but one respondent confirm thepresence of Media Advisory Committees, morethan half report that these committees do notassist with document selection. This is significant,as the stated purpose of the committee is to assistwith selection (Media Program Recommenda-tions, 1986, IV, 1-2).Nearly one-third of the responding librariansare unfamiliar with document ordering and selec-tion. Again, nearly a third do not order docu-ments and some are unsure if they orderdocuments. Just over half receive free documents,and most receive free documents from their con-gressional representatives.When orders are placed, they are usuallyindividual orders. Funds, in general, and the pre-Paid order, in particular, present difficulties forthe librarians attempting to order documents.Only nine per cent order documents from a GPObookstore, and slightly more (twelve per cent)know the location of the nearest GPO bookstore.Selection aids present a critical problemSince most librarians are unaware of the freeSelection aids: Consumer Information Catalog,New Books, Price List 36, Subject BibliographyIndex, and U.S. Government Books. The majorityare also unaware of the Checklist of Official NorthCarolina State Publications.The journal reviews most frequently con-Sulted for selection decisions are found in: SchoolLibrary Journal, Booklist, Wilson Library Bul-letin, and Library Journal. Government Publica-tions Review received no comment and SchoolMedia Quarterly received minimal comment,even though they, along with Booklist and WilsonLibrary Bulletin, are recommended in Katz'sIntroduction to Reference Work, Volume I, forcoverage of documents (1982, 365-66). Therefore,it appears that the journals most often consultedare not those containing the best coverage ofdocuments.Use of documents by students and teachers isinfrequent, but it is notable that use by studentsexceeds assigned use. The subject areas thatreceive the most frequent document use are: eco-nomics, history, home economics, health, politicalscience and sociology.Most teachers do not receive announcementsabout documents from their respective librarians.Not surprisingly, most teachers never requestthat specific documents be ordered.... there is no effort presentlyin force by depositorylibraries in North Carolina topromote the use of(government) documents inpublic high schools.The professional backgrounds and relatedactivities of high school librarians are reflected inthe following data: nearly half hold ALA-accre-dited MLS degrees; more than one-third hold non-ALA-accredited MLS degrees; most have notcompleted graduate courses devoted exclusivelyto documents, but most have taken some gradu-ate work in documents. A positive correlationdoes exist between the librarians holding the MLSdegree (both ALA- and non-ALA-accrediteddegrees) and the degree of familiarity with docu-ment selection.Most librarians report participation in pro-fessional conferences and meetings, and two-thirds claim membership in NCLA. Nearly half donot know the location of the nearest depositorylibrary, and most admit that they never receiveinquiries about the nearest depository.An astounding ninety seven per cent of highschool librarians candidly respond that they andtheir colleagues are not adequately informedabout documents. Thus, it may be no surprise tolearn that one hundred per cent of the librarianspolled request immediate assistance from thedepository libraries. The specific suggestions fromthese librarians include: a regular newsletter,state document information, and document work-shops.ConclusionThe public high school librarians havespoken: they acknowledge their lack of awarenessSpring 1988"39

of documents, which appears to result in the lackof use of douments in our public high schools. Butthese librarians also express a need for assistanceand a willingness to learn more about documents.It is time for the Depository Library Program toaddress these issues by recognizing the highschool audience. It is time for the Regional Depos-itory in Chapel Hill to respond to the needs ofNorth CarolinaTs public high schools by organizingdocument training workshops. It is time for alldepository libraries to conduct outreach activitieswith the high schools in their congressional dis-tricts. It is also time for the Department of PublicInstruction to become aware of the vital functiondocuments can serve in high school library collec-tions. Finally, it is time for high school librariansto become knowledgeable about documents andto encourage the use of documents for the benefitof high school teachers and students in NorthCarolina.ReferencesGood, Eliza Ross. oUnited States Government Publications asa Source of Reference Material for High School Librariesin North Carolina.� M.A. Thesis, University of NorthCarolina, 1965.Katz, William A. Introduction to Reference Work, Volume I. NewYork: McGraw, 1982.Media Program Recommendations: Individual School/Admin-istrative Unit. 3rd ed. Raleigh, NC: North Carolina Depart-ment of Public Instruction, 1986.To enroll as a member of the association orto renew your membership, check the approp-riate type of membership and the sections orround tables which you wish to join. NCLA mem-bership entitles you to membership in one of thesections or round tables shown below at no extracost. For each additional section, add $7.00 toyour regular dues.Return the form below along with your checkor money order made payable to North CarolinaLibrary Assocation. All memberships are for twocalendar years. If you enroll during the last quarterof a year, membership will cover the next twoyears.NORTH CAROLINA LIBRARY ASSOCIATION0 New membership O Renewal O Membership no.NameFirst Middle LastPositionBusiness AddressCity or Town State Zip CodeMailing Address (if diffrent from above)40"Spring 1988Join NCLASubscription OrderPlease place mailing labelfrom your issue here.North Carolina Libraries is published fourtimes a year by the North Carolina LibraryAssociation. Subscription: $32 per year; $50foreign countries. Single copy $10. Addressnew subscriptions, renewals, and related cor-respondence to Frances B. Bradburn, editor;North Carolina Libraries, 2431 Crabtree Boule-vard, Raleigh, N.C. 27604 or call (919) 733-2864. (For membership information, seeaddress label on journal)CHECK TYPE OF DUES:O FULL-TIME LIBRARY SCHOOL STUDENTS(one biehAiiny.Only) A) pes ss . Joes. APSR aO. $15.00(7 RETIREDT LIBRARIANS a5 5. 000 0 ee ee Jae oie $20.00O NON-LIBRARY PERSONNEL:(a) Trustees; (b) oFriends of Libraries� members;FEJUNON-SALAH EG iS i8e ay 5d grpididlenge ete siaieie® tas $25.00LIBRARY PERSONNELAR oa PET Tt.) ae a er en $25.00Et eae UE AO Iso as cc veenteaeeeceseene $40.00Ear e CUP tO SO OUUs sa rer k. eRe et. ere ws $50.00G Earning $35,00fand above 205... 0.00.00... dees $60.000 INSTITUTIONAL (Libraries and library/education-related businesses ..................05 $75.00O CONTRIBUTING (Individuals, associations, firms, etc.interested in the work of NCLA)...............4- $100.00CHECK SECTIONS: (one included in basic dues; eachadditional section $7.00)O Children's O NCASL (School)O College & Univ. D PublicO Comm. & Jr. College O Ref. & AdultO Documents O RTS (Res.-Tech.)O Ethnic Minority Concerns __ TrusteesRound Table O WomenTs Round Table0 Jr. Members Round TableMail to: Nancy Fogarty, Treasurer, NCLA,P.O. Box 4266, Greensboro, NC 27404

State Publications for School Libraries:A Selective BibliographyEileen McGrathAre you looking for attractive publicationsthat span the curriculum? Do you want theteachers at your school to use library materials intheir classes? Are you trying to convince youradministrators that the library can be a resourcefor both students and staff? Would you like tomake your modest book budget go further? Areyou acquiring state publications for your library?If you answered oyes� to the last question,then you are on your way to solving the problemsPosed by the earlier questions. Each year theagencies and institutions of the State of NorthCarolina produce thousands of publications toaid the citizens of the state. These publicationscover subjects from economics to health educa-tion to natural history. Many of the publicationscan be used by educators for planning, profes-Sional development, and course preparation.Other publications are aimed directly at school-children and can be used either for class assign-ments or recreational reading. Many state publica-tions are free, and those that are not are availableat a modest cost.The bibliography that follows contains aSelection of state documents appropriate forschool libraries. The first section contains publi-Cations for teachers, administrators, and gui-dance counselors. The second section lists titlesthat teachers can use in conjunction with specificcourses.This bibliography is just a small sample of theMany state publications that are appropriate forSchool libraries. Librarians who are interested inlearning about additional publications shouldconsult the sources listed at the end of the biblio-graphy. State publications may be obtaineddirectly from the issuing agencies. Librarians whoWant to examine publications before acquiringthem should consult the collections at their pub-lic libraries or request titles through interlibraryloan from the State Library.iii seisEileen McGrath is Cataloger of the North Carolina Collectionte Wilson Library, University of North Carolina at ChapelResources for Teachers, Administrators, andCounselorsAide-ing in the Classroom: A Handbook forTeacher Aides. Raleigh, N.C.: Division of Com-munications Skills, Dept. of Public Instruction,1987.This is a guide for teacher aides working withprimary grade students on communications skills.Although meant for aides in a particular setting,the guide has wider appeal because of the usefulinformation it contains on the role of aides in theclassroom and in the school system. The hand-book tells aides what to expect from colleaguesand students, and it also helps aides understandwhat will be expected of them. Includes bibli-ographies.Directory, North Carolina Non-Public Schoois.Raleigh, N.C.: Office of Non-Public Education.Annual.This is a listing of the private schools in eachcounty. Information for each school includes thefollowing: grades, enrollment, staff size, religiousaffiliation (if any), makeup of the student body,accreditation status, address, phone number, andname of the principal. Also included are statisticson private school enrollment and a list of privateschool organizations in the state.Directory of Certified Marital & Family Thera-pists. Winston-Salem, N.C.: Board of Marital &Family Therapy Examiners. Annual.This directory contains an alphabetical listing oftherapists holding North Carolina certification.The entry for each professional includes his or hername, address, and license number. A geographi-cal index at the end can be used to locate thera-pists in local areas. This is a useful resource forcounselors and other staff who encountertroubled families.How North Carolina Ranks EducationallyAmong the Fifty States. Raleigh, N.C.: Division ofResearch, Dept. of Public Instruction. Annual.This volume is a clear, well-done collection ofSpring 1988"41

education-related statistics. It shows how NorthCarolina compares with the other states in theareas of demographics, school enrollment, atten-dance, faculty characteristics, general financialresources, and school revenues and expenditures.The rankings are followed by a section which usesbar graphs to display recent trends in the areascovered by the statistics. Includes a helpful glos-sary.North Carolina Approved Teacher EducationPrograms. Raleigh, N.C.: Division of ProgramApproval, Dept. of Public Instruction, 1985.This volume lists the forty-four institutions withinthe state that offer programs leading to initialand advanced teacher certification. Informationfor each school includes: enrollment and otherbasic information, names of the dean and thechairman of the education department, a phonenumber, approved programs listed by field, andother accreditation. Appendices include a list ofdirectors of student teachers, regulations for theNational Teacher Examinations, and summariesof the reciprocity plans recognized by the State ofNorth Carolina.North Carolina Education Directory. Raleigh,N.C:: Dept. of Public Instruction. Annual.This is the basic education directory for the state.It lists members of the State Board of Educationand staff of the Dept. of Public Instruction, theControllerTs Office, and local education agencies.It also lists public schools, special schools, col-leges, universities, trade schools, and statewideprofessional associations for educators.Statistical Profile, North Carolina Public Schools.Raleigh, N.C.: Information Center, ControllerTsOffice, Board of Education. Annual.The Statistical Profile is a comprehensive sum-mary of statistical data on North CarolinaTs edu-cational system. It includes statistics on students,school personnel, expenditures, and courses ofstudy. Information is presented for the state as awhole and for individual educational agencies.Resources for ClassesBooks About Christmas. Raleigh, N.C.: Divisionof Media Evaluation Services, Educational Mediaand Technology, Dept. of Public Instruction,1986.This brief, annotated bibliography lists books foruse in grades K-8. The annotations include plotsummaries and evaluations of the physical char-acteristics of the books. Order information is alsoincluded. This is a part of the series of oSpecial42"Spring 1988Lists� put out by the Division of Media EvaluationServices on topics of current interest. The divisionalso publishes a series of oAdvisory Lists� on com-puter courseware, audio-visual materials andprint media.Catalogue of Spanish Paintings. Raleigh, N.C.:North Carolina Museum of Art, 1986.This is a scholarly guide to the Museum's collec-tion of Spanish paintings. It is one of many attrac-tive volumes on the exhibitions and collections atthe Museum. These catalogues serve as a goodintroduction to art appreciation and to the stateTsart collections. The illustrations can be used in artappreciation courses in any grade, but the textualmaterial in some volumes requires a high schoolreading level.Evans, Phillip W. The Arms and Armour ofRaleighTs Roanoke Voyages. Raleigh, N.C.: Amer-icaTs Four Hundredth Anniversary Committee,Dept. of Cultural Resources, 1984.This is just one of over a dozen educational bro-chures put out by the Committee on topics fromElizabethan religion to the animals of the NewWorld. These brochures are attractive, informa-tive sources of information on the early history ofthe state and related topics; they can be used ingrades five and above.Hessel, Mary F. Profile of a Patriot: The Story ofJohn Wright Stanly, Revolutionary War Priva-teer. New Bern, N.C.: Tryon Palace Commission,1983.This biography of the eighteenth-century mer-chant John Wright Stanly is a good supplemen-tary reading for social studies lessons aboutNorth CarolinaTs Revolutionary War experiences.It includes a bibliography and is appropriate forhigh school students. This is just one of manyinformative publications from the historic sites inthe state.North Carolina Calendar of Events. Raleigh, N.C.:Division of Travel and Tourism, Dept. of Com-merce. Annual.This pamphlet contains a chronologicallyarranged listing of cultural and recreationalevents in the state. The list includes civic celebra-tions, theatrical productions, musical programs,and sporting events. Date, place, a contact per-son, and a phone number to call for more infor-mation are listed for each event. The currentcalendar is a good source to consult when plan-ning field trips.

North Carolina Citizen Survey. Raleigh, N.C.:Research and Planning Services, Office of StateBudget and Management. Issued irregularly;publication currently suspended.These surveys described the characteristics, con-ditions, and opinions of North Carolinians. Brief,annual oOverview� volumes covered a variety ofhealth, economic, and social topics. Special sur-veys contained in-depth reports on topics such aseducation, crime, and drunken driving. Thesesurveys can be used in social studies discussionsor in preparation for public speaking assign-ments. Texts can be read by grades seven andabove, but the technical notes require some fami-liarity with statistics.North Carolina Government, 1585-1979. Raleigh,N.C.: Secretary of State, 1981.This is the standard source for historical informa-tion on the state and state government, and assuch it belongs in every school library. It includesbasic facts and documents on the stateTs history,along with information on state government,officeholders, the counties, election results, andhistorical miscellanea. Much of the information init can be brought up to date with the North Caro-lina Manual.North Carolina in Maps. Compiled by William P.Cumming. Raleigh, N.C.: Historical PublicationsSection, Division of Archives and History, Dept.of Cultural Resources, 1985.This collection reproduces historic maps. Themaps range from 1585 to 1896, and they showchanging geographical knowledge and patterns ofsettlement in the state. Useful for middle schoolclasses and above.North Carolina Manual. Raleigh, N.C.: Secretaryof State. Biennial.This is a handy, single-volume compendium ofinformation on the stateTs history and govern-ment. It includes basic constitutional documents,the history and organization of state government,historical lists of state officers, biographicalsketches of current state officials, and informa-tion on higher education, elections and politicalParties, and the formation of the counties. Thesection oHistorical Miscellanea� contains the an-Swers to such questions as oWhat is the stateflower?� and oWhat is the state bird?� The Manualupdates much of the information in North Caro-lina Government, 1585-1979.North Carolina State Government StatisticalAbstract. 5th ed. Raleigh, N.C.: State Data Center,1984.This is a comprehensive summary of statisticaldata generated or compiled by state agencies. Itincludes information on population, housing,births and deaths, social services, education, lawenforcement, agriculture, business and industry,energy, employment, the environment, and govern-ment. Some non-North Carolina data figures areincluded for comparisons.Palmer, William M. Poisonous Snakes of NorthCarolina. Rev. ed. Raleigh, N.C.: State Museum ofNatural History, 1983.This is a brief guide to the poisonous snakes in thestate. The pamphlet begins with a general discus-sion of snakes and then follows with a section oneach of the poisonous species. The snakes are de-scribed, and their distribution and habits aregiven. The volume includes maps, illustrations,and a bibliography. The text of the pamphlet canbe understood by students grade five and above,but the bibliographic references are for a higherreading level.Potter, Eloise F., and John B. Funderburg. NativeAmericans; The People and How They Lived.Raleigh, N.C.: North Carolina State Museum ofNatural Sciences, 1986.This is a well-illustrated introduction, written forchildren, on the origins, daily life, and achieve-ments of Native Americans. Supplementary mate-rials in the volume include a list of NativeSpring 1988"43

American organizations in the state and a list ofplaces to visit to see examples of Indian culture.Appropriate for middle school classes and above.Profile, North Carolina Counties. 7th ed. Raleigh,N.C.: State Data Center, 1986.This is a compilation of statistical data for coun-ties, planning regions, and metropolitan statisti-cal areas in the state. The information for eachunit includes the following: population, economicdata, crime statistics, transportation statistics,and statistics of health, education, and govern-ment. This is a good source for many student proj-ects; statistics can be read by students in gradesseven and above.Stevenson, George. North Carolina Local History:A Select Bibliography. Rev. ed. Raleigh, N.C.:Division of Archives and History, Dept. of Cul-tural Resources, 1984.This bibliography is an excellent starting point forthe study of any of North CarolinaTs counties. Itincludes historical, sociological, anthropological,and architectural studies, as well as special edi-tions of local newspapers, promotional materials,and published collections of photographs. Thevolume is organized by counties with a separatesection for works covering more than one county.Includes some titles for middle school classes, butmany of the sources require a higher readinglevel.Tar Heel Junior Historian. Raleigh, N.C.: Pub-lished for the Tar Heel Junior Historian Associa-tion by the North Carolina Museum of History.Published three times during the school year.This historical magazine is aimed at schoolchil-dren. Each issue focuses on a particular topic butit also includes news of the association and ofhistorical contests and activities around the state.Some articles are by professional historians, butothers are written by students. This publication ismeant for middle school and junior high students.Zug, Charles G. The Traditional Pottery of NorthCarolina. Chapel Hill, N.C.: Ackland Art Museum,University of North Carolina at Chapel Hill,1981.This exhibition catalogue shows the museumTsholdings of North Carolina pottery. It includes ahistorical overview of this art form and a discus-sion of the main styles and families of potters.This is a good introduction to pottery, and itcould be used in conjunction with studio work bystudents or class trips to local potters. This is justone of the useful publications from the galleries44"Spring 1988and museums at the University of North Carolinasystem institutions.For additional assistance in selecting state pub-lications see:Checklist of Official North Carolina State Publi-cations. Raleigh, N.C.: Division of State Library,Dept. of Cultural Resources. Bimonthly.This is a comprehensive listing of state publica-tions received and cataloged by the State Library.Libraries may subscribe to the Checklist for free.It is the essential source for learning about newstate publications.Cotter, Michael. ~Core Collection of North Caro-lina State Documents.� The Docket: Newsletter ofthe Documents Librarians of North Carolina. 14(Oct. 1987): 3-6.This selection aid can be used by librarians whowant to collect state documents with referencevalue. The list was not compiled specifically forschool libraries, but a coding system indicatesthose titles that are appropriate for collections ofvarious levels. alSpotlight on PR - SELA 1988Members of SELA are invited to participate incompetition for awards which will be presentedfor 1987-1988 print media in five categories:@ Annual Reports@ Newsletters@ Fliers/brochures® Calendars of Events®@ Bookmarks/bibliographiesThis competition is sponsored by the Public Rela-tions Committee of the Southeastern LibraryAssociation. Send five copies of each entry to JudyMcClendon, Richland County Public Library, 1400Sumter Street, Columbia, South Carolina, 29201.Entries must be received by June 1, 1988.Winners will be announced at the 1988 Bienniumin Norfolk.In addition, the spotlight on PR will continuein Norfolk with a Swap TN Shop. Please send 50copies each of your best promotional materials toMary Mayer-Hennelly, Norfolk Public Library, 301East City Hall Avenue, Norfolk, VA 23510. Mark:Hold for Swap Tn Shop. Deadline for receipt ofSwap Tn Shop items is October 15.For additional information contact:Judy McClendonCommunity Relations Librarian(803) 799-9084 ~

North Carolina BooksRobert Anthony, Compilerv Elizabeth Wheaton. Codename GREENKIL: The1979 Greensboro Killings. Athens: University ofGeorgia Press, 1987. 328 pp. $24.95. ISBN 0-8203-0935-4.Elizabeth Wheaton has chosen a difficulttask: to explain one of the most complex series ofevents in modern North Carolina history. On themorning of November 3, 1979, a group of Klans-men and Nazis shot to death five members of theCommunist Workers Party (CWP) at an anti-Klan demonstration in Greensboro. Police failedto prevent the melee but captured the gunmen.Reporters on the scene witnessed the shootingsand two photographers caught the attack onvideotape. Initially it appeared that the outcomeof the trial would be easily predictable; but,slightly more than a year later, an all-white juryfound the defendants not guilty. In a federal trialthat followed, the defendants were again foundnot guilty, this time of conspiracy to violate thedemonstratorsT civil rights. Finally, in a civil suitbrought by the widows and survivors of the kill-ings, the same verdict, not guilty of conspiracy,brought an end to years of litigation and awardedonly token damages.The widows and their supporters in the CWPmaintained that they expected such outcomesfrom the trials because the killings were part of aconspiracy at the highest levels of government.They said the Klansmen and Nazis were hatchetmen, manipulated by government agents to elimi-nate the leadership of the communists, whileGreensboro police played their part by failing toprotect the demonstrators. With national mediaattention focused on the Klan-Nazi-CWP clashand subsequent trials, many North Caroliniansalso asked themselves why such extremistsShould be active here and whether justice wasdone.Wheaton marshals a tremendous amount ofmaterial in analyzing what happened from both ahistorical perspective and the perspectives of themajor participants. She relies on F.B.I. files, news-Paper accounts, trial transcripts, writings by par-ticipants, and her own numerous interviews toive a picture of how events unfolded. She viewsthe available facts oas though we were lookingthrough a kaleidoscope and the events fell intoone pattern when viewed through the CWPTsperspective, another through that of the Klans-men and Nazis, and yet another through that ofthe police and federal agents. Each pattern has itsown logic, but when they are superimposed, theimage becomes a jumble of contradictions andconflict. One can only see that there are no heroesin this story; there are many, many fools.�As an expert on the subject who has followedthe story for years, the author places events inhistorical context, introduces the participants,and analyzes their motives and roles. She followsthem through the trials and draws her own con-clusions about the significance of what happenedfor North Carolina and the nation. Wheaton suc-ceeds in giving the reader a clear picture of howthe confrontation came about and what went onduring the trials that led to their surprising con-clusions. The book is well-footnoted and indexed,so that one can refer easily to specific people orevents and check the sources. Some of the peopleshe interviewed, however, asked to remain anony-mous. In profiling major participants, Wheatondevotes the most space to the leaders of the CWPwho were killed. She gives brief biographies andattempts to explain how they became communistrevolutionaries. Her sympathies would seem to liewith them as young idealists and victims, yet sheis quick to point out their extremism, inconsis-tencies in logic, and the damage their activitiesdid to other liberal reform efforts.This is not Elizabeth WheatonTs first accountof the Greensboro killings. She co-authored a1981 report, oThe Third of November,� for theInstitute for Southern Studies and has writtenarticles for Southern Exposure, the North Caro-lina Independent, and the United Press Inter-national. She currently works for the NorthCarolina Civil Liberties Union in Greensboro. Herbook would be a valuable addition to academicand public libraries, especially those interested indeveloping collections dealing with modern NorthCarolina history, political radicalism, criminaland civil law, and social history.Linda McCurdy, Duke University LibrarySpring 1988 "45

North Carolina Books/ Jean Fagan Yellin, ed. Incidents in the Life of aSlave Girl Written by Herself, by Harriet A.Jacobs. Edited by Maria Child [1861]. Cam-bridge: Harvard University Press, 1987. 306 pp.$37.50. ISBN 0-674-44745-X (cloth); $9.95. 0-674-44746-8 (paper).It would be difficult to identify a more timelybook for the late twentieth century than this one.Although basically a reprint of an 1861 workwhose author has only recently been identified, itwas written by a slave born in Edenton in 1815.Two women editors have been involved at differ-ent times"abolitionist Lydia Maria Child in 1860and Jean Fagan Yellin in the 1980s. The firsthelped prepare the manuscript of author HarrietJacobs for publication in very minor ways, whilethe modern editor, with the acknowledged assis-tance of North Carolina librarians and archivists,has identified not only the author but also theNorth Carolinians and other people to whom fic-titious names were applied. Her account of thedetective work required to reveal these factsmakes fascinating reading.This slave narrative, unusual in severalrespects, holds the readerTs attention. It was writ-ten by a black woman who was taught to read byher mistress, and it reveals her personal struggleagainst sexual oppression. The text also relatesthe authorTs personal life and opposition to slav-ery. She was hidden for years in the home of hergrandmother in Edenton to protect her from con-cubinage after she had borne two childrenfathered by a local doctor. In 1842 she escapedand fled to the North and soon was joined by herchildren. There she became active with a group ofreformers, particularly those led by Quaker femi-nist-abolitionists. It was one of the latter whoinsisted that Jacobs write her story in support ofthe abolitionist movement. Jacobs also traveledwidely speaking in the cause of emancipation.In Washington during the Civil War shenursed black troops and followed the Union armyinto the South where she worked among formerslaves, particularly orphans and the aged. Letterswhich she wrote then were published in variousnorthern newspapers. In 1868 she went to Eng-land (where her book had also been published in1862) to seek funds for her work in the South.In later life she lived in Washington and inCambridge, Mass., and is buried in the latter.Among the illustrations are some of Edentonpeople with whom Jacobs was associated, andthere also are two maps of the town and the areawhich are useful in understanding the text. Theformat of the book is attractive, and it is printed46"Spring 1988on acid-free paper.William S. Powell, University of North Carolina at Chapel HillSam Ragan, ed. Weymouth: An Anthology ofPoetry. Laurinburg: St. Andrews Press, 1987. 143pp. $14.00. ISBN 0-932662-68-4 (cloth); $11.00. 0-932662-71-4 (paper).This anthology, which brings together theworks of one hundred and twelve poets, thirteenartists, and a musician, celebrates the WeymouthCenter for the Arts and Humanities in the Caro-lina Sandhills. Creative writers and artists inNorth Carolina have a special place to retreat towhere they can work in congenial surroundingsaway from the demands of their everyday lives.Michael McFeeTs poem oA Week at Weymouth�speaks of its purpose: oI carry my Royal over thethreshold,/ lay it on the spread bed, say,/ Be fruit-ful and multiply.�Many groups and individuals were responsi-ble for bringing this book into being. Sam Ragan,North Carolina poet laureate and director of thewriters-in-residence program at Weymouth, haspromoted his dream of a Weymouth collectionfrom the beginning of the program in 1979. Anna-Carolyn Gilbo, coordinating editor, and MarshaWhite Warren, consulting editor, applied theirskills to writing letters, chasing down the writers,applying for grants, obtaining permissions, andselecting and shaping the book under SamRaganTs direction into its final form, an enormoustask accomplished with taste and scrupulousdedication to detail.The volume is divided into three parts: Wey-mouth oThe Place,� oThe Spirit,� oAnd Beyond.�The first part shows the physical reality of theplace in its heyday or in its present incarnation asa retreat. Weymouth was originally built byauthor and publisher James Boyd who enter-tained his writer friends there. Thomas Wolfe, F.Scott Fitzgerald, and William Faulkner are just afew of the literary ghosts that haunt the premises.Betty AdcockTs poem speaks of ohow the articu-late/ guests dropped their shoes on the Aubus-sons ...,� but Bobby Sidna Hart warns: oNo showerhere,/ Take a quart kitchen pot/ For rinsing.�The second part expresses the inspirationthat can result from a stay at Weymouth. PaulJonesTs lines o ... the lasting/ knows no contain-ment; abandon/ is its wild reward� evoke thespirit that follows the poet after he or she leaves.The last section of the book, oAnd Beyond,� cele-brates this enrichment that extends into spaceand time. Some of North CarolinaTs finest poets

have been Weymouth residents or served as lead-ers of programs there. Included here are works byJames Applewhite, Fred Chappell, Guy Owen, andReynolds Price. Here also is Clyde Edgerton tellingus in original lyrics about a power plant, owherethe birds donTt sing, but the power lines hum.�Friends of North Carolina poetry who miss TomWalters will find oTape Wrap� here in his un-mistakable, inimitable style.The anthology is enhanced by graphics of themansion and its environs. The stone hounds atthe gates are handsomely portrayed on the frontcover of the book jacket. A portrait of James Boydand illustrations of activities at Weymouth in theold days tell the story as vividly as the poems.The editors have compiled obio� materialabout the contributors, always a source of inter-est to the reader. The range of talents and back-grounds represented reinforces our strong im-pression that Sam RaganTs Weymouth program isa powerful force for creative productivity in otheState of the Arts.� The book is recommended forSchool, public, college, and university libraries.There are some fine poems in this collection, andthe focus on Weymouth makes it a unique addi-tion to the stateTs literature and history.Coyla Barry, Burroughs Wellcome Company LibraryJacquelyn Dowd Hall, James Leloudis, RobertKorstad, Mary Murphy, Lu Ann Jones, and Chris-topher B. Daly. Like a Family: The Making of aSouthern Cotton Mill World. Chapel Hill: Univer-sity of North Carolina Press, 1987. 468 pp. $34.95.ISBN 0-8078-1754-6 (cloth); $12.95. 0-8078-4196-X (paper).Like a Family is an ambitious, frequentlyCompelling, study of the southern textile workerfrom around 1880 until 1934. Its six authors haveused a variety of sources to fashion a broad exam-ination of textile work, labor unions, community,Kinship, religion, and recreation. They delineatethe familiar route of the southern textile workerfrom the farm to the mill village in vivid detail.Thousands of disgruntled piedmont farmers,driven from the land by high costs, low prices, andtight credit, and enticed by aggressive laborrecruiters, joined the textile labor force andhelped build the New South. Despite low wages,long hours, poor working conditions, concertedunion busting, and primitive mill villages, theseworkers omanaged to shape a way of life beyondtheir employers grasp ... a distinctive mill villageCulture.� In examining the totality of theseWorkersT lives, the authors find the rural valuesNorth Carolina Booksand kinship ties of the countryside transferred tothe mill villages and modified into oa distinctivemill village culture.�Readers familiar with Jacquelyn HallTs distin-guished tenure as head of the Southern Oral His-tory Program at the University of North Carolinaat Chapel Hill will not be surprised to find that thecore of the book is composed of some 200 inter-views conducted with pre-World War II textileworkers, mostly in North Carolina, between 1975and 1984. These interviews are supplemented bya variety of other sources, including a series ofletters written by workers to Franklin D. Roose-velt and the National Recovery Administration inthe early days of the New Deal. There are nointerviews with mill owners. Their side of thestory is examined largely through the pages oftrade magazines, particularly the Southern Tex-tile Bulletin. Although the sympathies of theauthors clearly lie with the workers, they avoidthe pitfall of stereotyping either mill owners ortheir employees, or of overly simplifying complexeconomic and social questions.It was the expressed purpose of the authorsto articulate the oseldom-heard voices� of theaverage worker. They have accomplished theirtask admirably. The considerable merits of Like aFamily are augmented by a large number of well-chosen photographs, comprehensive footnotes, adetailed bibliography, and a useful index. Its pur-chase should be strongly considered not just byacademic libraries but by any library with a goodsouthern history section.Jim L. Sumner, North Carolina Division of Archives and His-tory.) T. Harry Gatton. Banking in North Carolina: ANarrative History. Raleigh: North Carolina Bank-ers Association (NCBA Publications, P.O. Box30609, 27622-0609), 1987. 155 pp. $20 (libraries),$25 (general public). ISBN 0-9617806-06 (cloth);$12 (libraries), $15 (general public). 0-9617806-1-4 (paper).The author, who from 1960 to 1981 wasexecutive vice-president of the North CarolinaBankers Association (NCBA) and who has au-thored two other state banking histories, fittinglybegins his history of North Carolina banking withthe story of the formation in 1897 of the BankersAssociation. Gatton then proceeds to relate thehistory of Tar Heel banking from the colonialperiod to the present, weaving in the history ofUnited States banking as it affected North Caro-lina. His approach is anecdotal. As he himselfSpring 1988 "47

North Carolina Booksstates, othis ... history is not intended as adetailed documentary of the vast area of bankinghistory.� This approach presents its problems, asthe author admits, and does not produce asmooth flowing story. The text bounces alongfrom incident to incident in a series of short chap-ters, there being 43 chapters in the 111 pages ofnarrative history. Many of these short chaptersare quite interesting. This reviewer especiallyenjoyed the story of Robert PotterTs attempt toabolish banks in North Carolina in 1828-29 (pp.40-42) and is considering suggesting the adoptionof the 1805 N.C. law concerning penalties forcounterfeiting and applying it to certain libraryoffences (p.31).The last thirty-five pages of text containmuch information on the history of the NCBA,including lists of all officers and pictures of all thepresidents. Indeed the true value of this workprobably lies more in what it presents on theNCBA than in what it has to say about North Caro-lina banking.The volume could have used a good editor, asthe text is marred with numerous typographicalerrors, inconsistencies, and factual errors. Onp.20, Gatton gives two dates, 1171 and 1711, forthe founding of the Bank of Venice. On p.79, hegives three names, Hood, Wood, and Pope, as thefirst N.C. Commissioner of Banks. And on p.87, hementions the first o100 years� of the Rooseveltadministration (obviously a Democratic dream inthese days of the Reagan Revolution). The authorhas Thomas Gresham starting a bank in 1653(p.20), when Gresham died in 1579. On p. 47, Gat-ton states that five savings banks were charteredin North Carolina between 1847 and 1862. On p.We've GotAnswers toYour Questions.48"Spring 198861, he says that savings banks came to NorthCarolina in 1887. Was there a different meaningto savings banks in 1860? Gatton does not say.The above are only samples of errors an editorcould have caught. Others could be given.Banking in North Carolina has neithernotes nor bibliography, though the author men-tions several other works in the body of the text.The only index is a personal name one, which hasgreat value, but a full index would have been evenmore useful. Illustrations abound and fit with thetext.Any person interested in the history of NorthCarolina banking or of the NCBA could profitfrom the reading of this book. It belongs in alllibraries that have a collection of North Carolini-ana or a collection on banking. It is excellent in itscoverage of the North Carolina Bankers Associa-tion. A definitive history of banking in NorthCarolina, however, awaits its author. GattonTswork can serve as a good starting point for thatauthor.Peter R.Neal, Durham County Public LibraryJim Dean and Lawrence S. Earley, eds. Wildlife inNorth Carolina. Chapel Hill: University of NorthCarolina Press, 1987. 201 pp. $24.95. ISBN 0-8078-1751-1.Wildlife in North Carolina, the magazine,has been around now for fifty years and has gonefrom a modest black-and-white hunting and fish-ing magazine to a verging-on-slick monthly thatcovers the range of our stateTs natural history.The North Carolina Wildlife Resources Commis-sion and the editors have every right to be proud,and it is the readerTs good fortune that Jim Deanand Lawrence Earley have collected articles fromthe magazine and created Wildlife in NorthCarolina, the book.A state that is 503 miles long and ranges inelevation from sea level to almost 6,000 feet can-not help but contain diverse natural resources.The people of North Carolina have responded tothat diversity by developing equally diverse out-door traditions. It must have seemed adversediversity as the editors set to choosing the selec-tions which would appear in the book's four sec-tions: sporting heritage, flora and fauna, specialplaces, and hunting and fishing. No matter. Theydid a beautiful job, and readers can browse hap-pily among feature articles, personal recollec-tions, excellent photographs, and artwork.There truly is something here for everyone.Amateur naturalists will enjoy Jane RohlingTs

oThose Incredible Hummingbirds� or PaulKoepkeTs look at snappers, oWillie and Me and theTwo-Moon Turkles.T � Budding botanists can turnto Doug ElliottTs oOur Wild Orchids� or EarleyTsoTwo Days in John GreenTs Swamp.� For huntersand fishermen, there are stories about every crea-ture of pursuit: trout and grouse; redhead, pintail,ringneck and goldeneye; bear, bobwhite, buck anddoe.North Carolina history is here, too, in fea-tures on sporting clubs, boatbuilding, and decoycarving. People fill the pages: Johannes Plott,breeder of the fearless Plott hound, and HoraceKephart, the Cornell University librarian who in1904 set up camp on DickTs Creek in JacksonCounty, came to know the mountain people, andin his later years promoted the establishment ofthe Great Smoky Mountains National Park. Andjust for fun there is oA Country Store Gourmet,� atongue-in-cheek (?) plug for rat cheese, pottedmeat, vienna sausages, and pickled anything.By compiling Wildlife in North Carolina,Earley and Dean hope oto inspire a greater co-Operative effort from all North Carolinians toappreciate, understand, and enhance the naturalqualities that make this state unique.� By makingWildlife in North Carolina available to ourlibrariesT patrons, we can support and encouragetheir worthwhile effort.Becky Kornegay, Western Carolina UniversityWilliam Stephenson. Sallie Southall Cotten: AWomanTs Life in North Carolina. Greenville,N.C.: Pamlico Press (P.O. Box 1691, 27835-1691),1987. 208 pp. $17.95. ISBN 0-943287-00-6 (cloth);$11.95. 0-943287-01-4 (paper).Sallie Southall Cotten, affectionately knownas oMother Cotten� to friends and associates,worked tirelessly for decades to develop andimprove womenTs education, organizations, andCivic responsibilities. Educated to be a school-teacher, she came to maturity during the CivilWar and Reconstruction periods in North Caro-lina. Cotten reared a large family, primarily in thePitt County area, and met the rigorous but some-times monotonous duties of a country wife. Later,with experience in public affairs, she pioneeredthe founding of the womenTs club movement inNorth Carolina.Graduating from the Greensboro Female Col-lege in 1863, she began teaching privately in var-ious homes. In 1866 she married Robert RandolphCotten, and they began farming and runninggeneral stores.North Carolina BooksCottenTs thirst for knowledge, revealed in herdiaries, scrapbooks, and letters to friends andfamily, never ceased during these years. She wasan avid reader who craved intellectual stimula-tion and companionship to balance the isolationof country life. Her husband, who later styledhimself Colonel Cotten of Cottendale, did notshare these interests. She questioned some of therestrictions placed on women by southern society.Although Cotten never challenged male preroga-tives, she believed that women should be encour-aged to train themselves in professional fields andhave control over their incomes.Elias Carr, a future governor of the state,named Cotten one of North CarolinaTs alternateolady managers� to the WorldTs Columbian Expo-sition of 1893"the Chicago WorldTs Fair. Ap-pointed in 1890, she helped generate statewideinterest in the fair and developed exhibits high-lighting North CarolinaTs history and women.Cotten excelled at the task. From rank ama-teur, she became a sophisticated public speaker,organizer, fund-raiser, and promoter. She re-ceived the opportunity of meeting educatedwomen from across the nation who opened hereyes to new possibilities for women. Cotten didnot agree with everything she encountered. Sherejected many suffragist demands for equalitywith men. She preferred effecting change in areasshe viewed as an extension of womanTs naturalmaternal instincts. Better schools, teacher train-ing, cleaner neighborhoods, libraries"these wereareas where women could and should be allowedto build better futures for their children.She also learned firsthand about the nationalwomenTs club movement. North Carolina hadnothing like it, and Cotten soon realized thatwomen organized into a group could exert con-siderable influence. In 1899 she started one of thefirst womenTs clubs in North Carolina, and clubwork dominated her public life thereafter.This book recounts the major events in Cot-tenTs life in a simple, straightforward narrative,but many readers will be left wishing for more.The authorTs insufficient grounding in the stateTshistory and in womenTs history has marred thebiography. All too often it is unclear what Cottenthought or how she related to the events andpeople surrounding her. Part of this might resultfrom gaps in primary source materials, but moreoften it is because of the authorTs nonanalyticalapproach to his subject. How did the CottensTsocial, economic, and political connectionscement their ties with the stateTs ruling elite? Howdid Sallie Cotten reflect the views of well-to-dowhite women in her public and private capaci-Spring 1988"49

North Carolina Booksties? What did lower-class white and black womenthink of the efforts of the womenTs clubs? Whatwere the major issues dividing North Carolina suf-fragists and North Carolina Federation of Wo-menTs Clubs? What kinds of opposition did thewomenTs club movement encounter from men inthe state? By choosing to look only at incidents inCottenTs life and not really setting her in the con-text of the period, the author gives readers littleinsight into the significance of CottenTs work.Sallie Southall Cotten deserves more than AWomanTs Life in North Carolina delivers. Thisbook, a pleasant recital of events in her life frombirth to death, provides much personal informa-tion about Sallie Cotten, but it does not interpretthe achievements or defeats of this remarkablewoman.Terrell Amistead Crow, University of North Carolina at ChapelHillArnold K. King. The Multicampus University ofNorth Carolina Comes of Age, 1956-1986.Chapel Hill: The University of North Carolina,1987. 379 pp. [This volume is published by theUniversity of North Carolina and is not availablein bookstores or through dealers. Inquiries maybe made to Dr. A.K. King, c/o UNC GeneralAdministration, Box 2688, Chapel Hill, N.C.27515-2688. |The history of state-supported higher educa-tion in North Carolina in the last half-century isconfusing because of the institutional namechanges, multitude of governing arrangements,conflicting jurisdictional authority, and rapidgrowth. But it is significant because, in the wordsof University of California President Clark Kerr,North Carolina has developed a system of admin-istration and governance that ohas become one ofthe two or three best models for the nation as awhole, and perhaps the best of them all.� Explic-itly stated, this is not a history of the University ofNorth Carolina of Tar Heel athletic fame but anadministrative account of the evolution of thegovernance of the state system of higher educa-tion. Over the last three decades the system hasgrown by legislative action from the three institu-tions of the oConsolidated University of NorthCarolina� to four, then six, and finally sixteeninstitutions.While growth and changing governing author-ity form the core of the narrative, such variedsubjects are included as public television, the bas-ketball scandals of the 1960s, the legal Code of theuniversity, the Speaker-Ban Law, student demon-50"Spring 1988strations over civil rights and the Vietnam War,the expansion of medical education includingveterinary medicine, and the extended conflictwith the federal government over Title Six of theCivil Rights Act of 1964. Of special reference valueare chapters on the role of the standing commit-tees of the board of governors and individualchapters identifying the personnel and theirterms of office of the general administration, theboard of governors, and the institutional chancel-lors from 1972 through 1986.Arnold K. King is uniquely qualified to recordthe multicampus history. A member of the staff ofthe general administration for the last twenty-two years, he has been associated with the Uni-versity of North Carolina for over sixty years asstudent, professor, graduate school administra-tor, head of the summer session, and active par-ticipant in numerous state, regional, and nationalstudy commissions, panels, and boards. Thoughencouraged by President William C. Friday, Vice-President Raymond H. Dawson, Board ChairmanPhilip G. Carson, and benefactor and Boardmember George Watts Hill, the volume is not anofficially sponsored university publication. It iswritten by one intimately, even lovingly, involvedwith the University of North Carolina. The authorstates that oIf this book breaks the trail for some-one to write the definitive story in the future, Iwill feel greatly rewarded.� Therein lies the valueof the volume. As observer and chronicler ofevents King is superb. The bibliography revealsextensive public sources, but the prose reads likethe official minutes upon which much of the bookis undoubtedly based. Only the chapter on thelegislative fight over restructuring sparkles withdrama. The account is invaluable for the partici-pant as a guide down memory lane and for thearchivist and librarian as a reference tool. Theauthor should definitely feel rewarded, for thefuture historian with the definitive account cer-tainly will be indebted to him. The book is recom-mended for public and especially college anduniversity libraries.William E. King, Duke University(EditorTs note: The reviewer is not related to the author.)Lawrence Foushee London and Sarah McCullohLemmon, eds. The Episcopal Church in NorthCarolina, 1701-1959. Raleigh: The Episcopal Dio-cese of North Carolina, 1987. 644 pp. $21.95 plus$2 for postage and handling. ISBN 0-9617935-0-3.Order from Education/Library Resources, St.StephenTs Episcopal Church, 140 College Street,Oxford, N.C. 27565.

Bishops of North CarolinaTs two dioceses andthe Missionary District of Asheville, posing in 1917at the celebration of the founding of the EpiscopalDiocese of North Carolina, peer from the dustjacket of this weighty tome. Bishop Joseph BlountCheshire, Jr., in particular, seems to dare thereader to explore the history of his church. Thosewho accept the challenge, whether for pleasure orto find the answer to a question, will discover awealth of information. This useful work helps fill agap in our knowledge of religion in North Caro-lina. The bookTs format and the delay of its publi-cation, however, had a negative impact on thefinal product.The Episcopal Diocese of North Carolina con-ceived The Episcopal Church in North Carolinaabout two decades ago, during the episcopate ofBishop Thomas A. Fraser, Jr. A committee askedtwelve historians to explore the fledgling AnglicanChurch during the periods of proprietary androyal rule, the origin and development of theEpiscopal Diocese of North Carolina, and the evo-lution of the dioceses of East Carolina and West-ern Carolina. With assistance provided by theUniversity of North Carolina Press, the editorsassembled thirteen well-documented chapters,appendices listing important dates for all threedioceses, a bibliography of unpublished and pub-lished sources, and an index. Thirty-five illustra-tions add to the bookTs appeal.Thus, the reader can come to understandbroad issues pertaining to the Episcopal Churchin the state as well as interesting facts about indi-vidual priests, bishops, and churches. The essaysdeal with such topics as Christian education, mis-sion work, clerical morale and supply, the natureof worship services, diocesan publications, theimpact of economic and political trends onchurch work, and church architecture. Schools,colleges, orphanages, and camps sponsored bythe church also receive attention.Although the editors have crafted a usefultool, the book suffers somewhat because most ofthe essays were written years ago, apparentlywith little attention to consistency. The editorsincorporated some new research in the notes andupdated many passages, but they chose not toutilize many published and manuscript sourcesthat have been made available in recent years.The authors themselves chose very different ap-proaches in discussing the periods or topicsassigned them. Duplication of effort, partlyresponsible for the length of the book, crept intothe final version. While several of the writersenhanced the quality of their chapters with a var-iety of manuscript material, others relied chieflyNorth Carolina Bookson published sources.Despite these minor shortcomings, The Epis-copal Church in North Carolina, 1701-1959 willfind converts throughout the state, particularly inthe iarger public and academic libraries.Maurice C. York, Edgecombe County Memorial LibraryOther Publications of InterestThe Jackson County Historical Associationhas recently published The History of JacksonCounty, an impressive 674-page history of thatsouthwestern North Carolina county. Among thetopics covered in this comprehensive work aregeography, Indian and pioneer history, municipal-ities, economic activities, politics, religion, educa-tion, and cultural arts. Detailed information onthe 1860 census public officials and elections,eductional institutions, and businesses is pre-sented in well-organized appendices. The book isattractively illustrated and contains an index andchapter endnotes and bibliographies. (Orders toCecil Brooks, Jackson County Historical Associa-tion, P.O. Box 173, Sylva, N.C. 28779. $17.00, plus$2.50 postage; cloth).Perquimans, in the stateTs northeast and oneof its oldest counties, is the subject of anothernew county history. Informative and well-written,Perquimans County: A Brief History by Alan D.Watson is the tenth in the North Carolina Divisionof Archives and HistoryTs county history series.The 122-page paperbound book includes illustra-tions and a bibliographical essay, although noindex. (Historical Publications Section, Division ofArchives and History, 109 East Jones Street,Raleigh, N.C. 27611. $4.00, plus $1.00 postage.ISBN 0-86526-220-9; paper).Archives and History's Historical PublicationSection has also recently released Volume XI in itspopular North Carolina Troops, 1861-1865: ARoster series. This projected sixteen-volume ser-ies has been called othe finest state roster everproduced� and aims to provide brief military ser-vice records for each of the 120,000-plus NorthCarolinians who fought for the Confederate andUnion armies during the Civil War. Volume XIcovers the Forty-fifth through Forty-eighth Regi-ments North Carolina Troops, Confederate infan-try. ($27.00, plus $2.00 postage. ISBN 0-86526-016-8; cloth).A revised edition of Exploring the CountryInns of North Carolina by Faris Jane Corey isnow available from Provincial Press. This new edi-tion contains brief descriptions, addresses, andSpring 1988"51

North Carolina Booksillustrations for sixty-six inns, an increase of sites _2~-""forty-one over the earlier (1977) edition. The IPRS ame sisAlG doeauthor defines country inns broadly"as places ==that reflect a orural, indigenous, homelike or old- | SEO SS NNtime appearance.� Coverage ranges from well- ox UEC TA TTTknown establishments like AshevilleTs Grove Park TCT TTAInn and BurnsvilleTs Nu-Wray Inn to small bed- TET TTTand-breakfast operations. (Provincial Press, Box MELT2311, Chapel Hill, N.C. $7.95. ISBN 0-936179-08- 2s ipaper). TOT ATThe list of contributors to The University of TOMANorth Carolina at Chapel Hill: The First 200 Se eeTATTOOYears reads like a WhoTs Who of Tar Heels"theChapel Hill blue-and-white variety. Smith Barrier,Woody Durham, Sam Ervin, Phil Ford, Jr., WilliamC. Friday, Andy Griffith, Charlie Justice, CharlesKuralt, Dean Smith, Tom Wicker, and LouisRound Wilson are among the forty-five alumniand university friends, past and present, whooffer descriptions and recollections, history andhumor in this 160-page coffeetable-style pictorialhistory. Several hundred photographs, includinga number of full-page color ones, combined withthe well-chosen essays, offer readers a lively andentertaining account of life at the nationTs oldeststate-supported university. (Lightworks, 6005New Chapel Hill Road, Raleigh, N.C. 27607. $39. 95,plus $3.00 postage. ISBN 0-917631-04- 8; cloth).The April 1988 issue (vol. 65, no. 2) of theNorth Carolina Historical Review includesoNorth Carolina Bibliography, 1986-1987.� Thisbibliography of nearly 400 entries is the latest inan annual series that lists books about NorthCarolina subjects or by or about North Carolini-ans, native or current resident. The Review is aquarterly publication of Archives and HistoryTsHistorical Publications Section. atBI Section ProposedThere are several instruction librarians inNorth Carolina who are interested in forming a BIsection of NCLA. At the present time, the LibraryInstruction Roundtable (LIRT) of ALA is veryeager to assist state and regional BI groups. Theyrealize that because many instruction librariansare unable to attend regional meetings, it isnecessary to provide programs and resourcescloser home. First, we need to assess whether ornot there is sufficient interest in the state toestablish a group. If you would like to participatein such an organization, please write or callKathryn MooreReference DepartmentUNC GreensboroGreensboro, N.C. 27412(919) 334-541952"Spring 1988ayo)

NCLA MinutesNorth Carolina Library AssociationMinutes of the Executive BoardOctober 27, 1987The Executive Board of the North Carolina Library Associa-tion met for a dinner meeting with the 1987-1989 NCLA Execu-tive Board on October 27,1987 at 7:00 p.m. in Ballroom II of theHyatt-Regency Hotel in Winston-Salem, North Carolina. Personspresent were: President Pauline F. Myrick, Past President LelandPark, First Vice-President/President-Elect Patsy Hansel, RoseSimon, Dorothy Campbell, Nancy Fogarty, Benjamin Speller,Arial Stepens, Kieth Wright, Jerry Thrasher, Frances Bradburn,Barbara A. Baker, Ray A. Frankle, Gloria Miller, Janet Freeman,Howard F. McGinn and Mae Tucker. Section and committeechairpersons present were: Rebecca Taylor, Cal Shepard, Eliza-beth Smith, Mary Avery, Waltrene Canada, Patricia Langelier,Helen Tugwell, Carol Southerland, Nancy Massey, David Fergus-son, Jean Amelang, Barbara Anderson, Harry Tuchmayer, SylviaSprinkle-Hamlin, Geneva Chavis, Mary McAfee, Patrice Ebert,Doris Ann Bradley, Elizabeth Garner, Eunice P. Drum, Mell Bus-bin, Gene D. Lanier, Mary Alice Wicker, and Mertys W. Bell. Alsopresent were: J.A. oJake� Killian, Irene P. Hairston, Dale Gaddis,William H. Roberts,III, Art Weeks, Barbara Page, Ann Gehlen,David Paynter, Jane Williams, Mary Lou Cobb, Michael Wilder,Paul S. Ballance and Charles Beard.President Myrick called the meeting to order. The minutesof the meeting of July 24, 1987 were approved as distributed bythe Secretary.Nancy Fogarty, Treasurer, presented the treasurer's reportfor the period July 1, 1987 - September 30, 1987 and distributedcopies of the same. She distributed also an information sheet onthe services provided by Business Data. Fogarty exhibited thenewly designed NCLA stationery.Eunice Drum, chair of the Finance Committee, reportedthat the dues structure recommended by the Finance Commit-tee was accepted by a three to one vote of the membership.Reporting on the result of the ballot conducted by the Treasurer,Drum stated that it was determined by majority vote that theTreasurer will not accept dues paid more than one year inadvance.President Myrick called for the report of the 1987 Confer-ence Committee. Patsy Hansel presented the report and calledthe committee members to the podium. She thanked them indi-vidually for service rendered and presented a gift to each ofthem. The recipients were: David Fergusson, Art Weeks, AnnGehlen, Sylvia Sprinkle-Hamlin, William Roberts, Pauline Myrick,Mary Louise Cobb, Nancy Fogarty, Kieth Wright and MichaelWilder.Frances Bradburn, editor of North Carolina Libraries, dis-tributed a list of upcoming issues. She announced that MelSchumaker and Hugh Hagaman will serve as NCL photo-8raphers during the conference.President Myrick called for reports of sections. Brief com-ments were made by Rebecca Taylor, chair of the ChildrenTsServices Section and by Elizabeth Smith, chair of the College andUniversity Section.Waltrene Canada, chair of the Documents Section, reportedon the North Carolina Documents Depository Act and thankedthe Executive Board and individual board members for support-ing the sectionTs efforts. She stated the topics and speakers forthe sectionTs NCLA Conference program.Reports of sections and round tables were continued, andmajor features of conference programs were mentioned by thefollowing persons: Helen Tugwell, chair, North Carolina Associa-tion of School Librarians; Nancy Massey, chair, Public LibrarySection; Jean Amelang, chair, Reference and Adult Services Sec-tion; oJake� Killian, chair, North Carolina Public Library TrusteeAssociation; Harry Tuchmayer, incoming chair, Resources andTechnical Services Section, in the absence of April Wreath, chair;Mary McAfee, chair, Round Table on the Status of Women inLibrarianship; and Sylvia Sprinkle-Hamlin, chair, Round Tableon Ethnic Minority Concerns.The report of the Constitution, Codes & Handbook RevisionCommittee was presented by Doris Ann Bradley, chair. Sheannounced that voting on the revised constitution will takeplace at the business meeting on Friday, October 30. If passedthe revised statements will go into effect immediately, with theexception of the articles dealing with officers and their duties,which shall take effect with the 1989-1991 biennium.Dr. Mell Busbin, chair of the Honorary and Life MembershipCommittee, announced that during the conference, a eulogy willbe presented in memory of the late Past President Leonard L.Johnson.Dr. Gene Lanier, chair of the Intellectual Freedom Commit-tee, urged everyone to read the recent issue of North CarolinaLibraries in its entirety. He also encouraged everyone to attendthe mock community forum during the Conference.The NCLA ALA Councilor, Dr. Kieth Wright, reminded usthat he serves as a funnel through which concerns may be for-warded to ALA. President Myrick thanked Wright for the reportwhich he sent to the Board in July.Director Arial Stephens announced that the next confer-ence will be held on October 10-13, 1989, in Charlotte, NorthCarolina.Jerry Thrasher, NCLA Southeastern Library Associationrepresentative, stated that Rebecca Ballentine is a nominee forthe office of secretary on the SELA slate for the 1988-1990 bien-nium. He acknowledged the presence of Charles Beard, Presi-dent of SELA. Thrasher announced that SELA is seekingnominations for the Rothrock Award and for the SELA Out-standing Authors Award.Dr. Charles Beard, recognized by President Myrick, greetedthe group and expressed the pleasure of being with NCLA.Dr. Rose Simon, Second Vice-President and chair of theMembership Committee, reviewed the committeeTs recruitingactivities and displayed the new membership brochure. Shementioned that the committeeTs request for authorization tospend $700 for the brochure was approved by mail ballot.Barbara Baker, incoming First Vice-President, announcedthat NCLA members may select books from designated titlesbeing given away by John F. Blair, Publisher. Maps showing thelocation of the warehouse will be available in the registrationarea during the Conference, Baker stated.Spring 1988"53

President Myrick then called for new business. She recog-nized Past President Leland Park. Park reminded the Board thatinformation had been sent to them concerning the ALA Stand-ing Committee on Library EducationTs Celebration of LibraryEducation Centennial, 1986-1987. He then moved that the nameof Cora Paul Bomar be submitted to SCOLE as the North Caro-lina selection for outstanding service to library education. Themotion was seconded and passed.Patsy Hansel, First Vice-President/President-Elect an-nounced that the 1991 NCLA Conference has been tentativelyscheduled for Raleigh, North Carolina. She stated that the fol-lowing dates have been tentatively set for Executive Board meet-ings: January 22, 1988 in Fayetteville; April 8, 1988 at NorthCarolina Central University; July 29, 1988 at Boone or Asheville;and October 28, 1988 in Charlotte. Hansel asked everyone tothink about what NCLA as a group should be doing.Director Arial Stephens, speaking on behalf of the ExecutiveBoard, expressed thanks to President Myrick for her serviceduring the 1985-1987 biennium. Everyone stood and applauded.President Myrick thanked everyone for what was done to makethe association function well.NCLA Handbooks were passed to new officers and chair-persons.There being no further business, the meeting was adjournedat 10:00 p.m.Dorothy W. Campbell, SecretaryApproved, January 22, 1988North Carolina Library AssociationForty-Seventh Biennial ConferenceBusiness SessionOctober 30, 1987The business session of the forty-seventh biennial confer-ence of the North Carolina Library Association was held imme-diately following the NCLA luncheon and the Sixth Philip S.Ogilvie Memorial Lecture on October 30, 1987, at 1:30 p.m. in theBenton Conference Center in Winston-Salem, North Carolina,with President Pauline F. Myrick presiding.President Myrick introduced the persons seated on the plat-form. They were Arial Stephens, Nancy Fogarty, Eunice Drum,Dorothy Campbell, William H. Roberts, F. William Summers,-Patsy Hansel, Lee Hansel, Benjamin Speller, David Fergusson,Rose Simon and Shelia Core.The business meeting was called to order. A quorum wasdeclared by Directors Arial Stephens and Dr. Benjamin Speller.The first order of business was a memorial tribute tomembers who passed away during the present biennium. Presi-dent Myrick read the names before a standing assembly.A tribute to living past presidents of NCLA followed. Presi-dent Myrick read the names of past presidents in the order oftheir terms in office. The assembly rose and applauded thosepresent. NCLA past presidents attending the conference wereHoyt R. Galvin, Carlton P. West, Paul S. Ballance, Mrs. Mildred S.Councill, Miss Eunice Query, Dr. Gene Lanier, Mrs. Mertys W. Belland Dr. Leland M. Park.On being recognized by the president, Shelia Core, chair ofthe Scholarship Committee, introduced the recipients of NCLAscholarship awards for 1986 and 1987. She stated that theNCLA Memorial Scholarship was awarded in 1986 to KathrynPagles and Victor Eure and in 1987 to Gina Overcash and LillianBrewington. The Query-Long Scholarship for Work with Chil-dren or Young Adults was awarded in 1986 to Beth Hutchinsonand in 1987 to Catherine Sanford.Eunice Drum, chair of the Finance Committee, reported onthe result of the vote taken on the proposed dues structure. She54"Spring 1988NCLA Minutesstated that the motion passed by a three to one majority vote.The new dues structure will become effective on January 1,1988.Doris Ann Bradley, chair of the Constitution, Codes andHandbook Revision Committee, presented the proposed consti-tutional amendments for the consideration of the membership.It was agreed that the revisions were to be considered as awhole. Bradley moved the adoption of the revised constitutionand bylaws. The motion was seconded and passed.Mertys Bell, chair of the Resolutions Committee, presentedresolutions of appreciation.[See Winter 1987 issue, page 176.]Mrs. Bell then moved the adoption of the resolutions. Themotion was passed.President Myrick asked the 1985-1987 Board members tostand. The 1986-1988 committee chairs and 1987 ConferenceCommittee members were also recognized. The president thencalled the NCLA newly elected officers to the platform and con-ducted the formal installation of these persons: Patsy Hansel,President; Barbara A. Baker, First Vice-President/President-Elect; Ray A. Frankle, Second Vice-President; Gloria Miller,Secretary; Howard F. McGinn, Director; and Janet L. Freeman,Director. Finally, Mrs. Myrick passed the gavel to Patsy Hansel,the 1987-1989 NCLA President. Hansel accepted the gavel. Then,on behalf of the association, she presented to Mrs. Myrick aplaque as a token of appreciation for her service as the 1985-1987 NCLA President.The newly installed president reported briefly some facts onthe scope of the 1987 Conference.There being no further business, the meeting was adjournedat 3:00 p.m.Dorothy W. Campbell, SecretaryNnApproved, January 22, 1988 albe superpersonuse your library

NCLA Biennial ReportsChildrenTs Services Section"Biennial Report" 1985-1987Elected officers for the biennium included:Chair: Rebecca Taylor, New Hanover County PublicVice-Chair/Chair-Elect: Cal Shepard, Forsyth CountyPublic LibrarySecretary/Treasurer: Jacky Miller, Rockingham CountyPublicDirectors: Mary Lou Rakow, Wilson County PublicJulie Walker, Central North Carolina RegionalPast Chair: Karen Perry, Archdale-Trinity Middle SchoolAlso serving on the board were:NC Libraries Representative: Bonnie FowlerMembership Committee: Eileen Johnson, SandhillsRegionalNominating Committee: Linda Hadden, Duplin CountyNewsletter Editor: Margaret Miles, New HanoverBylaws; Sue Cottle, Wake CountySpecial committees appointed included: CSS History, MaryLou Rakow, Chair: Publications, MJ Carbo, Chair; and Stand-ards, Karen Perry, Chair.The Board began the biennium with a retreat weekend inNovember of 1985. Two days of meetings were held at KureBeach, North Carolina. The board spent the time evaluating pastPrograms and projects and making plans for the upcomingbiennium. Special committees were appointed.Among the projects taken on by various CSS committeeswere:® establishment of an award to a new childrenTs librarian toattend his or her first NCLA. (Membership Committee)® contact with library schools to promote CSS to their stu-dents. (Membership Committee)@ letters to new childrenTs librarians in the state invitingthem to join NCLA/CSS. (Membership Committee)© publication of three issues and a conference sampler dur-ing the biennium. (Newsletter Committee)© development of a biennial budget and possible fund rais-ing activities. (Finance Committee)® presentation of ALSC Notable Showcase at the NCASLWork Conference. (Program Committee)® presentation of the ALSC Notable Showcase at the NCLABiennial Conference. (Program Committee)® scheduling and presentation of childrenTs author JackPrelutsky at the sectionTs biennial breakfast at NCLA Confer-ence. (Program Committee)® nomination of a slate of officers for the 1987-1989 bien-nium and conducting the election for said officers. (NominatingCommittee)® compilation and documentation of a written history ofCSS's 12 years of officers, activities, and programs. Publicationand submission to the NCLA archives of this document. (CSSHistory Committee)® planning and initial work on a publication of practicalProgramming tips to be published as a money-making project.(Publications Committee)Officers elected to serve in the 1987-1989 biennium are:Chair: Cal Shepard, Forsyth County Public LibraryVice-Chair/Chair-Elect: Julie Walker, Central North Caro-lina RegionalSecretary/Treasurer: Jacky Miller, Rockingham CountyPublic LibraryDirectors: Edna Jo Gambling, Hyconeechee RegionalLibraryLinda Hyde, Clemmons Branch, Forsyth County PublicLibraryPast Chair: Rebecca Taylor, New Hanover County PublicLibraryDocuments Section"Biennial ReportOctober 1985 - October 1987The major emphasis of the Documents Section for the pastbiennium has been the North Carolina Documents DepositoryAct. With awards from ALA-GODORT and NCLA, packets ofinformation were prepared and distributed to various specialinterest groups and individuals throughout the state. Lobbyingefforts were increased and intensified throughout the legislativesession. Pat Langelier and members of the Depository SystemCommittee worked tirelessly until the ratification of the bill onAugust 12, 1987.Various workshops were presented incorporating the fol-lowing topics:October 3, 1986"How to Affect Public PolicyMay 9, 1986"An Introduction to a Core Collection ofNorth Carolina Documents and the Proposed Deposi-tory SystemNovember 7, 1987"Unfolding Maps"New Directions inMap CollectionsMay 1, 1987"County Government InformationOctober 30, 1987"Government Information Showcase:Putting the Public into State PublicationsDuring the 1985 and 1987 biennial conferences, the Docu-ments Section has sponsored a table to market governmentinformation and has published a special conference edition ofThe Docket.Ridley Kessler, Regional Depository Librarian, regularlyattended the meetings of the Depository Library Council andwas appointed to a seat on the council at its fall 1987 meeting inWashington, D.C.The Documents Section officers for the 1985 - 1987 Bien-nium were:October 1985 - October 1986Janet Rowland"ChairWaltrene Canada"Vice-Chair/Chair-ElectArlene Hanerfeld"Secretary/TreasurerOctober 1986 - October 1987Waltrene Canada"ChairPat Langelier"Vice-Chair/Chair-ElectArlene Hanerfeld"Secretary/TreasurerThe 1985 - 1987 biennium has been busy and profitable forthe Documents Section. With preparations being made for theimplementation of the documents legislation and other areas ofSpring 1988"55

interest, we look ahead with anticipation to the next biennium.Respectfully submitted,Waltrene M. Canada,Chair, Documents SectionMembership Committee ReportOctober 27, 1987The summer and fall months have been busy ones for theMembership CommitteeOur system for monitoring selected professional publica-tions to identify new librarians in North Carolina is still func-tioning. Each potential recruit receives a copy of our NCLAbrochure and a letter of welcome inviting him or her to joinNCLA.We contacted all five library schools in the state to ask ifthey would like to have a committee member come to campus totalk with the students about NCLA and participation in profes-sional organizations. One school invited us to send someone andothers explained that their curricula covered these topics.The major accomplishment of the committee was the prod-cuction of a new NCLA brochure. A preliminary batch wasprinted in time for the conference, and the major final printingwill be run soon after the conference.You will find many of us at the membership table in BentonConvention Center during the next three days.Respectfully submitted,Rose Simon, ChairNorth Carolina Association of School LibrariansSection Report to NCLA Executive BoardDuring the last quarter of the biennium, the members ofNCASL have been involved in beginning a new school year, muchof which focuses on professional staff development that leads toattendance at the NCLA Conference. After seeing that theirhouse is in order with scheduling computer time, providingorientation, processing new materials and planning with class-room teachers, NCASL members have an opportunity to parti-cipate in a full day of events that Chair-Elect Carol Southerlandhas coordinated for Friday, October 30.NCASL members have been encouraged to begin their dayby attending the ChildrenTs Services author breakfast featuringJack Prelutsky. Under the associationTs sponsorship, a sessionon planning new facilities will be presented by the SupervisorsTSpecial Committee.Following an Executive Committee luncheon/businessmeeting, the General Session will be held with Peggy Parish fea-tured as the guest speaker. The Administrator of the Year, JeffAlbarty, Principal of Mocksville Elementary School, will be rec-ognized and presented with a plaque. The Appalachian Scholar-ship and the Garrett Scholarship will be presented during thissession. The 1985-87 and 1987-89 Executive Committees ofNCASL will be introduced to the membership.Plans for School Library Media Day 1988 are being devel-oped. One possibility is a state-wide television program. Success-ful activities from 1987 are being displayed at this conference.One of the big thrusts for the coming year is the implemen-tation of the National Guidelines. Helen Tugwell has askedRonda Davis of Waynesville to chair NCASLTs ad hoc implemen-tation committee. On April 12, there is planned a nationwideteleconference to introduce the Guidelines and Chair.Judy Knight has been asked to chair an ad hoc committeeto revise the NCASL Handbook. No deadline has been set for thecompletion of this project.The Executive Committee is planning a retreat which will bedesigned to focus on plans and projects of the new biennium.56"Spring 1988Too often, committees and association projects do not receivethe true attention they deserve because of the time factor. It isanticipated that such a retreat will help the association tospend quality time in planning for the future.Long placed on the bottom of agenda items, the NCASL logois a reality. T-shirts with the logo are being sold, and a bannerbearing the logo has been prepared to appear at all conferences.This biennium has seen a new scholarship, proposed guide-lines in place for recognizing a media coordinator of the year, anofficial logo, increased member participation in national com-mittees, successful conferences and nationally recognized mediaprograms. NCASL is reviewing ways in which it can continue thecontributions of the school library media program and theschool library media coordinator to excellence in education forthe young people in North Carolina.Report of the Public Library SectionOctober 27, 1987The final meeting of the Planning Council of the PublicLibrary Section was held on August 13 in Chapel Hill at theChapel Hill Public Library. The meeting offered one last oppor-tunity for the Chair and Vice-Chairs of the eleven committees ofthe Section to conclude the business of the Section for this bien-nium and to make final plans for the Conference.The Adult Services, Literacy, Public Relations, and YoungAdult Committees each have plans for programs and workshopsto be held at the Conference. Additionally, the Public LibrarySection is one of the three co-sponsors of the Maya Angeloupresentation.The Trustee/Friends Committee and the GovernmentalRelations Committee reviewed their parts in conducting thebiennial Legislative Day in Raleigh. This day provides an oppor-tunity for public library trustees, patrons, and employees tohave personal visits with legislators in Raleigh.The Genealogy/Local History Committee has completed itsmanual for use in developing Local History collections in publiclibraries. The editorial board of North Carolina Libraries hasagreed to publish the manual in the Summer 1988 issue.Among the other committees producing documents thisbiennium have been the Personnel Committee and the Stan-dards and Measures Committee. The Personnel Committee iscompleting a booklet containing copies of the performanceappraisal forms used by public libraries in the state. The Stan-dards and Measures Committee has worked very closely with acommittee of the Public Library Directors Association to pro-duce a revision of the Standards for North Carolina PublicLibraries.I would like to take this opportunity to express my appre-ciation for the excellent work of all the committees of the PublicLibrary Section over the past two years. It has been a greatpleasure to serve on this Executive Board as their representa-tive.Respectfully submitted,Nancy Massey, ChairPublic Library SectionResources and Technical Services SectionBiennial Highlights: 1985-87Fall ConferenceFollowing the pattern established in the previous biennium,RTSS planned and held an off-year fall conference open to allNCLA members. In many ways the theme selected, oCoping withChange: Strategies for Survival,� was an extension of the pre-vious yearTs mini-conference on oThe Changing Role of the Tech-nical Services Librarian.� The conference was held October

23-24, 1986, at the Sheraton Hotel in Southern Pines with 113persons attending from various types of libraries. The statedobjectives of the conference were: 1) to provide a general theo-retical overview of the library automation revolution in prog-ress; 2) to offer models to encourage strategic planning pro-cesses; 3) to stimulate creative thinking in determining librarypriorities and the best use of staff time; 4) to identify some ofthe major practical concerns and problems related to libraryautomation; 5) to offer concrete examples of various ap-proaches to solving automation problems; 6) to bring partici-pants up-to-date on state and national events related to libraryautomation. Nine speakers covered a wide range of topics ingeneral sessions entitled oRethinking Priorities and StrategicPlanning for the Automated Library Environment,� oCreatingthe New System and Training Its Users,� and oAutomationUpdate.� There was also an engaging after-dinner talk given byNorth Carolina romance novelist Dixie Browning. A successfulgrant application for LSCA Title III funds assured adequateresources to invite speakers with noteworthy experience in thetopics covered. Five of the nine speakers were, in fact, asked tocome to North Carolina from out of state. Review of the confer-ence evaluation forms revealed that the above stated objectiveshad been successfully met.MembershipBeatrice Kovacs served as this yearTs Chair of the RTSSMembership Committee. Her activities included liaison workwith the BoardTs Membership Committee and conducting anRTSS membership survey at the 1986 fall conference. Her studyrevealed that membership in the section ranged between 195-203 during the biennium, representing six types of libraries. HerStudy included a section on the geographic concentration ofmembers throughout the state and types of positions membersheld in libraries. She also assisted with updating the descriptionof RTSS in the general NCLA membership brochure and tabu-lated membership survey responses regarding topics for futurePrograms and the format for their presentations.BylawsThe SectionTs Bylaws Committee, consisting of AmandaHarmon and Catherine Leonardi, worked to present RTSS By-laws changes concerning the Conference Program PlanningCommittee and replacement of officers who unexpectedly can-not meet their obligations. These changes were approved at thebusiness meeting of the 1986 RTSS Fall Conference with a copyof the changes submitted to the NCLA Bylaws Committee.Response To Futures CommitteeWith the distribution of the Futures Committee Report andRecommendations in October 1986, the Resources and Techni-Cal Services Section found itself deeply involved with formulat-ing responses for discussion at the 1987 Spring Board meeting.All six of the major points for the vote were addressed withformal reactions in writing by the Section and submitted to theBoard by Chair, April Wreath. Several of the changes proposedby RTSS regarding the AssociationTs goals and objectives wereSubsequently adopted by the Board.PublishingTwo of the SectionTs key presentations at the 1985 BiennialConference were on the NACO (Name Authority Co-Op) Project.These were later published in the Winter T85 conference issue.RTSS has also continued its work to encourage quality writingand publishing through its Best Article Award. This yearTs recip-ient is Donald Beagle of the Lee County Public Library Systemand author of oDecision Points in Small Scale Automation.� (Fall1986 NCL). This year the award also took on a new and specialsignificance with the RTSS Executive CommitteeTs recently nam-ing it after the late Doralyn J. Hickey in acknowledgment of herdistinguished career and close ties to North Carolina. Gene Leo-nardi has consented to serve another biennium as the sectionTseditor to North Carolina Libraries and liaison with Tar HeelLibraries.1987 Biennial ConferenceThe section continued its encouragement of new librariansto attend the NCLA biennial conference through offering a cashprize conference grant. Screening the several well-qualifiedapplicants was a difficult task. Finally, both a recipient, PamelaPittman of Western Carolina University, and a runner-up, Gail S.Neely of East Carolina University, were selected. Both wereasked to report back to the Executive Committee with theirevaluations of the various conference programs. The theme ofthe main session on October 19 was oThe Impact of Automationon Libraries and Their Users,� featuring the speakers ElizabethNichols of the Stockton San Joaquin County Public Library andDr. Ching-chih Chen of the Graduate School of Library andInformation Science at Simmons College. Each of the four RTSSSpecial Interest Groups also held a program Friday, October 30.The Cataloging Interest Group conducted a panel discussion onoSubject Access in the Online Catalog.� The Acquisitions InterestGroup featured talks on oAcquiring Software for the Universityand Public Library,� while the Collection Development InterestGroup examined the topic oVideo Collection Development Poli-cies.� Mary Youmans, Chair of the Serials Interest Group, suc-cessfully applied for an LSCA Title III Grant to sponsor NormanDesmarais of Providence College as its speaker on oTheImpact of Optical Information Systems on Library Operationsand Services.�NCLA T-shirts were again sold at the biennial conference byRTSS.Executive Committee 1987/89The RTSS Nominating Committee, chaired by Sandra Dunn,presented the following slate of officers for approval at theOctober 29 business meeting:ChairHarry TuchmayerNew Hanover County Public LibraryWilmington, NCVice Chair/Chair ElectDavid GleimUniversity of North Carolina at Chapel HillImmediate Past ChairApril I. WreathHead Catalog Librarian, Jackson LibraryUniversity of North Carolina at GreensboroSecretary-TreasurerGeorgianna FrancisElbert Ivey Memorial LibraryHickory, NCDirectorElizabeth C. Meehan-BlackUniversity of North Carolina at Chapel HillDirectorKeith R. StetsonHunter LibraryWestern Carolina UniversityCullowhee, NCSpring 1988 "57

Section EditorGene LeonardiN.C. Central UniversityDurham, NCChair, Acquisitions Interest GroupRonnie A. PitmanNorth Carolina State UniversityRaleigh, NCChair, Cataloging Interest GroupBao-Chu ChangNorth Carolina State UniversityRaleigh, NCChair, Collection Development Interest GroupJames W. RomerJackson LibraryUniversity of North Carolina at GreensboroChair, Serials Interest GroupEvelyn CouncilFayetteville State UniversityFayetteville, NCSummary:The Resources and Technical Services Executive Committeehas had a very full and gratifying year. Its objectives of support-ing the continuing education needs of its members were metthrough major programs sponsored in 1986 and 1987 andthrough encouraging quality publishing and attendance at theNCLA biennial conference. The Section has also participatedactively in examining and articulating the ongoing goals of theAssociation through its reactions to the Report of the FuturesCommittee. RTSS has also done considerable self-study and hasidentified a growing interest by its members in automation-related topics and in the management of technical servicesworkflow, along with the traditional concerns represented by itsSpecial Interest Groups. The past Chairman would like toexpress great appreciation for the work done by members of theExecutive Committee, and also to thank the NCLA ExecutiveBoard for its continued support of this section.April I. WreathSELA Representative ReportThe Nominating Committee of SELA has selected the follow-ing persons as the slate of officers for 1988-1990;President-ElectJames Ward, David Lipscombe College, TennesseeKathleen Imhoff, Broward County Division of Libraries,Florida ;SecretaryMyra Jo Wilson, Delta State University, MississippiRebecca Ballentine, Institute of Government, Universityof North Carolina at Chapel HillTreasurerWanda Calhoun, East Central Georgia Regional Library,GeorgiaJames Damico, University of South Alabama Library,AlabamaSELA personal membership statistics as of August 10, 1987,are as follows:Alabama 139Florida 18558"Spring 1988Georgia 283Kentucky 74Louisiana 99Mississippi 88North Carolina 197South Carolina 142Tennessee 158Virginia 93West Virginia 22Other 13TOTAL 1,493North Carolina is in second place with the most member-ships, following Georgia.A SELA membership table is being set up for the registra-tion area of the NCLA Biennial Conference, with a special dis-play board provided by SELA headquarters. Membership formsand SELA ribbons will be available at the table, which is coordi-nated by Rebecca Ballentine of the Institute of Government.SELA President Charles E. Beard will be attending theNCLA Biennial Conference and will bring greetings.Nominations for the 1988 Rothrock Award are being soli-cited. The Rothrock Award recognizes outstanding contribu-tions to librarianship in the Southeast. This is the highest honorbestowed by SELA on leaders in the library field. Send all nomi-nations to Dean Burgess, Chair, Rothrock Awards Committee ofSELA, Portsmouth Public Library, 601 Court Street, Portsmouth,Virginia 23704.Nominations are also being sought for the SELA Outstand-ing Authors Award that recognizes authors for current works ofliterary merit in states of the SELA. The author should be anative or bona fide resident of a SELA state at the time the workwas written or published. Two awards may be made, one infiction and one in nonfiction. In each category, works must havebeen published within five years prior to December 31st of theyear preceding the biennial conference. Submit nominations toDiane E. Guilford, Media Specialist, Fairfax County Public,Reston, Virginia 22091, by April 1, 1988.October 25-28, 1988"Joint Virginia Library Associationand Southeastern Library Association Conference at Norfolk,Virginia. (The Creative Spirit: Writers, Words and Readers.)Jerry A. Thrasher, SELA Representative alSOME PEOPLE CONSIDER THESE BOOKS DANGEROUSAMERICAN HERITAGE DICTIONARY @ THE BIBLE e ARE YOU THERE,GOD? IT'S ME, MARGARET ¢ OUR BODIES, OURSELVES ¢ TARZANALICE'S ADVENTURES IN WONDERLAND @ THE EXORCIST @ THECHOCOLATE WAR ® CATCH-22 ¢ LORD OF THE FLIES ¢ ORDINARYPEOPLE ¢ SOUL ON ICE ¢ RAISIN IN THE SUN @ OLIVER TWIST ¢ AFAREWELL TO ARMS _ e THE BEST SHORT STORIES OF NEGROWRITERS ¢ FLOWERS FOR ALGERNON e ULYSSES e TOKILLAMOCKINGBIRD ¢ ROSEMARY'S BABY e THE FIXER ¢ DEATH OF ASALESMAN @ MOTHER GOOSE e CATCHER IN THE RYE e THEMERCHANT OF VENICE @ ONE DAY IN THE LIFE OF IVANDENISOVICH ¢ GRAPES OF WRATH e THE ADVENTURES OFHUCKLEBERRY FINN ¢ SLAUGHTERHOUSE-FIVE ¢ GO ASK ALICECELEBRATING THE FREEDOM TO READ

ALA Midwinter ReportAmerican Library Association Midwinter Conference 19881. The Association is healthy. There are now 45,145members of the association whose dues pay $1.00 out of every$4.73 of ALA costs. Publications, rental of office space and othercosted services make up the rest. Over 6000 persons attendedthe San Antonio meeting (in spite of the weather"if you won'ttell me your travel horror story, I won't tell you mine).2. A new ALA Federal Legislation Policy is now in place. Ihave copies for everyone.8. Cora Paul Bomar was honored by being placed on theCentennial Honor Roll of Library Educators. She was nomi-nated for that Roll by NCLA.4. Gene Lanier was honored once again for his role indefending the right to read and the Library Bill of Rights.5. The ALA Council paid tribute to Leonard Johnson at thefinal Council meeting. (attached).6. Bill Roberts (Forsyth County) is a petition candidate forALA Treasurer.7, ALA continues to move to accrual budgeting from a cashflow basis, and continues to have small fund balances because ofthat shift. The association is in the black and will continue to bethat way.Look for These Coming Events1. President Chisholm has selected leadership as hertheme. There will be grant funding for future leadersT trainingprograms sponsored by ALA. The theme oMotivate, Inspire andLead� will be heard a great deal in New Orleans.2. A variety of actions to stimulate more voting in ALA elec-tions including special sections in American Libraries, loanvideotapes, and perhaps a move of the election time so thatmembers can vote at annual meetings.3. More ALA publishing ventures including CD/ROM andother media. Cost of publications for members will become anissue.4. Anew wave of censorship legislation under the banner ofoChild protection acts� which will be opposed by the Freedom toRead Foundation and other library groups, but which will bevery skillfully worded.5. Freedom of Information Day will be celebrated thisSpring.6. The oletTs pay our way� and omarketing� philosophy ofALA will continue to demand that committees, divisions andunits take up a greater and greater part of ALA costs.The Committee on Accreditation is now proposing in-creased visitation fees and fees for the review of annual reportsto the committee. A oletTs make sure our activities make somebucks� philosophy is very evident across the association.7. Extensive exhibits at New Orleans in July (in spite of theheat) with over 300 program, committee, and public meetings.Kieth C. Wright, ALA CouncilorNational Library WeekApril 17-23School Library Media DayApril 20Spring 1988"59

JOIN NCLAWhat is NCLA?@ the only statewide organization inter-ested in the total library picture inNorth Carolina whose purpose is topromote libraries, library and informa-tion services, librarianship, and intel-lectual freedom.@ an affiliate of the American LibraryAssociation and the Southeastern Li-brary Association, with voting repre-sentatives on each council.What are the goals of NCLA?® to provide a forum for discussing libra-ry-related issues.® to promote research and publicationrelated to library and ~informationscience.to provide opportunities for the pro-fessional growth of library personnel.to support both formal and informalnetworks of libraries and librarians.to identify and help resolve specialconcerns of minorities and women inthe profession.To enroll as a member of the associ-ation or to renew your membership,check the appropriate type of member-ship and the sections or round tableswhich you wish to join. NCLA member-ship entitles you to membership in oneof the sections or roundtables shownbelow at no extra cost. For each addi-tional section, add $7.00 to your regulardues.Return the form below along withyour check or money order made payableto North Carolina Library Assocation. Allmemberships are for two calendar years.If you enroll during the last quarter of ayear, membership will cover the next twoyears.60"Spring 1988NORTH CAROLINA LIBRARY ASSOCIATIONO New membership 0 Renewal 0 Membership no.NamePositionBusiness AddressSSS ee eee ee eee SeCity or Town StateMailing Address (if diffrent from above)CHECK TYPE OF DUES:O FULL-TIME LIBRARY SCHOOL STUDENTS(one biennium only)O RETIRED LIBRARIANSC1 NON-LIBRARY PERSONNEL:(a) Trustees;(b) oFriends of Libraries� members;(c) Non-salariedLIBRARY PERSONNELO) Earning up to $15,000O) Earning $15,001 to $25,000QO) Earning $25,001 to $35,000O) Earning $35,001 and aboveO INSTITUTIONAL (Libraries and library/education-related businessesCX) CONTRIBUTING (Individuals, associations,firms, etc. interested inthe work of NCLA)CHECK SECTIONS: (one included in basic dues;each additional section $7.00)O ChildrenTs 0) NCASL (School)O College & Univ. O PublicO Comm. & Jr. College O Ref. & AdultO Documents O RTS (Res.-Tech.)O Ethnic Minority Concerns 1 TrusteesRound Table CO Women's Round Table0 Jr. Members Round TableAmount Enclosed $Mail to: Nancy Fogarty, Treasurer, NCLA,P.O. Box 4266, Greensboro, NC 27404ie Ea ee LN ee em eg TOR ee

NCLA Officers1987-1989EXECUTIVE BOARD 1987-1989October 30, 1987 - October 13, 1989PresidentPATSY J. HANSELAssistant DirectorCumberland County PublicLibraryP.O. Box 1720Fayetteville, NC 28301(919) 483-8600First Vice-President/President ElectBARBARA A. BAKERDurham Technical College1637 Lawson StreetDurham, NC 27703(919) 598-9218Second Vice-PresidentRAY A. FRANKLEJ. Murray Atkins LibraryUniversity of NC at CharlotteCharlotte, NC 28223(704) 597-2221TreasurerNANCY CLARK FOGARTYHead Ref. Librarian/Jackson LibraryUniversity of NC at GreensboroGreensboro, NC 27412NCLA Communications:P.O. Box 4266Greensboro, NC 27404(919) 334-5419SecretaryGLORIA MILLERCharlotte-Mecklenburg Schools800 Everett PlaceCharlotte, NC 28205(704) 331-9083Past PresidentPAULINE F. MYRICKP.O. Box 307Carthage, NC 28327(919) 947-2763ALA CouncilorKIETH WRIGHTDept. of Library Science &Ed. Tech.University of NC at GreensboroGreensboro, NC 27412(919) 334-5100SELA RepresentativeJERRY THRASHER,DirectorCumberland County PublicLibraryP.O. Box 1720Fayetteville, NC 28302(919) 483-8600DirectorsJANET L. FREEMANCarlyle Campbell LibraryMeredith CollegeRaleigh, NC 27607(919) 829-8531HOWARD F. McGINNDivision of State LibraryNC Department of CulturalResources109 East Jones StreetRaleigh, NC 27601(919) 733-2570Editor, North CarolinaLibrariesFRANCES BRADBURNCentral Regional EducationCenter2431 N. Boulevard, GatewayPlazaRaleigh, NC 27604(919) 733-2864Spring 1988"61

ChildrenTs ServicesCAL SHEPARDForsyth County Public Library660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2214College & UniversityMARTI SMITHSarah Graham Kenan LibrarySaint MaryTs CollegeRaleigh, NC(919) 828-2521Community & Junior CollegeFRANK SINCLAIRLibrarian/InstructorVance-Granville CommunityCollegeP.O. Box 917Henderson, NC 27536(919) 492-2061DocumentsPATRICIA A. LANGELIERInternational/State DocumentsLibrarianDavis Library 080AChapel Hill, NC 27514(919) 962-1151SECTION/ROUND TABLE CHAIRSJunior Members RoundtableLAURA M. OSEGUEDAAgriculture and Life ScienceLibrarianD. H. Hill LibraryBox 7111, NCSURaleigh, NC 27695-7111(919) 737-2935NC Association of SchoolLibrariesCAROL A. SOUTHERLANDLibrarian, South LenoirHigh SchoolDeep Run, NC 28525(919) 568-4171NC Public Library TrusteeAssociationIRENE P. HAIRSTON6895 Sunnybend PlacePfafftown, NC 27040(919) 945-5286Public LibrariesDAVID FERGUSSONHeadquarters LibrarianForsyth County Public Library660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2556NCLA OfficersReference & Adult ServicesBARBARA ANDERSONForsyth Public Library660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2556Resources & Technical ServicesHARRY TUCHMAYERNew Hanover County PublicLibrary201 Chestnut StreetWilmington, NC 28401(919) 763-3303Round Table for EthnicMinority ConcernsGENEVA B. CHAVISDean, Learning ResourcesNash Technical CollegeOld Carriage RoadP.O. Box 7488Rocky Mount, NC 27801Round Table on the Status ofWomenPATRICE EBERTSharon BranchPublic Library of Charlotte &Mecklenburg County6518 Fairview RoadCharlotte, NC 28210(704) 336-2109ene SS SS SSS SSS SSS SSSArchivesMAURICE C. YORKReference LibrarianEdgecombe County MemorialLibrary909 Main StreetTarboro, NC 27886(919) 823-1141Constitution, Codes, andHandbook RevisionDORIS ANN BRADLEYJ. Murrey Atkins LibraryUNC-C StationCharlotte, NC 28213(704) 597-2365Education for LibrarianshipELIZABETH GARNERP.O. Box 723Pinehurst, NC 28374(919) 692-8659FinanceEUNICE P. DRUM3001 Sherry Dr.Raleigh, NC 27604(919) 733-448862"Spring 1988COMMITTEE CHAIRMEN1986-1988FuturesARABELLE S. FEDORA923 Arbor RoadWinston-Salem, NC 27104(919) 748-0299GovernmentalWILLIAM G. BRIDGMAN,DirectorSandhills Regional LibrarySystem1219 Rockingham RoadRockingham, NC 28379(919) 997-3388Honorary and Life MembershipMEL BUSBINDepartment of Library Scienceand Educational FoundationAppalachian State UniversityBoone, NC 28608(704) 262-2180Intellectual FreedomGENE D. LANIERDepartment of Library andInformation StudiesEast Carolina UniversityGreenville, NC 27834(919) 757-6627Library ResourcesMARY ALICE WICKERCarthage Elementary SchoolBox 190Carthage, NC 28327(919) 947-2781LiteracyJUDITH K. SUTTONAssociate DirectorPublic Library of Charlotteand Mecklenburg County310 W. Tryon St.Charlotte, NC 28202(704) 336-2660MediaJOHNNY SHAVER,DirectorDivision of Media SupportServicesState Department of PublicInstructionRaleigh, NC 27611(919) 733-4008

NCLA OfficersScholarshipsSHEILA COREReference LibrarianSurry Community CollegeP.O. Box 304Dobson, NC 27017(919) 386-8121MembershipROSE SIMONDirector of LibrariesSalem CollegeWinston-Salem, NC 27108(919) 721-2649NominatingMERTYS W. BELL5608 Scotland Rd.Greensboro, NC 27407(919) 299-4592AppointeesELINOR H. SWAIM (Chairman)351 Richmond RoadSalisbury, NC 28144(704) 636-0774Term expires 7/1/91THOMAS H. FOLWELL, JR.P.O. Box 643Buies Creek, NC 27506(919) 893-4111Term expires 6/30/93LELAND M. PARKP.O. Box 777Davidson, NC 28036(704) 892-2000Term expires 6/30/93M. SANGSTER PARROTT107 West Avondale DriveGreensboro, NC 27403(919) 334-5100Term expires 7/1/89NORTH CAROLINA STATE LIBRARY COMMISSIONFLORA W. PLYLER115 Ripley RoadWilson, NC 27893(919) 243-4795Term expires 7/1/89BARBARA M. WALSER2313 Kirkpatrick PlaceGreensboro, NC 27408(919) 288-7018Term expires 7/1/91NC Library AssociationRepresentatives(Terms expire Fall 1989)PATSY HANSEL (President)Cumberland County PublicLibraryP.O. Box 1720Fayetteville, NC 28301(919) 483-1580FRANK SINCLAIR (Chair,Community & Junior CollegesSection)Granville Community CollegeP.O. Box 917Henderson, NC 27536(919) 492-2061DAVID FERGUSSON (Chair,Public Library Section)Forsyth County Public Library660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2556MARTI SMITH (Chair, College &University Section)Sarah Graham Kenan LibrarySaint MaryTs CollegeRaleigh, NC(919) 000-0000CAROL A. SOUTHERLAND(Chair, NC Assoc. of SchoolLibrarians)Librarian, South LenoirHigh SchoolDeep Run, NC 28525(919) 568-4171Staff to the Commission:JANE WILLIAMSState Librarian109 East Jones StreetRaleigh, NC 27611(919) 733-2570Keep your Mind in ShapeGo for it! Use your library!Spring 1988 "63

WE'VE G@itAFO TO GOEN F Qraleat de?TAKE AN64"Spring 1988