[This text is machine generated and may contain errors.]

North Carolina LibrariesFall 1992N Library Telecommunications| Nort 2Plunkett, Dalton GCataloging standards for non-bookmaterials: a complete guide tocataloging non-book materials in theindividual school. Beaverton,Tigard, Oregon, Northwest LibraryService [1968]286625344080 c. 2386267 c. 3... never in the history of our country has there been so great a need to know and sogreat a need to master skills required to equip individuals for continuing self-education." North Carolina Libraries, Fall 1967, p. 67.

Introducing:The SIRS CD-ROM LANThree User WorkstationsThe SIRS CD-ROM Library Network is a high-speed, high-quality local area network (LAN)package. The trio of workstations can access anyof three CD-ROM drives simultaneously. The 100-megabyte (MB) hard drive can accommodateseveral software programs. This basic turn-keynetwork is Novell*-based, which ensures easyexpandability of workstations and CD-ROM drives.Installed on the network is SIRS Combined Text& Index CD-ROM: a database offering 6,000 full-text articles pertaining to social science andscience topics. This easy-to-use format providesinstantaneous access to thousands of articles fromover 800 national and international sources. Full-text articles may be viewed on-screen and, ifdesired, printed or down-loaded as full or partialtext.The LAN package is priced at $13,500, and in-cludes a first-year subscription to SIRS Combinedmnie. TeXt & Index CD-ROM. Alterna-tive hardware configura-tions can be designedto suit individual%, library require-ments.CD-ROM ServerLaserPrinterFile ServerCD-ROM DriveCD-ROM DriveCD-ROM DriveThe Network Includes:A rrp PpThree 386SX (25 MHz) computer worksta-tions (with VGA color monitors, enhancedkeyboards), each with 1 MB RAMTwo 386SX (25 MHz) computers for exclu-sive use as file server and CD-ROM server,each with 3 MB RAMThree CD-ROM drives100-MB hard driveOne laser printerNovell Netware*CBIS CD-Connection** software (10-userlicense fee included)DOS 5.0SIRS Combined Text & IndexCD-ROMCustomer Service and Hardware Consultantsare available 9 a.m. to 6 p.m., Eastern Timeto answer your questions.Call Toll-Free: 1-800-374-SIRS* Novell and Netware are trademarks of Novell, Inc.o* CBIS and CD-Connection are trademarks of CBIS, Inc.St a SOCIAL ISSUES RESOURCES SERIES, INC.P.O. BOX 2348hit ce BOCA RATON, FL 33427-2348ic a4 TOLL-FREE: 1-800-374-SIRS e FAX: 407-994-4704

Volume 90, Number 7ISSN 0029-2740+O RI OCT 12 1992LIBRARY - PLRINNICALSwi ua iLeRO i N A EAST CAROLINA UNIVERSIT@Fall 1992mus )3="LIBRARY [ELECOMMUNICATIONS128 Foreword, Bil Stahl130 Libraries and Networks: An Irresistible Combination, Alan R. Blatecky133 When Can I Put Down My Pen? If I Put Down My Pen, Do I Get A Secret DecoderRing?, Raymond Frankle137 Technology Programming for Libraries, Kenneth E. Marks143 Navigating the Internet: A Beginning, George H. Brett II147 Navigating Some of the Library Highways with Your Modem, Eric Morgan154 DIALOG at McDowell High School: Acquisition, Instruction, and Management,Marty Bray1 58 Telecommunications for Librarians: A Selective Bibliography, Jessica MacPhailce PP URES «ee126 From the President127 Over to You161 And In Edition: Whole Languge and Its Effect on the School Library Media Center,Susan Prillaman166 Point: Networked Information Resources: The Wave of the Future, Bil Stahl167 Counter Point: I'm Sorry, All Circuits Are Busy Now, Harry Tuchmayer168 Library Research in North Carolina: Compiling a "Videography": The Trials ofLocating Information on a New Medium, Charles Croissant170 North Carolina Books176 Lagniappe: Tell-A~-Communication: Storytelling in North Carolina, Pat Ryckman180 NCLA Minutes182 About the AuthorsAdvertisers: Book Wholesalers, 160;Broadfoot's, 156; Checkpoint, 169;Current Editions, 169; Davidson Titles, Inc. 164;H. W. Wilson, 142; Ebsco, 141; Cover: Inside a computer: diametrical opposition. Photo courtesy of Lynette Lundin, JoynerJob Hotlines USA, 162; Mumford Books, 178; Library, East Carolina University. Art Direction by Gary Weathersbee, TeamMedia,Quality Books, 135; Salem Press, 163; Greenville, NC.SIRS, front cover; Southeastern Book Co., 151;Southeastern Microfilm, 145; North Carolina Libraries is electronically produced. Art direction and design by Pat Weathersbee of TeamMedia,Thorndike Press, 146; UNC Press, back cover. Greenville, NC. Special thanks to John Lance and Walker-Ross Printing Co., Inc., Rocky Mount, NC.ET ST[2 Si RT Re Sn eS a Fe MR Neer cron QPP ov RIG Efe le Tan SNE Sy EE eS UO nA IT cc ir RIOR ee a er

Janet Freeman, PresidentHello? Are you out there?In this column in the summer 1992issue I made some rather harsh state-ments, and to be honest, I expected toreceive some responses from you. I haveactually been concerned that ITd gonetoo far. Now I think perhaps not.A few people have told me casuallythat they read the column and agreed.Great. I appreciate their saying so, butwhat are we going to do about theproblems I mentioned?... the problem of misperceptionsand lack of understandingeach other... the problem of communicatingwith our funding agencies(our bosses, the legislature, ourboards, our county commission-ers, our principals, etc.)... the problem of approachinglibrary service in a segmented wayrather than with an eye for thebig pictureThe special issue of North CarolinaLibraries which you received recentlyThe LibrariesNorth Carolina State Universityhighlighted some of these problems aswell as other crises in library service. Weare in crisis or teetering on the brink ofcrisis as a profession.This issue focuses on telecommuni-cations and technology and the implica-tions for libraries ... and those who staffand use them. First let me say, Iam acomputer user and e-mail user. (In factITm one of those strange people who willgo to the mat to protect my use ofWordStar instead of switching toWordPerfect.) The computer at my deskhas a role in almost every task I perform.The availability of telecommunica-tions is revolutionizing the serviceslibraries offer and the way librarypersonnel provide information. I think,however, we must remind ourselves thattelecommunications and technology aretools, and every tool is not appropriatefor every job.For example, an automobile is notthe best tool for flattening a plastic sodabottle before recycling it. You can runover the bottle with the car, but you canmore easily crush the bottle with yourFEBRUARY 19, 1993of the published seminar proceedings.For more information, contact:126 " Fall 1992Tracy M. CasorsoLibrary SystemsThe Libraries, NCSUPO Boxe PLTRaleigh, NC 27695-7111hands. When you need to travel severalmiles, a car is much more efficient andcomfortable than walking on your hands.There are problems with telecom-munications. Systems go down nomatter what reliability figures vendorsshow us. Using e-mail instead of thetelephone puts a certain distancebetween the sender and the receiver. It isexpensive. Not everyone has an affinityfor keyboards. Not everyone thinks inthe linear fashion often required to use acomputer.As information providers we need tobe sensitive to these problems. We needto work together to see that library userslearn the skills to use the most appropri-ate tool for accessing the informationthey need. We must communicate witheach other and those who fund us toassure that there are not gaps in libraryand information services.Again I ask ... are you out there?What do you think? How can we addressthese problems?CALL FOR PARTICIPATION IN POSTER SESSIONI. T. LITTLETON SEMINAR SERIES '93THE 4TH I. T. LITTLETON SEMINARThe I. T. Littleton Seminar Program at NCSU is a continuing seminar series on major library issues sponsoredby NCSU Libraries. The series was established 1987, to honor the contributions to North Carolina StateUniversity by Dr. I. T. Littleton, former Director of Libraries. The theme of the upcoming seminar is documentdelivery and cooperative information resource development.A new feature of the seminar series is the introduction of a poster session program. The purpose of the postersession is to provide an opportunity for individual librarians or libraries to share graphic representations ofcurrent research, programs, or creative solutions to improving access to information. The planning committeeinvites interested librarians, public, academic, or corporate, to submit a poster session application.Accepted presenters will be given a time block during the seminar to share their ideas. Deadline for the receiptof poster session applications is December 18, 1992. Final selections will be made by the planning committee;authors will be notified by January 4, 1993. Efforts are underway to include the poster session abstracts as part(919) 515-3339 © Tracy Casorso@NCSU.EDU * Tracy Casorso@NCSU.BitnetNorth Carolina Libraries

Over to You...LETTERS TO THE EDITORDear NCLA Colleagues:June 31, 1992 was a very special night for me, as on that night I became President of the AmericanLibrary Association. It was a doubly special night since all members of NCLA shared it with me. Severalof you were there in person. All of you were present in the contribution of $1,500 from NCLA to theDavid Clift Scholarship Fund in honor of my presidency. Nothing could have pleased me more than tohave your best wishes both in spirit and as a gift to the scholarship fund. But there was more.Another surprise came via State Librarian Howard McGinn, who presented me with a letter fromGovernor Martin and a framed citation conferring on me The Order of the Long Leaf Pine. The letterfrom Governor Martin reads as follows:It is with great pleasure that I present to you the Order of the Long Leaf Pine of the State of NorthCarolina. Your inauguration as President of the American Library Association brings honor to theState of North Carolina and is a special recognition of your significant accomplishments as alibrarian, educator, and advocate for children.I congratulate you and wish you success during your presidential year as you guide the importantwork of the association. I also congratulate the American Library Association for its work ineducation, combating illiteracy, defending our First Amendment constitutional rights, promotingreading, and making the nation aware of the importance of information literacy.I know my year as President of ALA will be full of rewards, but none will be as satisfying as sharingthe year with the membership of the North Carolina Library Association. Thank you.Cordially,Marilyn L. MillerProfessor and Chair, UNC-G, Department ofLibrary and Information StudiesPresident, American Library AssociationPast NCLA Presi-dent Barbara Baker,President JanetFreeman, President-Elect Gwen Jackson,and State LibrarianHoward McGinncelebrate witheditor FrancesBradburn after sheaccepted the 1992H. W. WilsonLibrary PeriodicalAward on hehalf ofthe North CarolinaLibraries editorialboard at the 1992American LibraryAssociation AnnualConference in SanFrancisco. Photo byDiana Young.North Carolina Libraries Fall 1992 " 127

F. orewordby Bil Stahl, Guest Editor128 " Fall 1992The evolution of information technology has been constantly accelerating and increas-ing in diversity over the past ten to twenty years. This evolution has not been linear, buthas many branches, with new offshoots sprouting regularly. Some branches often seemto go in divergent directions from other branches, only to turn and merge with thesesame branches later.The development of the personal computer was initially, and in some cases still is,feared by people responsible for operating central computing facilities. The reason forthis fear centers around the fact that the personal computer enables people to createisolated islands of information. This, in actuality, has often happened. Many organiza-tions have had to address the problem of controlling where omission critical� informa-tion resides and how it is maintained.Telecommunications is one of those branches that diverged from some areas ofinformation technology only to return to those areas and play a major role in theirdevelopment. The initial role of telecommunications was voice and later interconnec-tion of interactive terminals to mainframe computers. As telecommunications speedsincreased, telecommunications was used to interconnect mainframe computers to oneanother. As microcomputers became more common, software and hard-ware that allowed them to emulate terminals connected to mainframecomputers became available. These telecommunications connectionsbetween microcomputers and mainframe connections developed into truenetworks, where the computers connected to them could do much moreee0o than simply display what was on a remote system.Many information technologies have converged to bring us to wherewe are today and where we are obviously going in the near future. Themajor development has been the digitization of information. Todayvirtually all information is, or will soon be, digital. Voice, audio, image,and video are all digital or fast becoming so. One conversion to digitalformat that is often overlooked is that of telecommunications itself.Modems were needed to convert the digital computer information to thecommon analog telecommunications systems for transmission to remote computersystems, where the signals were converted back to digital information. Digital telecom-munications systems can move larger amounts of information faster than their olderanalog counterparts. This ability of the digital systems is being enhanced almost weekly.In addition, this increase in speed (usually expressed in megabits per second) andcapacity (often expressed in terms of obandwidth�) is coming at lower and lowerincrements of cost.As the ohighway� over which information travels, telecommunications has becomeone of the dominant information technologies of the 90s. Not only has it enabledcomputers to talk to one another faster, but it has greatly facilitated the blending ofinformation technologies. Interactive video conferencing, coupled with collaborativecomputer software that allows the conference participants to simultaneously work onthe same document, is happening today. As the higher speed, larger capacity digitaltelecommunications systems become more pervasive, this type of olong distance�interaction will become more commonplace.Perhaps more than any other technology in the past, including the printing press,telecommunications is causing libraries to reassess what they are about. The printingpress provided copies of a work to be located on the shelves of numerous libraries.Telecommunications allows for an almost infinite number of copies of a work to belocated on usersT desks wherever they are working " not only in libraries. While librariesstruggle to maintain collection budgets to purchase materials for the library, telecommu-nications is causing the opposite problem for many libraries " how to keep up with anexponentially growing array of information sources available over the networks!Computer technology has allowed libraries to perform their tasks in a more efficientand effective manner. While computer technology provided many new capabilities, thelibrary applications were still controlled by the libraries for the most part. Telecommuni-cations, on the other hand, challenges the basic purpose of libraries in acquiring,storing, and dispensing information, because the purpose of telecommunications is alsoto provide access to information in an environment not limited by space or time.Libraries can only be a participant in the overall telecommunications environment, notits controlling force. Librarians are trying to figure out what their role should be.Current library conferences and literature are filled with telecommunications-relatedpresentations on topics such as: local area networks, distributed processing, client-serverarchitecture, the Z39.50 standard, INTERNET access, and the National Research andEducation Network (NREN).North Carolina Libraries

TDThe first part of this special issue of North Carolina Libraries on telecommunicationsaddresses the challenges telecommunications presents to libraries. Alan Blatecky, VicePresident of MCNC, lays out the challenge from a technological standpoint. Alan is thechief architect of the CONCERT network, which is the most sophisticated network of itskind in the nation. Alan calls for librarians to recognize the paradigm shift in the wayinformation services will be provided in the near future, and to take a leadership role inimplementing that shift.The article by Raymond Frankle, a library director, provides an overview of thechallenges many libraries face in trying to address the paradigm shift that Alan Blateckydescribes. Ray agrees that this is the direction libraries need to move and that they mustdo so quickly. However, the ongoing expectations for existing library services, the needto retrain existing staff, and the often chronic shortage of resources are all factors manylibraries will have to overcome.Ken Marks, in his article on developing a technology plan for the library, offers aprocess to follow in addressing both AlanTs paradigm shift and the challenges Rayoutlines. This process in not a omagic bullet,� but a logical way of making necessarydecisions. As Ken points out, these decisions will not be easy.The second part of the issue contains some practical examples of telecommunica-tions in libraries. George BrettTs article provides a transition into this section by describ-ing in general terms the value of network access. George provides references for someohow to� articles, but focuses most of his comments on many considerations people donot automatically think of when they are planning to navigate the networks.Eric Morgan provides a breezy introduction to the major commercial computernetwork services that are available and places a special emphasis on their usefulness tolibraries. Librarians need to be aware of these resources not only for their usefulness butbecause a growing number of library users subscribe to one or more of these resources.Marty BrayTs article on the use of DIALOG in a secondary school provides insight tothe exposure to telecommunications students in secondary education are experiencing.Marty also describes the role newer technologies such as CD-ROM bibliographic data-bases and local area networks are having in changing the libraryTs use of DIALOG. Inaddition to providing ideas for other schools, the article should serve to alert public andacademic libraries to the fact that many younger library users will be familiar withtelecommunications services.The bibliography prepared by Jessica MacPhail provides a useful starting point for anumber of telecommunications related topics. The articles cited are meant to providebackground and to indicate the range of telecommunications related topics. Be aware,however, that it is impossible to provide, in print, an up-to-date listing of citations ontelecommunications because the field is changing too rapidly. Even the telecommunica-tions literature, such as Communications Week, is often out of date by the time it appears.It is also impossible to provide a comprehensive listing of citations with any breadth ofscope, because the literature on telecommunications is perhaps more pervasive than thetechnology itself.The telecommunications section ends with a oPoint/Counterpoint� discussion byHarry Tuchmeyer and myself on the role of librarians in providing user services fornetwork resources. While Harry and I take very opposite positions for purposes ofshowing these extremes, both of us could argue any point on the spectrum betweenthe extremes. In fact, this is an issue that every library will have to debate for itself andconstantly revisit as the resources available via telecommunications systems continueto grow.It is my earnest hope that this issue contributes to the understanding of telecommu-nications that librarians must have. Telecommunications is a diverse and complex field.The purpose of this issue has been, in part, to highlight this diversity and complexity.Telecommunication technologies provide libraries with what the cartoon character Pogoonce described as oinsurmountable opportunities.� We hope this issue will help eachreader rationally choose the appropriate set of opportunities.North Carolina LibrariesFall 1992 " 129

Libraries and Networks:An Irresistible Combinationibraries and networking are ap-proaching a watershed that willradically change the way wethink, the way we get informa-tion, and the way we approacheducation, research, and busi-ness. For the last couple of de-cades, we have been dealing with tech-nologies that enable us to do things fasterand quicker.Computing power continues to scaleto the point where yesterdayTssupercomputers are todayTs advancedworkstations. Memory, storage and net-working have also scaled; instead of Kbytes(thousand bytes) of memory, we talk ofMbytes (million bytes); instead of Mbytesof storage we talk of Gbytes (giga, a billionbytes) and Tbytes (a trillion); instead ofmegabit networks, we talk of gigabits. 1In addition, there is already a greatdeal of effort on the next generation ofcapabilities that are several orders of mag-nitude more powerful still " 256 mega-byte RAMs, Pbytes (1000 trillion bytes) ofstorage, Teraflops (trillion floating pointoperations per second) of compute power,and Terabit (trillion bits per second) net-works .Libraries will not be a majorforce in the developinginformation age if they donot aggressively adopt andadapt technology to meetthe information needs oftheir constituents.170 " Fall 1992by Alan R. BlateckyInformation growthe In the information arena, we see similarstatistics.e Three new accessible databases appeardaily (more than five thousand currently).e The worldTs amount of informationdoubles every five years.¢ More facts and information became avail-able in the last thirty years than in theprevious five thousand years.2¢ One day of The New York Times has moreinformation than a lifetime in seventeenthcentury England.3e Ninety percent of all information pub-lished since 1979 is/was digital.e Fifty-six thousand new books are pub-lished each year in the US alone (world-wide the number is in excess of two hun-dred fifty thousand).4¢ More than one million magazine articlesare published yearly.se Forty thousand scientific articles are pub-lished each year (one every thirty seconds).e Eight hundred new periodicals are pub-lished per year (some only digital, somewith video).This means that top libraries mustdouble in size every twelve to fourteenyears just to accommodate the growth ininformation, to say nothing of expansionof information or libraries.�Cost trendsWhile the unit costs of technologycontinue to decrease dramaticallyeach year, library construction costsare increasing. The capital cost toaccommodate one hundred volumesis approximately two hundred andfifty dollars.8 This does not includefurnishings, operational costs (HVAC,maintenance), or staffing. On theother hand, the costs of electronicmass storage, compute power, andnetworks continue to decrease.For example, the cost per mega-byte of storage has dramatically de-creased over the last decade.Disk DrivesYear Costper megabyte1980 $625.001985 $125.001991 $6.50By 1995 the cost per megabyte ofstorage is likely to be a tenth of todayTscost, or around sixty cents per megabyte.However, there are alternative types ofelectronic storage which are much morecost effective than hard disk drives. Theadvances in optical and dense magnetictapes provide per unit costs that are severalorders of magnitude less expensive.Mass Storage Costs (1990)Rewritable Optical $0.39CD-ROM $0.008Digital Recorder $0.001Magnetic Cartridge $0.05Optical Tape $0.0058mm Helical Tape $0.005While individual workstation costscontinue to decrease each year, the moreimportant factor is the significant accom-panying increase in workstation power.Mainframe power of a few years ago isavailable now at the desktop; an IBM RS6000workstation now has the power of a singleprocessor CRAY X-MP supercomputer.Workstation displays have benefited greatlyfrom the R&D advances increasing screenresolution and quality. High resolutionscreens are available now ata fraction of thecost of five years ago, and this trend willcontinue at an even more rapid rate as highdefinition television and graphics systemsare developed.Network increasesSimilar cost reductions and performanceincreases are also taking place in network-ing. Where dial-up modems operating atthree hundred and twelve hundred bps(bits per second) once were standard issue,North Carolina Libraries

modems approaching thirty-four thousandbps in speed are now available. Networkbackbone link speeds of 9.6 and 19.2 Kbs(kilobits per second, e.g., 9.6 Kbs = 9,600bits per second) are quickly being replacedby individual network speeds of 56 Kbs andT1 (1,544,000 bps) lines. T3 lines (45 Mbs)and FDDI (100 Mbs) networks are begin-ning to be implemented all across the coun-try. Recent passage of the High Perfor-mance Communications and Computing(HPCC) Act of 1991 will help ensure thedeployment of high-speed networks (giga-bit and beyond) across the nation.However, as network speeds move toT3 and on to gigabits, faster isno longer anadequate way to describe what is happen-ing. Whereas a gigabit network is onethousand times faster than a megabit net-work, the real change is one of scope andcapability. Gigabit speeds provide thecapability to do things differently. Theprimary mode of operation is no longerlimited to text (i.e., characters and sym-ae |Text and bitsTo help bridge the gap between printed text and electronic storage, it is necessaryto understand how text and images translate into bits.Text versus StorageDocument Number of bits abbr.1 page of text 25,000. 25. kbs10 pages of text 250,000 250 Kbs1000 pages of text 25,000,000 25 Mbs25 page article with 10 color images 900,000,000 900 MbsLibrary of Congress holdings 200 trillion 25 TBs-2 PBs (1,000 TBs)Another way of looking at the information is to translate storage intodocument size;Storage versus documentsAmount of storage abbr. Number of documents1,000 KBS 1 MBS 4 high resolution images or 320 pages of text1,000 MBS 1 GBS 4,000 images or 320,000 pages of text1,000 GBS 1 TBS 4 million images or 320 million pages1,000 TBS 1 PBS 4 billion images or 320 billion pagesASCII Text (1 TBS) (42,500 trees)Translating even further, the capabilities already exist in current technologyto make electronic storage compellingly attractive simply in terms of cost alone.A single 19mm tape can hold 25 Gb, or more than 1,300 medium-sized books.Based on equivalent floor space, electronic storage can accommodate more thanfifteen hundred times as many books and articles as does storage of the physicaldocuments themselves.An analysis of CD-ROM shows even larger gains. But, this overlooks perhapsthe most significant values of electronic storage " remote access and sharedresources. People who have access to a network that includes libraries have accessto those resources without having to travel to the library to see the physicaldocuments. The information is available to them twenty-four hours a day at theirplace of work, study, or home.This same type of table can be constructed for transmission speeds.Transmission timesNetwork SpeedsDocument 9.6 Kbs iS | Mobs 1 Gbs1 page 2.6 sec. 502 see -00003 sec100 pages 4.5 min Ly sec .003 sec25 page article with 10 images 28hrs 10.8 min 9 SecLibrary of Congresslower limit of 25 TBS 661 yrs 1,543 days 56 hrsupper limit of 2 PBs 52,880 yrs) 388 yas 186 daysThese tables clearly illustrate the new world for information and libraries.Documents and articles can be accessed and retrieved in seconds at gigabitspeeds. This is in sharp contrast to the networks and technologies that librariestypically use today (9.6 to 56 Kbs link speeds), where it can take hours toelectronically retrieve a single document or article (books could take days). Theresult is that only selected documents are made available " usually those notcontaining large sets of data or images.North Carolina Librariesbols), but relies on visual information;images will dominate the way we use net-works and interact with information.The increases in network speeds andcomputer power as well as reduction instorage costs have tremendous implica-tions for libraries and information. Iftechnology can provide adequate digitalstorage, transmission and display of im-ages in real time, then digital libraries areno longer relegated to being future imagesor ideals. Digital libraries themselves be-come the basis for library developmentand deployment. From this point on, itwill be very difficult to justify physicallibrary expansions based primarily on vol-umes and print.New paradigmsAt the same time, it is clear also thatlibraries must be prepared to do thingsdifferently. Libraries will not be a majorforce in the developing information age ifthey do not aggressively adopt and adapttechnology to meet the information needsof their constituents. For example, thenormal operating procedures of electronicdocument delivery associated with slow-speed networks and technology are totallyinappropriate for high- speed networks. Itis not adequate simply to have the cardcatalog online. The goal has to be to havethe full text online so it can be retrievedand obrowsed� over the network just asthe patron would do when walking downan aisle of books and journals.It is also important to note that thedefinition of information is facts, figuresandimages. One way to help illustrate thisis the four tier model:Raw DataInformationKnowledgeWisdomInformation is becoming much moreinteractive; users find it essential to readilynavigate between raw data and informa-tion in real time in order to get the knowl-edge and understanding they need. This isan iterative process which becomes evermore important as the amount of availableinformation continues to increase (e.g., howcan the user quickly sift through the data toget at crucial information). In other cases,the process itself becomes part of the grow-ing database. For example, an educatorreviewing results of a survey on teachingstyles would be able to add his/her experi-ence. The result is that the database growsevery time it is used; that is, the new expe-rience is incorporated into the database.These types of applications are al-ready taking place through computerconferencing and promises to become asignificant source of information and ex-Fall 1992 " 131SIR ere a Sew nO ePID RP ee aS a NR aie OE oA oe eT NVA NNR Ae ne EM Real VE OP ES

pertise. This points out that libraries mustbegin seriously to adopt several paradigmshifts in order to usher in and develop thenext-generation library and informationcenter. One of the shifts is that librariesmust rapidly respond to accommodatethese onew� types of information sources.Another involves navigation. On the onehand, libraries need to develop electronicnavigation expertise to assist users. On theother hand, in many cases, librarians willThe question is not if theseissues will be resolved, but when;and the more pertinent questionis who is going to take leadershipto provide the information forthe electronic world.not be intermediaries, as the users willaccess the information directly.The discussion so far has centered onhard copy and text. However, there aremany other rapidly developing types ofelectronic information such as databases,electronic journals, scientific visualization,and graphics. These assume that high-performance networks will be the primaryinterface for the vast majority of users.The growing importance of video, movingimages, and high-resolution graphics toscience, education, and business will re-quire yet other new technologies and newapproaches to handle what we call oinfor-mation technology.� Librarians will need. to become conversant with a wide varietyand ever-growing array of non-biblio-graphic forms of information.These same users are not only oat-homeT in this electronicinformation world,but also are the vanguard for the future.These users depend on access to currentinformation (discoveries and new ideas areshared within minutes) for their livelihood,and seek out those information repositoriesthat have high-performance electronic ca-pabilities. In many other cases, they cannot wait until the information is availablein print or travel to the source to get thematerials. They want and need access to thevideo, images, and data within minutes orhours. (Interestingly, this sort of timelinesshas contributed to the success of CableNetwork News.)The discussion has deliberately side-stepped many electronic information is-sues that are beyond the scope of thisarticle. The topics range from copyrightand publishing issues to those of technical132 " Fall 1992standards for interoperability and resourcesharing. While these are significant fac-tors that involve not only economics, poli-tics, and inertia (substantial investmentsand infrastructures used to doing businessas they always have), the marketplace anduser needs will drive the required changesover time. The question is not if theseissues will be resolved, but when; and themore pertinent question is who is going totake leadership to provide the informa-tion for the electronic world.The discussion has also delib-erately side-stepped many is-sues dealing with electronicinformation as these are be-yond the scope of this article.In essence, the tremen-dous changes in networking,communications, and com-puting mean that geographyand time will no longer beobstacles. Where you are lo-cated will have little impacton what you can do or learn.Resources, expertise, and in-formation will be the currency that flowson the network. You will not move peopleto resources, but move resources to people.What will this mean? Faculty mem-bers, students, and information technolo-gists (currently more than fifty percent ofthe population) will be using networkingas part of their job. Digital libraries, withvast directories and images, will provideinformation to the desktop in tenths ofseconds; from your office you will be ableto provide yet another capability withface-to-face communications among of-fices, libraries, and so on. It will greatlyenhance collaboration and interactionbetween users and information providers.ConclusionIn conclusion, a number of factorsand opportunities face libraries that mustbe addressed if libraries are to be viableinformation centers for the next century:e The willingness of librarians to adopta different model of what it means to be alibrary " that is, a digital library. Howdoes a library begin to position itself tomake the transition to a digital library? Isit necessary that all libraries become digi-tal, or to what extent?e A major change in the organiza-tional structure and culture of libraries.Libraries are organized in terms of sup-porting a central repository; the futuremodel is going to be much more dis-bursed, requiring a flattening of the hier-archy and a move toward disbursed man-agement of resources and staff.e A move from increased holdings toincreased access; the goal is to use elec-tronic networks to reach remote physicalresources.e Libraries will have to adapt to using awide range of classification schemes (accessstrategies) rather than try to fit all informa-tion into one classification system, as theydraw upon information in interactive for-mats and from a wide range of non-libraryelectronic (network) resources.¢ Much more emphasis upon the shar-ing of resources among libraries from theoutset. How can each library carve out aunique niche or set of holdings that will beof use to the much larger national orglobal community? It will require coordi-nated planning, purchasing and catalog-ing to avoid duplication.e The acquisition of technical knowl-edge and expertise for all librarians. Whilethe goal is not to require that librarians becomputer programmers, it is essential thatthey be technically literate and have sub-stantial technical resources (networking,storage and computing) in residence or oncall. In addition, it is essential that thetechnology be integrated throughout theentire organization, from top to bottom.Libraries and networks are approach-inga watershed which will radically changethe role of both. New paradigms are goingto be required to effect the transitions.Only through a tight coupling of strategicinformation resources and expertise withubiquitous, high speed network access,will we be able to increase our productiv-ity, remain competitive, and sustain highquality education.References and Notes1 Bytes versus bits: 8 bits to every byte;bits indicated by lower case (Mbs), bytesby upper case (MBs).2 Peter Large, The Micro Revolution Re-visited (New Jersey: Towman & AllanheldCompany, 1984).3 Richard Saul Wurman, InformationAnxiety (Doubleday, New York, 1989).4 Bowker Annual: Library and Book TradeAlmanac 36th edition, compiled and ed-ited by Filomina Simora, R.R. Bowker, 1991.5 Steven Louis and Robert F. Rubeck,oHypertext Publishing and the Revitaliza-tion of Knowledge,� Academic Computing(May 1989): 22-32.6 Science News 142, 5 (August 1,OOD arise ;7 Wilbur Schramm and William Por-ter, Men, Women, Messages, and Media;Understanding Human Communication (NewYork: Harper & Row Publishers, 1982).8 Wilson M. Stahl, oThe Future Impact ofHigh-performance Networks on Library Col-lection, Facilities, and Services,� MetropolitanUniversities 3, 1 (Summer 1992) in press.North Carolina Libraries

When Can I Put Down My Pen?If I Put Down My Pen,Do I Get A Secret Decoder Ring?TCP/IP, UNIX,LAN, WAIS,NREN,INTERNET,FDDI.o you remember the dayswhen, if you ate all your ce-real, your mom would savethe box tops and send themin for a secret decoder ring?With this ring you could writeand read messages that couldonly be understood by those who pos-sessed this special piece of equipment.The rings were made of cheap plastic andnever lived up to childhood expectations.As we grew up, we abandoned the child-hood fanatasy of communicating secretlyand relied on our pens, pencils, typewrit-ers, and now PCs, to communicate withone another using well understood wordsand grammatical structure. However, thesituation is changing dramatically. Inorder to understand the characters whichappear at the beginning of this paragraph,we need more than a decoder ring.The letters are not a secret messagewritten in uncials, although for many ofus they very well could be. Few librarianscan interpret the meaning behind thesecharacters which make up acronyms whichhave become commonly used in explain-ing ways to communicate. The library pro-fession has developed its own set of acro-nyms over the decades which are used todescribe bibliographic tools, associations,networks, and information resources.During our educational process to becomelibrarians, we were trained to understandthe concepts they stood for and how to usethem in our libraries.We are now confronted with a newvocabulary that is invading the profes-sion. Trying to understand it is as difficultas trying to read classical Greek withouthaving taken the appropriate time andenergy to study the language. One of themajor challenges facing the profession isNorth Carolina Librariesby Raymond A. Franklethe changing way in which information isstored, accessed, and retrieved. Many inthe profession have the attitude similar tothat of many Americans when it comes toa foreign language, oSo what if it is Greekto me? If it is important, someone willtranslate it into English.� Maybe thatworks fora foreign language, but it will notwork for librarians who are faced withsignificant changes in the way informa-tion is stored and retrieved. Most librar-ians will have to understand notonly the new vocabulary related toinformation and telecommunica-tion technology but also the prin-ciples and economics behind them.The major portion of this ar-ticle deals with some of the signifi-cant areas that most librarians needto understand as they attempt todeal with technological change. Itis written from the perspective ofone library administrator who doesnot claim to know the answers,andis still struggling with the ques-tions. It raises as many questionsas answers. It is hoped that indi-viduals will understand the impor-tance of working together to helpshape the future of the profession.As a profession, we are woefully be-hind in understanding the implications ofinformation in electronic accessible form.Unlike learning cataloging rules or Libraryof Congress subject headings, which rep-resent some of the major intellectual foun-dations of organizing information, thenew terms listed at the beginning of thearticle represent disciplines and knowl-edge that are foreign to most librarians.This situation has been compounded bythe fact that since the mid-1970s, when itfirst began to install connections outsideof Ohio, OCLC took responsibility for allthe telecommunication connections. Theonly thing we had to know about thisaspect of the system was that than if wehad a problem, just call OCLC. They tookcare of everything that provided electronicand telecommunication access to theirsystem. Libraries could devote their ener-gies to learning how to catalog or do ILLusing an electronic system instead of typ-ing cards and forms. OCLC is still aroundand continues to provide telecommunica-tion service for us. This may be sufficientfor some libraries, but for many it is not. InAs a profession, we arewoefully behind inunderstandingthe implications ofinformation in electronicaccessible form.order to access the database and informa-tion services which have developed in thepast five to ten years, librarians must nowbe knowledgeable of telecommunicationand computer technology. Such knowl-edge is required even if libraries do notwish to access external informationsources. CD-ROM products have becomecommon in most libraries. Librarians real-ize the limitations of having such power-ful sources which can only be used by oneindividual at atime. In many institutions,plans are underway to network these ma-chines. To do so requires special knowl-edge. Who has that knowledge? Librar-ians who do not have the knowledge mustFall 1992 " 133

turn to others to provide it. This can beboth good and bad. However, it is at thecrux of the problem for many of us. Howwe resolve these will have a major influ-ence on what the profession will be like inthe next ten years or so.In his article Alan Blateckey cites someinteresting statistics such as three newaccessible databases appear daily andninety percent of all information pub-lished since 1979 is/was digital. Thesestatistics, coupled with the technology hespeaks of, lead to different ways of seekinginformation and creating new knowledge.It is mind boggling to think that in theemerging, high-end technologies, all in-formation in the Library of Congress canbe transmitted in fifty-six hours or a littleover days. The point is not that one wouldwant to send that much data, but that aquery could search that much. At suchspeeds, the existing, cumbersome barriersof creating knowledge fall dramatically.The pointers and classification schemeslibrarians have developed to store infor-mation sources become obsolete and irrel-evant. When this point is reached, and itmay not be that far away, different skillsare needed to mesh patrons with the infor-mation they seek.To adapt will require resources. Un-fortunately, the historical dilemma librar-ies have faced is under-capitalization. Therecent dramatic rise in the prices of nu-merous serial publications, coupled withreduced fiscal resources at many institu-tions, has made it difficult on the onehand to consider new initiatives, while onthe other hand business can not continueas usual. Some institutions have canceledsubscriptions, relying on the effectivenessof electronic networks to enable them toobtain articles from other libraries. Somelibraries have used a portion of the dollarssaved from the cancellations to provideexpanded electronic access and documentdelivery to certain information sources.They have seen this as a way to survive andto improve service. Are they on the righttrack? The decision to provide informa-tion this way certainly saves space andprocessing costs. However, what is thetrue cost of the technology? Argumentsare made that technology saves time. Moreinvestigation is probably necessary to knowfor certain. It is true that the user canaccess electronic information any hour ofthe day or night, but what did it take toenable the individual to access and usethese sources? The literature indicatesthat unlike traditional bibliographic in-struction programs, showing individualshow to use electronic resources is morelabor-intensive and requires more one-on-one interaction. Do we have the staff re-sources to accomplish this?134 " Fall 1992Beyond the rudiments of showing anindividual how to logon and search anelectronic file, many librarians are findingthat the person requires additional knowl-edge of the hardware and software. Whoshould teach these skills? As an example,much of the census data is being issued inelectronic form. When it was produced inprinted form, a user could scan the docu-ment and ascertain that it contained theinformation he needed. More than likelyit contained tables, charts, and graphs thatwere applicable to his needs. To carry theexample further, the individual, if he sodesired, could have pur-chased the documentfrom the federal gov-ernment. Now the usermust have a basicknowledge of how tooperate a PC, an under-standing of file struc-ture, an ability to down-load information, andskill to manipulate thatinformation using aspreadsheet or data-base. In addition, to useit any place but the li-brary, the patron musthave access to a fairly powerful PC. Whoseresponsibility is it to provide such equip-ment? Can it be done within present re-sources? Will librarians provide more in-formation, but less help? Because access ismachine-intensive, librarians may be in-advertently limiting the number of indi-viduals who can use the information.So far we have not considered how tohandle those patrons or librarians who, nomatter how good the training, cannoteffectively use electronic technologies. Willwe create a caste system where there willbe those individuals who can onavigate�the electronic networks and those whocannot? Will one individual's services beworth more than anotherTs? What shouldpatrons expect from a librarian regardingelectronic access? If they cannot obtainwhat they need from a librarian, to whomwill they go?Libraries and the organizations towhom they report must seriously considertraining issues. This is no small matter.Effective ongoing programs must be de-veloped and put into place before newtechnology is introduced and then sus-tained to continually enhance skills. Li-braries have depended on professionalorganizations and networks such asSOLINET to provide training. As good asmany of these have been, each libraryneeds to consider training and develop-mentan ongoing, supported, and rewardedactivity within its own organizational struc-ture. If it does not, there is little hope thatits staff can continually keep up with thechanging electronic environment. Libraryadministors must give staff both resourcesand time to develop skills. One hour oftraining without time to experiment andmake the new skill a part of the individualTsknowledge base will be a failure.On a more global scale, library educa-tion needs to consider how it is preparinggraduates for the new technologies. Again,this academic preparation must go be-yond learning how to operate a PC or use@ClG.Beyond these immediate needs loomsIf we do not come to grips with, andprovide leadership in the area of,telecommunications and accessinginformation technology, the professionof librarianship will soon end.amore perplexing issue. How long will theinformation survive in the electronic for-mat that it is in? It was created to be usedin a certain medium with a limited rangeof hardware. What happens when thehardware is not produced any longer?Currently, hardware is changing everythree to five years. Even OCLC has admit-ted this and is basing its systems on avail-able technology. It no longer has equip-ment manufactured specifically for its ownsystem. Unfortunately, the migration fromone level machine to another does notassume compatibility of files or softwareprograms. What happens then to the struc-tures and training we put in place underthe older technology?Many libraries are canceling their sub-scriptions to print materials in favor ofelectronic alternatives. The difficulty maybe that several years from now, that infor-mation may not be accessible, because inmany instances libraries do not own theelectronic data and, if technology changes,the information may have to be repur-chased in another medium.A similar situation exists concerningelectronic media in general. As much aswe complain about acidic paper and its lifeexpectancy, we have given little thoughtto the preservation of information that isproduced electronically. We are just as-suming that it will be there. There is agrowing body of evidence that it will not.At present, the federal government hasrecords from the 1960s and 1970s in elec-North Carolina Libraries

tronic form that it cannot read because ofmedium deterioration and because thehardware on which the information wascreated no longer exists. For a professionwhich has considered the preservation ofhuman knowledge an important part ofitsresponsibility, we are not doing enough inthe way of considering the ramificationsof immediate access and use in relation-ship to long-term availability.Perhaps the most difficult area of all isdealing with the network and telecommu-nications component of change. For manylibraries, access to any network is still adream. For others, being a member ofOCLC will satisfy their needs. However,there is an increasing number of librariesfor which much more is required concern-ing network access. How do they meetthat need? Except in rare instances, librar-ies cannot act by themselves. They are partof a larger organizational structure. Withsome exceptions, librarians have not ex-erted a major role in network planningwithin the context of their parent organi-zations, and even less on the national andlocal level. If America is a society whichdepends on quick access to information,then this must change.Several times over the past couple ofyears, I have heard various speakers talkabout networks as the highways of thefuture. That may be an accurate analogy,e All in Stocke Annotations Servicesbut we should stop to think about whodesigned those highways and who is de-signing the new network ohighways.� Haveyou ever noticed that the new vocabularyto describe networks and electronic mediahardly ever uses words like otype,� oread-ing,� oliteracy:� words librarians under-stand. Librarians are used to dealing withwords written on paper. Many librarianshave become familiar with the industryresponsible for printing books and jour-nals. In some instances, they have influ-enced those industries. Other librariansknow how to organize these materials tokeep similar items together. There are thosein the profession who specialize in help-ing individuals locate and use the printedword. This is made somewhat easier by thefact that from childhood on, schools havestressed skills which use and manipulatethe written word.This is not dissimilar to learning todrive in high school. Most of us probablyconsider ourselves good drivers. However,many of us take our cars for granted. Fewknow anything about repairing a car if itbreaks. We do not want to know how itworks, just that it does. Unfortunately,the problem arises when the car breaksdown and we are not only helpless, butstranded. This is how we have treated ourknowledge of networks. Others of us haveassumed that because we can drive a Car,Bringing You theWorld of Small Press and Videoe 1500 Presses e¢ 7000 Titles© Electronic Orderingwe can automatically drive an eighteen-wheeler. Even if we could get the truckmoving, we have no concept of howheavily regulated the trucking industry is,the complexity of the freight system infra-structure, or the most cost effective meansto get to point A from point B. So itis withthe networks and telecommunications.Once we want to move from OCLC as oursole network connection to networkingout CD ROMs on a local network to pro-viding our users with access to sources onINTERNET, we have entered a whole new,unfamiliar arena. What does it take to getthere? One can read articles, even in thisissue, on some of the technical details ofestablishing a LAN or connecting to anexternal electronic source. However, littleis usually said about the long term impli-cations and commitments.First, we must realize, which few do,that when a library decides to offer infor-mation to its users through electronicmeans, it has just set up a barrier betweenthe reader and the information. I know allthe arguments about how we can providemore information more quickly withoutregard to time or distance. But the factremains, the reader must use a mediumcontrolled by us or someone else to get tothat information. Once a book is acquiredand placed on the shelves, no furtherintermediary is required. In an electronice Adult Non-Fictione Preview/Approval Plans1-800-323-4241 © Toll Free ¢ 312-295-1556 © FAXNorth Carolina LibrariesQUALITY BOOKS INC.@@ a dawson companyJouHN HiccIns, SALES REPRESENTATIVEFall 1992 " 139

environment who can foretell that whatmay seem free today will not havea chargetomorrow? Do all readers have equal ac-cess? Ifnot, how does that square with themission of most libraries to provide freeand equal access?I know very few libraries that are do-ing analysis of the true costs involved inproviding information in electronicsources. Few can determine actual costsversus benefit derived for any phase oftheir operation.Unfortunately, many librarians feelcompetent to meet the future if they canuse a PC to do wordprocessing, create aspreadsheet, do online searching, and ac-cess BITNET. However, when it comes tounderstanding TCP/IP or packet switch-ing such as X.25, the numbers drop offdramatically. Not everyone needs to beanexpert, but everyone needs to understandbetter the implications for the user. Whatshould a library do? No matter if it is aschool, public, academic, or special library,it is faced with similar problems such asconstrained (if not dwindling) resources,greater demands for service, limited staffresources, and a staff whose education andtraining for the most part did not includesuch areas as telecommunications, FCCregulations, imageoriented learning, andbroadband capabilities, to mention just afew. Librarians need to ask themselveswhether they wish to be in control; to lead,or be led? The choice is ours, but we mustact. The decisions are not easy. The re-source issue is not clear. However, we havean outstanding tradition within the pro-fession of cooperation. We need to capital-ize on that more than ever.If we do not come to grips with, andprovide leadership in the area of telecom-munications and accessing informationtechnology, the profession of librarianshipwill soon end. Even the term itself denotesthe printed sources. To give just oneillustration, there are over seven hundredthousand nodes on the Internet Networkand nobody knows how fast it is growing.When last I checked, more than threehundred libraries had made their OPACs176 " Fall 1992Request additional information from:Chris A. Bates (704) 529-0632Development Committee, NCLA Public Library Sectionavailable through this network. Compareseven hundred thousand nodes withOCLCTs twenty-two thousand member li-braries. This not a completely fair com-parison, but it gives a sense of where infor-mation handling is headed. How many ofthose Internet nodes were developed be-cause a librarian thought or argued that itwas important to do? To whom are theusers of Internet turning to learn how touse the network or onavigate� it? Whetherwe as a profession like the trend towardusing electronic means to communicate,store, retrieve, and create information isnot material. What we need to recognizeis that this is what is happening. There aremany problems related to electronic ac-cess and standards, but these are beingaddressed. In just two years, the Coalitionfor Networked Information has had a sub-stantial impact in getting computingpeople, publishers, and librarians to worktogether. In addition, Congress just passedlegislation to create a National Researchand Education Network (NREN). Esti-mates are that it will receive over onehundred million dollars in funding duringits first year. Although it was originallyconceived to make access to networks forscientific and academic communities, thefinal bill states that it is to support educa-tion, and libraries of all types. Are weprepared?Who of us is conversant enough todescribe to our supervisors the resourcesnecessary to position our library to takeadvantage of these new powerful tools.Many libraries now have online catalogs.If terminals are hardwired to the centralmainframe, the data is possibly being sentat 9600 bits per second. If we wish to movefrom a hardwired environment to onewhere we can take advantage of the largedata files and higher communicationspeeds which exist today, our buildings,campuses, schools, and agencies must berewired. Who will design such a project?Who will develop the standards? How willit be paid for? Will we cancel subscriptionsto invest in telecommunications? All ofthese are hard questions. Before we can1991-93 NORTH CAROLINA PUBLIC LIBRARY DEVELOPMENT AWARDIt's never too early to plan nominations for the N.C. Publc Library Development Award. The awardrecognizes an individual whose project, promotion, or service has made a significant and innovativecontribution to the development of public libraries in North Carolina during the current biennium.Plaque and $500 check to be awarded at biennial NCLA Conference in Winston-Salem, October 1993.move to the new paradigm of informationaccess and use, these questions must beanswered. If librarians do not educatethemselves to address them, they will havelittle impact in the new electronic infor-mation environment.In times of declining and stagnantbudgets, coupled with the maintenance oftraditional library services and demandswhich seem to grow each year, coming togrips with change and the issues surround-ing it is indeed of monumental impor-tance. Part of the answer lies in librarianstaking a leadership role in articulating thevalue of such transmission of informationto learning, research, and economic devel-opment. If we are not prepared to give acoherent and far sighted response, we mayneed to consider how long we are going toremain a profession. Without support ofan information infrastructure, it will notjust be libraries that fail, but schools, uni-versities, businesses, and other agencies.The writing is on the wall, but it is notin secret code. We must do everythingpossible to prepare ourselves and our insti-tutions to take full advantage of the newtechnologies. If we do not, the task will bedone by others. If we are not prepared tohelp individuals blend data and imagesand use extremely large files, or showthem how to weave through the alreadyexisting one hundred thousand databaseson Internet, we are going to be passed byand relegated to an archival function.We have to put down our pens now.We cannot wait until they run out of ink.We need to learn the secret code, not to bedispensers of secrets, but to serve as facili-tators to unlock the mysterious new worldof information technology. We need tomove from rules and regulations for orga-nizing information in a warehouse envi-ronment to working with a variety of dis-ciplines to create an infrastructure thatembodies the principle of free and easyaccess to information to all citizens and tomake certain those individuals are able tofind and manipulate that information tocreate new knowledge.North Carolina Libraries

Technology Programming for Librariesor some time librarians havestruggled with the fiscal conse-quences of the increasing costsof personnel and materials(books and journals). Steady statebudgets and diminishing pur-chasing power have forced a series of no-win choices that have tended to under-mine the delivery of badly needed ser-vices. The search for solutions to theseproblems has been extensive and oftenhas settled on technology, broadly de-fined not just as automation and personalcomputing but also as video, audio, tele-phonic, and other electronic equipmentand services.This technology has been offered asthe panacea to a range of problems, in-cluding the fiscal challenges facing librar-ies. Employ technology to offset the lossof personnel. Use machines to replace theloss of years of experience and hard-to-find talent. Utilize technology to increasethe formats and diversify the range ofinformational resources available at a dis-tance, at no cost or minimal cost, for thepublic to use. There is, however, a odark-side� to the wondrous world of technol-ogy. Years of experience have demon-strated that using technologies does notsave staff; instead, more staff are needed.Efforts to access information resources lo-cated at a distance have proven far morecomplex, costly, and time-consuming thanoriginally envisioned. Often, technologyis little more than a band-aid solution; thedeep-seated problem remains hidden.And now, another more insidious as-pect of technology is beginning to take itstoll on libraries and librarians. The cost ofacquiring, operating, maintaining, andupgrading various technologies has be-come another force competing for theever-diminishing budget dollars availableto librarians. If technologies are not ac-quired, it is often proclaimed that librar-ians are shortchanging their clientele andplacing them among the information-dis-advantaged.Unless library administrators and staffare prepared to reconsider the organiza-North Carolina Librariesby Kenneth E. Markstion and operation of their workplace, it isunlikely that technology will ever supplythe solutions it is capable of providing.The fact is, there are too many librarianso who are trying to do the same old job inthe same old way, using 18th-centurymethods with 20th century tools...�! Giv-ing up established ways and methods inour jobs is extremely difficult and shouldnot be attempted in an unplanned, hap-hazard manner.There is a term currently in vogue thatdescribes the process of moving awayfrom outmoded methods to usingtwentieth or twenty-first centurymethods and tools to change theworkplace and work routines. It isoreengineering.� oAt the heart ofreengineering is the notion of dis-continuous thinking " of recogniz-ing and breaking away from the out-dated rules and fundamental assump-tions that underlie operations.�Although reengineering holdsgreat potential for improving theintegration of technologies in a li-brary, it can wreak havoc in an orga-nization if a proper approach is not used.Reengineering in the absence of effectiveplanning and programming can be enor-mously counter-productive to the institu-tional health and well-being of a library.Although most librarians have beensubject to a constant barrage of advice thatimplores them to plan, planning all toooften is a haphazard, erratic effort. Toomany individuals have experiences thatseem to confirm that planning is an exer-cise in futility. Months are spent attend-ing meetings. Competing needs are exam-ined in great detail. A plan is created.Then, the plan is disregarded the first timecrucial decisions are made. As the plat-form of a new administration or new ad-ministrator, planning offers an attractiveallure that promises to remedy existingand future problems. It also offers anopportunity to put distance between anew administration and the previous one.The reader should not assume that theauthor is opposed to planning. Quite thecontrary. Planning or programming prop-erly carried forward is an indispensabletool for the successful operation of anyorganization, including libraries. Effec-tive. planning, whether it is known asstrategic, long-range, or by some othername, offers a rigor that demands a thor-ough examination of institutional pur-pose and commitment.Anexample of reengineering is a tech-nology program that can provide the frame-work for achieving a more effective utiliza-Efforts to access informationresources located at adistance have proven farmore complex, costly, andtime-consuming thanoriginally envisioned.tion of new equipment and systems andthe possibility of new services. The modelfor creating a technology program can befound in the process known as the build-ing program or educational specifications.Although there are many descriptions anddefinitions of a building program, the fol-lowing statement provides the context forthis article:oThe purpose of the building pro-gram is to provide the architect andthe building engineers with infor-mation about the library and therequirements that must be met inthe design of the library building inorder to serve your institution orcommunity. ...oThe primary objective, as in-dicated above, is to describe thepurpose, functions, relationships,and operations of a particular li-brary in terms of its space needs,functional relationships, environ-mental requirements, and all otherFall 1992 " 137C0 SEE pga ORE PA SAE eagles ear ea eee RPE Spe Se ene Wn ac ee Sa Son SA ce eae SO Se Oe ea FS ee CP ern te a Oe nS ee eo Nee a EN SNA ie ames ser Pe ee

characteristics. Each area of the li-brary must be covered in detail ...emphasis ... on describing what isneeded to make the area functioneffectively and efficiently. Althoughdwelling on the future, the buildingprogram should include a brief his-tory of the library and the buildingsit ... occupied as a means of provid-ing background to design profes-sionals who may not be acquaintedwith the institution or community.When completed, the building pro-gram stands as the project sourcebook, providing all essential infor-mation and guidelines.oThe process of preparing thebuilding program helps the libraryadministrator to achieve a secondobjective, namely the identificationof persistent problems and concernsin library organization and opera-tion and working out of long-termsolutions...�3There are several crucial phrases inthis excerpt. First, a program should de-scribe a libraryTs purpose, functions, rela-tionships, and operations. Second, theprogram should focus on the particularlibraryTs space needs, functional relation-ships, environmental requirements, andother characteristics. Third, the programshould aim to describe what is needed forefficient and effective functioning regard-less of the cost. Reconciling the desiredfunctions and the realities of cost willcome later. Fourth, the program shouldprovide a brief historical statement aboutthe library.Each of these factors can be combinedto constitute a definition of a technologyprogram for a library. One additionalfactor, costs, will be added to this descrip-tion. The result is the following statementof a technology program:The purpose of the technology pro-gram is to provide the library ad-ministration, staff, and parent orga-nization with information about thelibrary, and define the requirementsthat must be met in the selection,integration, and use of technolo-gies in the design of the libraryorganization and its services to theinstitution or community.The primary objective is to de-scribe the purpose, functions, rela-tionships, and operations of a par-ticular library in terms of its tech-nology needs, functional relation-ships, environmental requirements,and other characteristics. Each areaof the library must be covered indetail; the emphasis should be ondescribing what is needed to makethe area function effectively and178 " Fall 1992efficiently. Although dwelling onthe future, the technology programshould include a brief history of thelibrary and the technologies it hasused as a means of providing back-ground to librarians, technologyspecialists, and budget officials whomay not be acquainted with theinstitution or community. Whencompleted, the technology programstands as the source book, provid-ing all essential information andguidelines.The process of preparing thetechnology program helps the li-brary administration to achieve asecond objective: the identificationof persistent problems and concernsin library organization and opera-tion and the working out of long-term solutions.There is one fundamental differencebetween a building program and a tech-nology program. That difference is thetimespan for which the program is appli-cable. A building program will be drawn inamanner that projects over a period of twodecades or more. While there may betinkering with the program, its essentialcharacteristics remain valid over an ex-tended period of time. The lifespan of atechnology program is shorter, five years ifa library is fortunate, three years realisti-cally. The result is that a technologyprogram should undergo almost constantrevision and adaptation.Development of the technology pro-gram requires a willingness to commitindividually and organizationally to therigor and structure of the process of self-examination. The most efficient approachmay be to charge one individual with theresponsibility for producing the programwith the commitment of full participationby all staff. While the staff will be indis-pensable to the process of identifying pastconditions, present circumstances, andfuture needs, the program will have somehighly technical and/or specialized seg-ments where a single person can resolvedecisions most effectively.The process of creating a library tech-nology program involves gathering infor-mation and fashioning answers to a pre-scribed set of questions. Initially, each ofthe functional areas of the library must beidentified in preparation for the descrip-tion, analysis, assessment, and projectionthat follows. There may be a tendency tosettle upon the traditional departments orother groupings that characterize a library.It may be that these units are too broadly-based and that smaller groupings of indi-viduals and functions should be used as thebasis for the investigation. The work groupmay form the logical unit in this review.Once these functional areas have beenidentified, a routine can be established forassembling the needed information. Thedescription of each functional areaTspresent circumstance must be prepared toprovide a base line for future decisions.The description will examine in detail thefollowing items.Purpose:¢ What is the purpose of the func-tional unit within the context ofthe larger library organization?Functions:e What are the tasks the functionalunit performs?¢ Which of those tasks are depen-dent upon non-library units forinformation, assistance, or othersupport for their successful accom-plishment?Relationships:¢ What relationships does the func-tional unit have with each of theother functional units in the library?¢ What relationships does the func-tional unit have with non-libraryunits?Environmental Requirements:e Whatare the existing environmen-tal conditions within the functionalunit? Particular attention has to bedevoted to electrical capacity; heat-ing, ventilating, and air condition-ing (HVAC); telephone facilities; thecondition of walls, floors, and ceil-ings; the location of electrical sock-ets; the quality of existing lighting;the types of furnishings (tables,chairs, desks) and floor coverings.¢ What is the impact of the currentdemands of technology on existingcommunity utility networks?Personnel:¢ What staff are assigned to thefunctional unit?e What tasks are included in eachindividualTs job description andwhat are his or her unique qualifica-tions and skills?Users:e Are the primary users of the tech-nology staff or clients?¢ What training is required for theuser population to make effectiveuse of the technology?e Who, if anyone, is responsible forproviding training?e What percentage of thetechnologyTs existing capacity ispresently being used?North Carolina Libraries

Technologies:e What existing technologies are pres-ently in use in the functional unit?¢ How long have these technologiesbeen used in the department?e Which staff have been trained touse the technologies and which havethe skill to use the technologies?e What portion of the potential ofthe technologies is currently beingused?e What is the current inventory ofequipment including the vendor,model number, date purchased,whether the item is under warranty,and how service is obtained?¢ What is the inventory of appli-cable software available for the tech-nology?e What are the ergonomic strengths,weaknesses, and requirements ofexisting technologies?¢ What specific standards for soft-ware and hardware have beenadopted?e What software and hardware com-patibilities, incompatibilities, and otherdeficiencies have been identified?Budget:e What is the budget for the func-tional unit? It may be that thefunctional unit is a subset of a largerunit. This means that the opera-tional costs of the smaller unit willhave to be calculated. Special atten-tion needs to be devoted to identi-fying all the costs associated withthe technologies used in a unit.e What is the libraryTs or parentinstitutionTs stated and actual lifeor replacement cycle for the exist-ing technology?An important part of this descriptiveaccounting is a set of blue prints, floorplans, and area diagrams that reflect thecurrent physical structure of the library.These plans should include the location ofall utilities and HVAC. A current report ofthe use of existing utility capacity shouldbe included, as well as commentary on theexpandability of the various utilities.The description of each functionalareaTs present circumstance must be a state-ment of the current technological environ-ment. All qualitative commentary shouldbe reserved for the next two segments of theprogram: analysis and assessment.The analysis and assessment phases ofthe technology program must present adispassionate commentary on what hasworked and what has not worked techno-logically. While statements regarding theoright� or owrong� ofa decision, selection,or operation are out of place, itis appropri-ate to review the processes that led toNorth Carolina Librariesdecisions. This is no place to second-guessearlier decisions or find fault with the rolesof individuals. The goal is to identifythose milestones that will permit betterchoices and more effective decisions to bemade in the future.Once the description of existing cir-cumstances has been completed and ananalysis and assessment of present tech-nology has occurred, then a projection ofthe future library technology environmentcan be created. The projection phase maybe the downfall of many technology pro-grams, for there is a temptation to becarried away by the lure of new or prospec-tive developments. While it is critical tobe aware of the newest technologies andwhat they can do, it is equally crucial toidentify the interim steps that must occurto move from the present to the future.There are few libraries that can afford thecost of being at the obleeding-edge� oftechnology, but many libraries could ben-efit from being involved in the obeta�testing of hardware and software for newtechnologies. 4Unlike a building program where theremay be the commitment to move toa newfacility, the technology program must bebased on an evolutionary movement.Rarely will a library be able to afford theinvestment to move from one generationof technology to another throughout theentire organization. Instead, the principleof ohand-me-down� utilization has to beapplied to technologies.Again, the same categories identifiedearlier provide the framework for fashion-ing the projection of the libraryTs techno-logical environment.Purpose:e What changes or shifts will therebe in the purpose, goals, objectives,etc. of the functional unit?e Will these be the result of broaderinstitutional changes, technologi-cal changes, or changes in the func-tional unit alone?Functions:e Will the tasks of the functionalunit change?e Will the unit become more or lessdependent upon non-library units?e Will those units be geographicallyproximate or remote?Relationships:¢ Willrelationships with other func-tional units in the library change?e What new or modified relation-ships with non-library units will beestablished?Environmental Requirements:¢ What will future environmentalconditions be in the functional unit?¢ How will those compare with theenvironmental requirements ofother functional units? Special at-tention will need to be devoted tothe forecasting of power require-ments and the demand for HVACfacilities. Downsizing equipmentdoes not necessarily minimize thedemands that equipment may placeon the environment.Personnel:e Will there be changes in job skillsrequired of staff?¢ How will staff be expected to ac-quire new or additional skills?e What will the libraryTs responsi-bility be to assist staff in learningthose skills?¢ Will these changes in job skills bereflected in job descriptions and thetask statements for various posi-tions?e What problems will arise regard-ing competitive salaries for thosejob skills that are needed by the for-profit sector of the economy?e How will the ograying� of thelibrary profession affect the libraryTsability to migrate to future tech-nologies?Users:e Will there be changes in the userpopulation?e Will additional training be re-quired? If so, who provides it?e Will the combination of improvedskills among clients, decreasing costof technology, and increasing user-friendliness minimize client depen-dence on the library?Technologies:¢ What technologies can be identi-fied as potentially useful to the func-tional unit?e Will these technologies be new tothe library or will they represent theevolution of technologies existingin the library?e What quantities of these tech-nologies will be required to enablelibrary staff to perform their jobs?e What will the marketplace foracquiring these technologies be like?Will there be intense competition?Will the marketplace be closed?e What will the ergonomics of thesetechnologies be?e Will new standards for softwareand hardware have to be adopted orcan existing ones be modified?Budget:e¢ What changes will need to beFall 1992 " 139

made in the budget of the func-tional unit?e What are the life-cycle costs ofeach technology?¢ What is a realistic lifetime for thetechnology based upon the libraryTs orparent institutionTs fiscal condition?There are several threads runningthroughout the entire technology programthat deserve special comment. A few ofthem deserve some additional examina-tion because of their importance to thetechnology program.Life Cycle CostsMost libraries, because of their public sectoraffiliation, cannot amortize their equip-ment costs over time. The result is thatthere isno mechanism to provide for savingresources for future investment in replace-ment or new equipment. One of the conse-quences of this situation has been a lack ofawareness of the actual or olife cycle� costsof equipment. As libraries become moretechnology dependent, it will be necessaryto understand the life cycle costs associatedwith each technology and the pieces ofequipment that are employed. The life cyclecosts include all fixed and variable costsassociated with the acquisition and use of apiece of equipment over the entire life ofthe item. This means that the complete costof a piece of technology must be calculated.The purchase price of the equipmentis onlythe first of the costs. Maintenance, training,utilities, space, etc., all contribute to thecost of using the equipment over itslifetime.The inability of public sectororganizations to amortize theirequipment has meant that mostlibraries use equipment far beyondwhat is typically considered to bethe normal life span of the tech-nology. Generally, a three- to five-year life span for computer-basedequipment is accepted as a stan-dard in the for-profit sector of theeconomy. In the public sector theuseful life span is usually five toseven years and, often, muchlonger. The consequence of thisenforced longer technological lifespan is that the technology be-comes increasingly less effective becauseof its lack of processing power or capacityto handle the newest software.While public sector organizationsprobably will never be able to amortizetheir technologies, they should establish amore realistic life span for that equip-ment. Regardless of the life span settledupon, dollars equal to an appropriate per-centage of the dollars invested in the tech-nology should be allocated in each annualbudget for replacement and upgrading140 " Fall 1992existing technologies or the acquisition ofnew technologies. Unless a library canmake the budgetary commitment to es-tablish and fund an accepted life cyclereplacement program, support for tech-nology will always be haphazard. An idealbudgeting approach would be to allocateone-third of the total dollars committed totechnology to an annual budgeted fundearmarked for either replacing aging tech-nology or acquiring new technologies.MaintenanceAlthough maintenance is a part of the lifecycle cost of technology, it deserves spe-cial attention because its implications areunderestimated all too often. Many librar-ies have had their first introduction to therealities of maintenance as they have ac-quired and operated integrated library sys-tems. It may not be inaccurate to say thatvendors will sell a technology-based sys-tem at very close to the break-even costbecause they know that over time theywill make a substantial return on theirinvestment through maintenance and sup-port charges. Even if a maintenance con-tract is negotiated with maintenance priceincreases tied to consumer price indexincreases, it is a given that there will beannual increases that are close to the maxi-mum allowed. These continuing chargestend to be overlooked during the analysisof technology vendors. Even if mainte-nance charges are factored into the analy-sis, it is likely that they will be underesti-mated. Over the span of five to sevenThere are few libraries thatcan afford the cost of being atthe "bleeding-edge" oftechnology, but many librariescould benefit from beinginvolved in the "beta" testingof hardware and software fornew technologies.years, it is possible for maintenance coststo exceed the original purchase price ofthe original technology.There is an associated question thatlarger libraries should examine. How de-pendent do they want to be upon anoutside organization for maintenance oftheir various technological systems? If onlyone or a very few technologies are em-ployed, it may or may not be cost-effectivefor library employees to do the mainte-nance themselves. At some point, how-ever, in-house maintenance can becomecost-effective. Budgetarily, a library maywant to consider creating a pool of dollarsthat is used to acquire replacement partssuch as monitors, keyboards, etc. A supplyof these items can maintain the productiv-ity of library personnel and minimize thefrustration of library clients by reducingthe amount of down time that occurs.SuppliesSupplies are an invisible or transparentvariable cost as most librarians examinetechnologies. The full impact of supplycosts usually hits some time after staff andclients have become completely depen-dent upon a particular service or technol-ogy. A classic example is the cost of laserprinter toner cartridges and paper. Thereis no question that laser printers deliversuperb print quality and that they areextremely quiet. The fundamental ques-tion to be answered, however, is whethera library can afford to replace laser tonercartridges on a weekly basis and consumeseveral cartons of paper per week, possiblyper day. Unless librarians settle the issueof who bears the cost of these consumablesbefore they are made available to the pub-lic, library personnel can have a difficultpublic relations dilemma to resolve if theylater have to recover supply costs.TrainingOur ability as librarians to assist clients incomprehending the potential of varioustechnological systems and then utilizingthem effectively will be directlydependent upon our willingness tobecome more specialized. Tradi-tionally, librarians have providedat least a minimally effective inter-face between the client and variousinformation resources. If the li-brarian did not fully understandthe organization of the resource,there was the opportunity to en-gage in extemporaneous and spon-taneous learning with the client.That approach will become less andless appropriate as the number andvariety of technologies increases inmost libraries.Another factor that should bereviewed is training for the varioustechnologies. Although most libraries havemany staff who are skilled in using tech-nologies, there is a fundamental need fortraining all library staff. The budgets forstaff development or training are typicallygiven short shrift as library administratorswrestle with competing demands. Unlessthere is adequate budgetary support fortraining library staff to utilize existing andfuture technology, the potential ofthe tech-nology will never be realized to the fullestextent possible. Although it is easy to giveNorth Carolina Libraries

olip service� to training, it is quite anothermatter to adjust work schedules and makethe necessary accommodations to allow fortime to train staff. Whether library staff orclients are involved, training in the use oftechnology will always take significantlylonger than planned.Client training is something that alltoo often occurs after library staff has beenburied beneath the clientsT legitimate de-mands for assistance in the use of technol-ogy. Not all library patrons, and librarystaff for that matter, are members of theNintendo generation, and many will re-quire continual and extensive support andassistance in using technology. Whilelibrarians have traditionally utilized a va-riety of publications and handouts to as-sist clients in accessing and using librarymaterials and collections, these aids willbe of limited usefulness in helping indi-viduals absorb the concepts involved inBoolean searching and the nuances thatdifferentiate searching one database fromanother. Finally, training clients in theuse of technology becomes a real timeevent driven by the immediacy of theindividualTs need. The perceived effec-tiveness of libraries in the future may bebased almost entirely upon the clientTsassessment of that training and assistance.Organizational ChangeAnother basic issue in technology pro-grammingis the effect of technology uponthe library organizational structure andoperations. Does the current organiza-tional structure capitalize on available tech-nology or does it, instead, diminish thecontribution the technology could make?This may be one of the most difficultinvestigations to make because it requiresstepping back from the environment inwhich most of us have spent our entireprofessional careers. This is where theterm oreengineering� re-surfaces.Unless there is a willingness to pursuereengineering throughout the library, theplanning and programming for new tech-nologies will be minimally successful.Typically, new technologies offer the op-portunity for making fundamental changesin the way in which services can be pro-vided. Too often, however, there is anunwillingness to cut away from the triedand true and familiar processes, proce-dures, and services. This reluctance maybe due to the desire to avoid sharp breakswith the past and to minimize disruption.A technology program can provide alibrary with the opportunity to step backand identify where it stands technologi-cally and where it perceives itself to bemoving over time. Because the program isa dynamic creation, it can be adjusted andadapted over time, facilitating an evolu-tionary change. In fact, if it is to serve itsreal function it must be reviewed andEBSCOis serials servicemodified on a regular basis. At any pointin time, the program should provide thelibrary with a properly considered assess-ment of the role technology is to play in itscurrent operation. This can be especiallycrucial if the library administration is facedwith budget cuts or staff reductions.The program will be only as effective asthe commitment of the library administra-tion and staff to produce an objective as-sessment of current conditions and a realis-tic projection of future opportunities. Inthe final analysis, the technology programcan be a statement of how effectively thelibrary is prepared to utilize technology. Ifthe ongoing balancing act involving lim-ited budget resources and the increasinglycompetitive demands for materials, per-sonnel, and technology can be made some-what more rational, the technology pro-gram will have served its purpose.References1 Mark Stephens, oWired: How PC Net-works are Changing the Way We Work,�InfoWorld 11 (March 27, 1989): 41.2 Michael Hammer, oReengineeringWork: DonTt Automate, Obliterate,� HarvardBusiness Review (July-August 1990): 107.3Raymond M. Holt, Planning LibraryBuildings and Facilities: From Concept toCompletion (Metuchen, N.J.: The Scare-crow Press, Inc., 1989), 43.(and more) for libraries.EBSCO believes in providing the best in serials service . . . and a lot more .. . to our library customers. Sowe've designed our services and products with you, the librarian, in mind. Here are just a few of the manybenefits EBSCO offers:e Accurate, on-time order placementComprehensive international serials serviceCustomized serials management reportsInvoice information in machine-readable formEBSCONET® Online Subscription ServiceInterfacing with major automated library systemsUnique CD-ROM reference products like: THE SERIALS DIRECTORY, MAGAZINE ARTICLESUMMARIES, and the new ACADEMIC ABSTRACTS"created specifically for academic andlarge public libraries.To learn more, contact us today. Let us show you what we mean when we say EBSCO is serials service (andmore) for libraries.North Carolina LibrariesEBSCOSUBSCRIPTION SERVICES6800 Versar Center, Suite 131Springfield, VA. 22151-4148703-750-2589800-368-3290703-750-2442 FAXFall 1992 " 141

Wilson InformationSystem NewsWILSONDISC® Software Version 2.4An enhanced version with all the features youTverequested; improved journal tagging, enhancedWILSEARCH mode searching, expandedBROWSE mode search capability, and much more!PC-CompatibleWILSONDISC WorkstationThis new workstation option includes an internalHitachi CD-ROM drive, MS-DOS CD-ROMExtensions, various hardware and softwareupgrade options, a complete package of referencesoftware, and a generous warranty package.Call toll-free for details.Wilson AbstractsRGA Select Edition"in Printand on WILSONDISCFind key information on topics of current interestquickly and easily with this CD-ROM version ofReadersT Guide Abstracts Select Edition (formerlyRGA School and Public Library Edition). RGA SelectEdition provides high-quality indexing andabstracting of some 25,000 articles from 240 coreperiodicals and is available with the following sub-scription options:Monthly Option: $995 (12/year),includes no-charge online access.School Year Option: $695 (9/year),includes no-charge online access.Quarterly Option: $395 (4/year).Also available in print for as little as $199 per year.Wilson Business Abstracts�"�oThe quality of this database is very good. All of theabstracts are written by Wilson...they are clear andconvey the essential points of an article. WBA ispriced significantly lower than ABI/INFORM.�T"REFERENCE QUARTERLYAvailable on CD-ROM, magnetic tape, and online,WBA speeds the search for business information.Providing quick, easy access to more than 75,000abstracts each year"from 345 core periodicals"WBA puts information as varied and wide-rangingas the business world itself at your fingertips.Experience the superior quality of WBA on yourPC with the WBA demo diskette. To receive yourfree demo diskette, call 800-367-6770, Ext. 2722.New Library Practice ToolsSenior High SchoolLibrary Catalog, 14th EditionSeptember * 1300pp. approx. * ISBN 0-8242-0831-5Price to be announced.The new updated and revised edition of this col-lection development classic! A balanced list of over6,000 of the best fiction and non-fiction titles fortodayTs secondary school students (grades 9-12).142 " Fall 1992so @)rel-1 Gro] | fe) sats800-367-6770Outside of the U.S. and Canada, Call °118-588-8400Fox: 118-590-1617The H.W. Wilson Company950 University AvenueBronx, New York 10452Sears List of Subject Headings:Canadian Companion, 4th Edition(companion to Sears, 14th Edition)Compiled by Lynne LighthallAugust * 72pp. approx. * ISBN 0-8242-0832-3Price to be announced.This renowned subject-headings list for Canadianusers has been completely updated.New Reference WorksBooktalk! 4By Joni Richards BodartJune * 312pp. approx. * ISBN 0-8242-0835-8$32.00 U.S. and Canada, $36.00 other countries.Over 350 booktalks from acclaimed booktalkerJoni Richards Bodart. Designed to turn studentsand library patrons into avid readers.Congressional Voting GuideFourth EditionA Ten-Year CompilationBy Victor W. BosnichJune * 648pp. * ISBN 0-8242-0833-1$34.95 U.S. and Canada, $39.95 other countries,An Election Year Special! Voting records of the535 members of Congress from 1982-1992.Where do your elected representatives stand onthe important issues of the day?Mother Goose TimeLibrary Programs for Babiesand their CaregiversBy Jane Marino and Dorothy F. HoulihanJune * 172pp. * ISBN 0-8242-0850-1$30.00 U.S. and Canada, $34.00 other countries.A wide assortment of gentle and intimate libraryprograms combining short rhymes, songs, fingerplays, and books for young children and theircaregivers.Nobel Prize WinnersSupplement 1987-1991Edited by Paula McGuireFall * 144pp. approx. * ISBN 0-8242-0834-X$35.00 U.S, and Canada, $40.00 other countries.A comprehensive biographical referencework covering the individuals and institu-tions that have received the Prize from1987-1991.Old Worlds to NewThe Age of Exploration and DiscoveryBy Janet Podell and Steven AnzovinFall * 272pp. approx. * ISBN 0-8242-0838-2Price to be announced.Presents 75 lively biographical articles aboutexplorers, scientists, and navigators of the15th-17th centuries. An ideal resource formiddle school students.Spanish American AuthorsThe Twentieth CenturyBy Angel FloresFall * 928pp. approx. * ISBN 0-8242-0806-4$100.00 U.S. and Canada, $110.00 other countries.In-depth coverage of the outstanding SpanishAmerican authors of this century in a single, easy-to-use volume. By acclaimed scholar Angel Flores.Whole Language: Literature,Learning and LiteracyA Workshop in PrintBy Lou Willett StanekFall * 250pp. approx. * ISBN 0-8242-0837-4Price to be announced.Includes a discussion of the meaning of WholeLanguage as well as sample curriculums andextensive bibliographies.The Wilson Indexes"Expand!-* Education Index expands its coverage of keyliterature by 19.4%.* General Science Index study completed,coverage expands by 33%.* Index to Legal Periodicals will expand itscoverage in the near future.* ReadersT Guide to Periodical Literature andReadersT Guide Abstracts add 40 new titles inorder to better serve users.~Al tueH.W. Wilson(CompanyNorth Carolina Libraries

Navigating the Internet:A Beginningby George H. Brett IIoIndependence of space and time is the single most valuable service and product we canprovide humankind.�"N. Negroponte, Scientific American, 9/91oThe most profound technologies are those that disappear. They weave themselves into thefabric of everyday life until they are indistinguishable from it.�; " M. Weiser, Scientific American, 9/91have worked with individuals whohad extensive knowledge aboutwhat the Internet is, what net-works can do, and/or what thetechnical specifications of thehardware and software were. Yetoften these persons were lost when it cameto finding and using resources availableon the network. They could not navigatethe giant network of networks, known asthe Internet. The Internet connects over750,000 computers together and is grow-ing daily.Finding your way around the Internetrequires some help frommaps, guides,and colleagues. This paper will describeone method of how one can move fromthe familiar to the unknown in the worldof computer networking. The followingsteps are suggested: (1) investigate and usepaper-based resources, (2) become famil-iar with the computing resources youhave at your desktop, (3) begin usingelectronic mail (email), and (4) branchout using interactive Internetworking ser-vices and resources.Print Media ResourcesoHowTd I learn to swim? Why my Daddyjust threw me in the water. And that wasthat.� " anon.There is some value to learning bydoing. But people-can learn even morewhen they have a well-developed back-ground knowledge. Printed media is stillone of the most accessible ways for us toget that knowledge. The following areitemsNorth Carolina LibrariesI consider to be basic reading. A moreextensive bibliography is given at the endof the paper.John QuartermanTs The Matrix: Com-puter Networks and Conferencing SystemsWorldwideis one of the most popular booksin the field of network support. It containsextensive information about each of themajor networks. This bright yellow bookprovides a history of networks, discussesaccepted practices when using networks,and tells how to do various things, such assending electronic mail via the Internet.Tracy LaQuey developed a thickmanual that was distributed within theUniversity of Texas system. Her UsersT Di-rectory of Computer Networks from Digi-tal Press can be compared to the white andyellow pages of a telephone book. Thisvolume has listings of all the known com-puters, their addresses, and contact peopleat the sites. Also, there is good backgroundon the selected networks.!%@: : a Directory of Electronic MailAddressing and Networks from Donalyn andFrey is now in its second edition. This ismore of a road map than a phone book.Many different networks require arcanesymbols to route a piece of electronic mail(email) from point A to point Z. With thisbook I have been able to help a professor ofgeography send email from Raleigh, NC toRio de Janeiro, Brazil.Books are helpful, but in order to getmore up-to-date information we rely onjournals and other periodicals. There is nolack of magazines about computers andtechnology in the popular press, such asByte, PC World, InfoWorld, andComputerWorld. Also, professional or dis-cipline-specific journals are beginning togive more field-appropriate informationabout networked information. It isa goodidea to keep an eye open for theme-ori-ented or special issues. For example, Scien-tific American recently dedicated an issueto oComputers and Networks� (Sept 1991).Resources on Your Desktop:Your personal workstationoKA clean desk is the sign of a warpedmind.� " seen on a novelty signBefore you venture out onto the net-work, it is advisable to know how to useyour desktop computer well and how toorganize the contents of your hard disk.How well do you access information onyour desktop? Many of us just buy a new,larger hard disk when we run out of space.A question I would ask you is oCan youfind that memo or paper you wrote lastyear, and the notes that went with it, onyour hard disk?� Many of us would have ahard time or at least would have to spendalong time digging through directories orfloppy disks. How can we cope with this?One of the usual outcomes from email andother network-telated activities is in-creased volume of files and text to bestored on your hard disk. This can create aserious problem for the user who is notprepared for the flood of information.A new breed of applications has beendesigned to help these problems, basicallythrough two types of programs. Some wereFall 1992 " 143

initially designed to assist with the maintenance of hard disks.These programs usually help you keep track of directory namesand disk speed and to create electronic indices of all the informa-tion on your hard disk. The other type of application is writtenspecifically to search for data buried within files on the hard disk.An example of the first type is LotusT Magellan, for MS DOScomputers, which can be used to maintain your hard disk. Inaddition, Magellan can build a variety of different indices topermit you to work with your information base in a way that isuseful and easy to do. For example, you might create an index foreach major research project on which you are working. Or youmight just keep one very largeindex which includes all the filesin all of the directories on yourdisk. When you want to knowwhere the report on xylophonesis you would begin a query byhitting the appropriate functionkey, typing the word you are look-ing for (xylophone), and wait forthe program to search the indexfor the term. Magellan does threeimportant things to assist you inyour search. First, it ranks thefiles found by order of the prob-ability that your term is found.So, a 99% would indicate thatthis term is in that file whereas a40% would not be so promising.Second, once you choose the fileyou want to inspect, Magellan willallow you to open the file andlook at the context in which theterm is used. So, you might find your xylophone among items ina price list, which is not what you wanted. Third, after you findthe right file, Magellan will permit you to launch the applicationthat is associated with the file. Say you were looking at a wordprocessing file: Magellan would then launch the word processingapplication so you could edit the file.Gopher is the name of a program that was designed to locatetext in files. Unlike Magellan, Gopher does not build indices of allthe files on the disk. Instead, it looks into each of the files that youindicate by directory or specific name. One of the strengths of aprogram like this is that the search capacities are usually moreextensive. Gopher will allow you to perform boolean searches,using connectors such as oand,� oor,� onot,� and proximity.Proximity parameters can be used when searching terms thatshould be closely related to each other. For example, a namebeing within two lines of a city would help identify an address.These types of applications are very important to knowabout before beginning to navigate the network.Electronic MailElectronic mail, or oemail,� continues to be the best and mostbasic introduction to network computing. The ability to com-pose, send and receive messages via computer demonstratesvarious aspects of networked information. One uses the localcomputing resources to compose and prepare the message whichmay even include sound or images. Then the network is used totransmit the electronic mail to the receiver. At the other end therecipient of the package can check his or her mailbox wheneverthey wish. Then, if necessary, a return message can be edited andsent. Independence from time is one of the most useful aspect ofemail. For example, correspondents from different time zonescan collaborate without regard for the time differences.In order to get started you will need several things: a personal144 " Fall 1992There is more informationavailable at our fingertips duringa walk in the woods than in anycomputer system, yet people finda walk among trees relaxing andcomputers frustrating.computer with telecommunication software and hardware, anemail account on a computer system (e.g. local mainframe,CompuServe), an ID, and the email addresses of your electroniccorrespondents. A terminal connected to a host computer canusually be used in place of the personal computer with telecom-munication software and hardware. The email account is mostlikely an account on a campus or departmental computer whichis registered with the Internet.Once you begin exchanging email you will gain confidenceand branch out into other activities. There are a variety ofactivities that take place on the Internet through email. One ofthe most widely used applica-tions is the mailing list, oroVistserv�.The listserv is an electronicnewsletter or network forum.Mailing lists focus on a particu-lar subject or interest area. Forexample, I am working withthe Coalition for Networked In-formation in the working groupon directories. We have createda mailing list, CNIDIR-L, wherewe can continue discussion wehave begun at various nationalmeetings. In fact, because thislist is open to the public, wecaninvolve many more people inour work than just those whoattended a meeting.Mailing lists, known asmoderated lists, can be con-- trolled by an editor. An advan-tage of the moderated list is that it permits the moderator tocollect and assemble messages into coherent groupings. Moder-ated lists can function in a manner similar to scholarly journalsthat use the process of peer review. However, unlike printjournals, the time to publication is not months nor years, buthours or days.There is one other function of electronic mail that is not wellknown. This is the batch mode of computing. Certain systemspermit a user to send email that will actually do differentapplications. For example, some systems support database que-ties of large indices. Other systems will permit a remote user torequest file transfer to be delivered to their local computer." M. Weiser,Scientific American, 9/97Interactive networking"Cyberspace. A consensual hallucination experienced daily bybillions of legitimate operators, in every nation, by childrenbeing taught mathematical concepts... A graphic representa-tion of data abstracted from the banks of every computer inthe human system. Unthinkable complexity. Lines of lightranged in the nonspace of the mind, clusters and constella-tions of data.�" William Gibson, NeuromancerAfter learning to manage your local system and to send andreceive electronic communications via the Internet, you mayhave a sense that there must be more. There is. This is theinteractive world of the Internet.At this point one truly begins navigating the network. Anumber of different applications will help in these electronicvoyages. Currently the Internet that most of us use adheres to theTCP/IP protocol. This protocol is a collection of programs that areneeded to permit computers to communicate successfully overthe networks. In fact TCP/IP stands for Transmission ControlNorth Carolina Libraries

Program/Internet Protocol. The major TCP/IP programs illustratethe types of applications that are done on the network: terminalemulation, file transfer, mail transfer, and news transfer.Remote terminal login is supported by the program otelnet�which can be found as a stand alone application or within othertelecommunication packages. NCSA Telnet is perhaps the best-known stand alone version. Telnet permits you to log onto aremote computer to use its resources as long as you have permis-sion to do so. This is how many of the supercomputers are used.An account is created for the researcher on the supercomputer.From then on, wherever that person is, as long as he or she hasaccess to a personal computer or terminal with access to theInternet, he or she can use the supercomputer resources.Not everyone needs the ability to run programs on remotecomputers. Many times what is necessary is the transfer of datafrom one point to another. The Internet file transfer program isknown as FTP (File Transfer Protocol). FTP is used to move filesfrom system to system or from the personal workstation to othercomputer systems. If you have an account on the two systemsyou wish to work with, you can log onto each with your ID andthen transfer files to and from the permitted working spaces.Another method known as oanonymous FTP� permits userswithout accounts on the computer where the files reside totransfer files to and from remote computers. To do an anony-mous FTP session, you would log onto the remote computer as~anonymousT and type ~anonymousT or give your email address asthe password. Once on the system you will be restricted to thefiles you are allowed to access. Anonymous FTP is used by manyusers as one of the primary means for acquiring public domainsoftware and shareware from the network.As mentioned earlier in this paper, the files at your personalworkstation are likely to increase as you use the Internet. Onceyou discover how to use anonymous FTP, this will be more likely.It is worth a warning at this point. There are many millions ofbytes of data and programs archived all around the network. Infact many of the individual files and programs available are verylarge. Keep this in mind when you download to your personalworkstation. Not everyone has forty or fifty megabytes of localstorage available. If you plan to download files to floppy diskettesbe aware of what the limits are. An 800 kilobyte file will not fit ona 360 kilobyte diskette without special file compression software.Where are we going from here?In hopes of making networking more acceptable to end users,organizations are trying to make the systems easier to use. Inrecent years the use of menus has become common. A menusystem presents you with a screen of choices and letters ornumbers that are used to select the specific function that yourequire. Recently the move has been towards the graphical userinterface (GUI), also known as windows. In a window environ-ment a user can use a pointing device such as a mouse to makeselections. Once the selection has been made then the programcompletes whatever action is necessary.There are a growing number of host computers that providethe user with an easy-to-use menu to navigate networked infor-mation. One of the most popular is ~libtel,T which began oncomputers that used the Unix operating system. This menu canbe seen in use on the electronic bulletin board service (bbs)offered by UNC-Chapel HillTs Office of Information Technology.This bbs is accessible from the Internet by using the command:telnet bbs.oit-unc.edu. Follow the instructions given on thescreen. Once you arrive at the main menu you can select thenumber for other services. This will take you to a screen that listsmany of the states and other choices. From this point the bbs willtelnet you to those other resources which include libraries, NSFgrants information database, weather database, and more.North Carolina LibrariesIn addition to programs that are available on the hostcomputer we are seeing improvements with oclient� programslocated on your personal workstation. The Wide Area Informa-tion Server (WAIS) from Thinking Machines, Inc., is one suchprogram. This client software has been written for a number ofdifferent personal workstations. It is designed to permit the userto ask questions of databases that are out on the Internet. Thereare three basic components to the client: source, question, andresponse. The source list contains the electronic addresses andother information about the databases that you wish to query.The question list contains questions which are repeatedly asked.The response area is part of the individual question. In theresponse area you will see those files which meet the criteria ofyour question. Thus, WAIS permits you to build a personalreference library of questions and resources for you desktop.More products like ~libtelT and WAIS will become available inthe future. These advances will come from various sources.Software and hardware manufacturers are creating new productsthat make greater use of the network for productivity. Individualorganizations are focusing on the needs of their constituents andcreating tools for networked information. Often these tools canbe useful to other groups outside the original environment.An important organization in the development of suchoclient� tools is the Coalition of Networked Information (CNI).CNI was formed by CAUSE, EDUCOM, and the Association of~ Research Libraries to oexplore the promise of high performancecomputers and advanced networks for enriching scholarship andenhancing intellectual productivity...� (CNI First Year (March,1990-June, 1991) Report). Libraries interested in participating inthe development of tools to allow users to utilize more effectivelynetwork resources should consider becoming involved in CNI.Specialists in Micrographic & OpticalImaging Technology¢ State-of-the-art electronic records management¢ Microfilm, computer data, and paper imaging* Statewide equipment maintenancee ANSI, AIIM, & N.C. state standardsAuthorized DealerMINOUARaleigh ¢ Charlotte » Asheville * WilmingtonCall Toll Free - 1-800-532-0217Fall 1992 " 149

A Closing ThoughtoMost important, ubiquitous computers will help overcomethe problem of information overload. There is more informa-tion available at our fingertips during a walk in the woodsthan in any computer system, yet people find a walk amongtrees relaxing and computers frustrating. Machines that fitthe human environment instead of forcing humans to entertheirs will make using computers as refreshing as taking awalk in the woods.�" M. Weiser, Scientific American, 9/91BibliographyArms, C.R. (ed.) "Campus Strategies for Libraries and ElectronicInformation." EDUCOM Strategies Series on InformationTechnology. Digital Press, Bedford, Mass., 1990.Bailey, C.W. "Library-Oriented Computer Conferences and Elec-tronic Serials." [Available to subscribers of PACS-L computerconference], 1991.Bailey, C.W. "The Public-Access Computer Systems Forum: AComputer Cconference on BITNET." Library Software Review,9 (1990): 71-74.Barron, B. "UNTTs Accessing On-Line Bibliographic Databases."University of North Texas, Danton, Tex., 1991. [Availableby anonymous ftp from host vaxb.acs.unt.edu, directory li-brary; filename LIBRARIES.TXT (ASCII) or LIBRARIES.WP5(binary for WordPerfect 5.1 file]Bowers, K., et al. "FYI on Where to Start: A Bibliography ofInternetworking Information." (Network Working Group.Request for Comments: 1175, 1990). [Available by anony-mous ftp from host nic.ddn.mil, directory rfc; filenameRFC1175.TXT]Cisler, S. NREN : The National Research and Education Network.LITA newsletter, 40, 11 (2) 1990: 1-3.Farley, L. (ed.) Library Resources on the Internet : Strategies forSelection and Use. ALA, Reference and Adult Services Divi-sion, Machine-Assisted Reference Section, Direct PatronAccess to Computer-Based Reference Systems Committee,Chicago, 1991. [Available by anonymous ftp from hostdla.ucop.edu, directory pub/internet; filename libcat-guide,or from host vaxb.acs.unt.edu, directory library; filenamelibcat-guide]Frey, D. and Adams, R. !%@: : A Directory of Electronic MailAddressing and Networks. 2nd ed. O'Reilly and Associates,Sebastopol, CA, 1990.Gibson, William. Neuromancer. Ace Books, New York, 1984.Interest Groups. SRI International, Network InformationSystems Center, Menlo Park, CA, 1990. [Available by anony-mous ftp from host ftp.nisc.sri.com, directory netinfo;filename interest-groups; also by e- mail command SENDNETINFO/INTEREST-GROUPS to mailserver@nisc.sri.com]Kahle, B. An Information System for Corporate Users : Wide AreaInformation Servers. Thinking Machines Corporation, Cam-bridge, Mass., 1991.LaQuey, T.L. UserTs Directory of Computer Networks Accessible tothe Texas Higher Education Network Member Institutions. Digi-tal Press, Bedford, MA., 1990.Listserv lists. (1991) [Available via e-mail toLISTSERV@NCSUVM.CC.NCSU.EDU, send message SENDLIST GLOBAL]Lynch, C.A. and Preston, C.M. "Internet Access to InformationResources." Annual Review of Information Science andTechnology (ARIST), 26 (1990): 263-312.National Science Foundation Network Service Center. InternetResource Guide. NSF Network Service Center, Cambridge,MA, 1989. [Available online via telnet to carl.pac.org] [Avail-able by anonymous ftp from host nnsc.nsf.net, directoryresource-guide, or via e-mail request to resource-guide-request@nnsc.nsf.net]Parkhurst, C.A. (ed.) Library Perspectives on NREN : the NationalResearch and Education Network. American Library Associaton,Library and Information Technology Association, Chicago, 1990.Quarterman, J.S. The Matrix: Computer Networks and ConferencingSystems Worldwide. Digital Press, Bedford, Mass., 1990.St. George, A. and Larsen, R. Internet - Accessible Library Catalogsand Databases. University of New Mexico, Albuquerque,NM.; University of Maryland, College Park, MD, 1991.[Avail-able by e-mail message GET LIBRARY PACKAGE tolistserv@unmvm.bitnet] [Available by anonymous ftp fromhost nic.cerf.net, directory cerfnet/cerfnet_info:, filenamesinternet- catalogs-04-91.ps (Apple Postscript) internet-cata-logs-04-91.txt (ASCII version)]| [Available by anonymousftp from host ariel-unm.edu, directory library; filenamesinternet.library (ASCII)]Strangelove, M. and Kovacs, D.K. (ed.) Directory of ElectronicJournals, Newsletters and Scholarly Discussion Lists. Associa-tion of Research Libraries, Washington, 1991. [Directory ofelectronic journals available by e-mail toLISTSERV@UOTTAWA.BITNET, send message:GET EJOURNL1 DIRECTRYGET EJOURNL2 DIRECTRY]Thorndike PressLarge Print Booksi...800/223-6121Fax: 207/948-2863146 " Fall 1992P.O. Box 159, Thorndike, ME 04986Ben Byrd104 Big Oak Circle, Madison, AL 35758205/837-1891North Carolina Libraries

Navigating Some of the Library Highwayswith Your Modem |by Eric MorganThis article describes a myriad of non-traditional information sources accessible with your computer andmodem. These descriptions proceed from the least expensive source (ISAAC) to the most expensive(CompuServe). In between are descriptions about the North Carolina Information Network, regional onlinecatalogs, bulletin board systems, The Well, ALANet, Prodigy, and America Online. Each source is described interms of its scope and ease of use. This paper provides brief instructions on how to access these sources. (Itdoes not describe how to use your communications software.) It then demonstrates how these sources can beused to provide better library service and facilitate professional development. Finally, this paper encourageslibrarians to think of a computer as the primary tool of the profession.ISAACThe following quote comes directly from ISAAC. oISAAC, theInformation System for Advanced Academic Computing,provides information for IBM users about software andhardware for instruction and research in higher education.ISAAC is funded by IBM and operates at the University ofWashington. Access is free to all faculty, staff, and studentscurrently affiliated with an institution of higher education. Itis possible to access ISAAC via modem or via the Internetcomputer network.�Using ISAAC (and many of the other services listed here)is much like going to a special-interest group meeting at ALA.It provides the means for discussing common problems; itTsan incarnation of the otwo heads are better than one�philosophy.ISAAC is divided into many conferences (or discussions).Some of the conferences of particular interest to librariansinclude the following:¢ Campus networkinge Educatione Humanitiese Institutional researche Languages and linguisticse Learning disabilitiese Libraries¢ Multimedia technologies¢ Social sciences¢ Telecommunications technical exchangee Instructional computinge Instructional technology transfer centersWithin the Libraries section, there are a number of interestingtopics being discussed:e VTLSe IBM librarian software¢ OCLC EPIC price¢ Developing library skills¢ Copy of NREN BILL in HOUSEe Mini-library needs helpe ELECTRONIC CLASSROOM* opac¢ CD-ROM Networke Freshman year conference¢ Collection development softwaree Info wanted on how your library decides what toordere NOTIS systems announcementse 1991 ALA Annual Conferencee Dynix announces two new innovative modulese Internet addressable journal search systems¢ Computerized grant sources, Looking forISAAC (like the other services listed here) is an informa-tion gold mine, although it is not a traditional library infor-mation source. The information found in these discussions isthe sort you encounter when talking to a person face to face.It typically contains names, addresses, telephone numbers,citations, opinions, hardware and software reviews, questionsand answers, meeting announcements, calls for papers, etc.The difficult thing about ISAAC is that it is not search-able; browsing will be the only way to retrieve something ofinterest. For this reason ISAAC is not a good source forreference information.ISAAC is better suited for professional development. Visitas many conferences as you want. Pose questions to the otherreaders. Read what other people have to say. Offer youropinion. This process will help solidify and polish yourprofessional goals and objectives and at the same timecontribute to library/information science.To access ISAAC, simply use your communicationssoftware and dial 1-800-237-5551. Once connected you canregister by typing oregister� in lower case as your accesscode. Contact the ISAAC office if you have questions at(206) 543-5604.North Carolina Information Network (NCIN)The North Carolina Information Network (NCIN) is a conduitfor many of the information services that the North CarolinaDivision of State Library provides. It ois a link betweenwidespread sources of information and local libraries of alltypes, using the latest computer telecommunication tech-nologies.�aNorth Carolina LibrariesFall 1992 " 147

Once logged onto NCIN you are presented with thefollowing menu options:e View a bulletin board on the screene View information stored in a data basee State Library Dynix Cataloge State Archives MARS finding aidse Download a bulletin boarde Display your user information for verificatione Electronic mail systemSome of the bulletin boards contain full-text oarticles,�others are lists of data. These bulletin boards are not used toexchange ideas with fellow telecommunicators; they areintended to disseminate information about libraries and thestate government. (See Appendix A for a detailed descriptionof the bulletin boards.) The bulletin boards are updatedregularly and at this writing include:e State government vacancies¢ Listing of all state contracts in selected arease Calendar of eventse Listing of state construction bidse Statistical information in 12 general subject areas¢ Listing of Department of Transportation highwaycontracts¢ Local government programse Listing of professional librarian positionse Information for childrenTs and young adult librarianse General summary of changing news about NClibrariese Library management informatione Summary of events in the NC General AssemblyNCIN also hosts a state calendar database and a state job-opening database. These databases are searched by filling outan electronic form and submitting the query. The results arethen displayed.Another unique aspect of NCIN is MARS. MARS wasdeveloped by the North Carolina State Archives as an auto-mated finding aid system to materials held by the StateArchives. MARS is a system for record location and retrievalrather than information retrieval. Its purpose is to direct youto records that contain information you are seeking ratherthan to present the information itself. For example, whenlooking for information about Zebulon B. Vance, MARS willreport fifty-six items in the Samuel ATCourt Ashe Papers thatcontain references to Vance or are in some way associatedwith him and will indicate the locations of those items.MARS includes archival information in the follow-ing categories:e Account Books¢ Audiovisual/Iconographic Collection¢ Bible Recordse Cemetery Recordse Church Records¢ County Recordse Federal Recordse Foreign Archivese Map Collectione Military Collectione Miscellaneous Collectione Municipal Records¢ Newspaper Collection¢ Organization Recordse Plans and Drawingse Poster CollectionDonTt forget the electronic mail capabilities of NCIN.Anyone who has used electronic mail knows its benefits: fastresponse time, elimination of postage costs, elimination ofotelephone tag�. Since every institution that uses NCIN hasan electronic mailbox, you can send electronic mail to mostlibraries in the state.There is no cost for most libraries to use NCIN (publicschool libraries are the exception). Since each institution isdifferent, the best way to learn how to access NCIN is tocontact the State Library for more informationOnline catalogs within North CarolinaBesides the North Carolina Division of State Library, there area number of other library catalogs you can access. Dialinganother libraryTs catalog has many potential uses: (1) to findthe title and then look it up in your own collection; (2) to useas an alternative to OCLC for ILL purposes; (3) to use as acollection development tool; (4) to create a useful bibliogra-phy of obtainable books; and (5) to compare or resolvecataloging difficulties.In North Carolina, there are basically two ways toconnect to remote online catalogs with your modem. Theleast expensive is through LincNet. LincNet is a communica-tions network run by UNC Educational Computing Services(ECS). Most, if not all, post-secondary educational institu-tions across the state have a LincNet node. Many institutionshave their own LincNet number and many have their ownpolicies concerning public access. Call the nearest institutionand ask their computer operations center about their policiesand procedures concerning LincNet. If you can gain access toLincNet this way, use the command odir ?� to get a list ofavailable services. Then use the command oconnect� to accessthese services.The other, more expensive way to connect to remoteonline catalogs in the state is to call them directly. Below arethe telephone numbers of some online catalogs across the stateand instructions on how to log on. A word of caution is inorder. Use these telephone lines with discretion. The librarieshave a limited number of dial-up ports which are primarilyintended for the librariesT immediate clients. As a matter ofcourtesy, do not stay on the line too long. (Unless otherwisenoted, your communications setting should be set at 8 charac-ter"bits, 1 stop-bit, and no parity.)Triangle Research Library Network (TRLN) is made up ofthe libraries of Duke University, North Carolina State Univer-sity, and UNC-Chapel Hill. They each maintain individualcatalogs, but they are searchable simultaneously. Together,they form one of the largest collections in the nation. Thereare several numbers you can dial to access TRLN. Choose theone most convenient to you: (Your communications settingmust be set at 7 character-bits, 1 stop"bit, and even parity;enter obye� to exit and manually hangup.).e dial (919) 515-3980 and at the oenter dest� promptenter olib*�.¢ dial (919) 549-8211 and at the # prompt enter olib�press return a number of times until you get the o?�prompt and begin.¢ dial (919) 962-9911 (300 or 1200 baud) or (919) 962-9921(2400 baud) or (919) 962-9931 (9600 baud) andat the # prompt enter olib� press return a number oftimes until you get the o?� prompt and begin.UNC- Charlotte is accessible only at 1200 baud. Dial(704) 547-3200 or (704) 547-3300. When asked for a connec-148 " Fall 1992North Carolina Libraries

tion enter oc aladdin� and you will connect to the onlinecatalog. Enter *bTc (control-b control-c) to exit and manu-ally hangup.Dial (919) 395-3700 to log onto UNC-Wilmington. At theoSelect Service,� prompt enter olib�. You will get a "con-nected" message. Enter o?� and you will be asked for aterminal type. Choosing vt100 is a safe bet.There are other accessible catalogs across the state,including those at North Carolina A&T, the Public Library ofCharlotte and Mecklenburg, and UNC-Greensboro.Bulletin board systems (BBSs)Bulletin board systems (BBSs) represent another fruitful andnon-traditional source of information underutilized bylibrarians. Libraries and librarians can use BBSs to store,organize and disseminate information as well as retrieveinformation.Typically, an individual or organization has set up anoelectronic bulletin board� for the purposes of discussingissues related to the parent organization. This electronicbulletin board usually consists of a microcomputer, a modem,and BBS software. It is relatively inexpensive to set up. Justabout any computer and modem will do, and some of themost popular BBS software programs are shareware.There are a many BBSs sponsored by libraries, and thenumber is growing all the time. A good beginning source forlibrary-oriented BBS telephone numbers is the oDirectory ofElectronic Bulletin Board Systems in Libraries and RelatedOrganizations� sponsored by the American Society forInformation Science and edited by Audrey N. Grosch. A fewof the BBSs from this list are described below:The first is ALF, the Agricultural Library Forum. oTheNational Agricultural Library Bulletin Board provides achannel of communication to librarians, technical informa-tion specialists, extension workers, researchers, scientists,and others on agricultural information activities.� Call (301)344-8510.Another is Wellspring. oWellspring is sponsored by theBiomedical Library of the University of California-Irvine, andis free of charge to all University of California students, staff,and faculty, and the general public. The main areas of focusare health and medicine, computer viruses and badware,personal computer education and communication.� Call(714) 856-7996 or (714) 856-5087.Wellspring and ALF both use BBSs to disseminate infor-mation about their parent institutions. They would both begood places to post reference questions. Neither is a goodplace to discuss librarianship.The Library User Network BBS is sponsored by Metropoli-tan State University. It is oa bulletin board dedicated to thesearch for information in libraries, online catalogs, and otherindexes of all sorts. It is intended to be an open forum fordiscussions, guest editorials, reviews, specialized bibliogra-phies, and short articles or stories by BBS users.� Call theLibrary User Network BBS at (612) 772-7635.On the other hand, oThe HI Tech Tools BBS has beenestablished specifically for librarians who are involved inimplementing current technology in their libraries. Thisincludes, but is not limited to: automated circulation andcatalog systems (particularly FollettTs Circ Plus and Cat Plus),CD-ROM database applications, and online databasesearching (e.g. DIALOGTs Knowledge Index). PortlandNorth Carolina Libraries(Oregon) metropolitan area teachers and students are alsowelcome, with areas established especially for them.� ThisBBS is an excellent place to discuss library related issuesespecially since it oechoes� its library discussion with otherBBSs across the country.The HI Tech Tools BBS files section contains two particu-lar categories of interest to librarians: (1) The Future ofInformation Access, and (2) Files for Librarians. Each of thesesections contain long lists of text files (full-text articles) youcan download, including the following:¢ RIGHTS.ALA - Library Bill of Rightse ACCESS.ALA " Regulations, policies, and proceduresaffecting access to library resources and service: AnInterpretation of the Library Bill of Rightse FAVLIB.TXT " Favorite online numbers for librarianse OIS7.TXTO " Online information sourcese CDROM.TXT " Networked CD-ROMS by Judy Korene WAIS.TXT " Wide Area Information Services interfacee¢ NREN272.TXT " 1991 Senate Bill 272, Computing,education and librariesTo access HI Tech Tools simply use your modem to call (S03)245-4961.The Cleveland Free-Net is a service with a lot moremoney and consequently offers a greater variety of services.(It isnTt really a BBS, but since there is no cost to use theservice except a long-distance telephone call, I put it here.)This is how Free-Net describes itself:oFor the past five years, Case Western Reserve Univer-sity has been experimenting with free, open-access,community computer systems as a new communica-tions and information medium ... Running on themachine is a computer program that provides its users )with everything from electronic mail services toinformation about health care, education, technology,government, recreation, or just about anything ...Anyone in the community with access to a home,office, or school computer and a modem can contactthe system any time, 24 hours a day. They simply dial acentral phone number, make connection, and a seriesof menus appears on the screen which allows them toselect the information or communication services theywould like. All of it is free and all of it can easily beaccomplished by a first-time user ... the system isliterally run by the community itself. Everything thatappears on one of these machines is there becausethere are individuals or organizations in the commu-nity who are prepared to contribute their time, effort,and expertise to place it there and operate it over time.This, of course, is in contrast to the commercial serviceswhich have very high personnel and information"acquisition costs and must pass those costs on to theconsumer ... With this in mind, in September of 1988the Community Telecomputing Laboratory wasestablished at Case Western Reserve University.�Once youTre logged onto the Free-Net, you are providedwith a number of menu choices. Of particular interest tolibrarians are The Library, headlines from the newspaper USAToday, the weather, and full-texts of a few books, poems,essays, and speeches.The Library is a link to the the public library systemaround Cleveland, but it is also a link to library systemsFall 1992 " 149

around the country. With the Cleveland Free-Net, it is possibleto access and use the online public access catalogs (OPACs) ofColorado Alliance of Research Libraries (CARL), MELVYL at theUniversity of California, and Boston University.You can also use The Library to choose the ElectronicBookshelf. It contains the full-text of the Bible, Holy Koran,The Book of Mormon, The World Factbook, and GAO Reports.These texts are searchable so you donTt have to downloadthe whole thing.Other full-text sources come from a sections called theFreedom Shrine. It contains more than a few poems, essays,speeches, legal documents, and other historical documentsthat are not copyrighted. Again these documents aresearchable so you do not have to download the entire thing.The Cleveland Free-Net also contains news. It is sup-plied directly from USA Today in our own Greensboro, NorthCarolina. Each story consists of one headline and oneparagraph. These services are only the tip of the iceberg. Touse the Cleveland Free-Net call (216) 368-3888.ProdigyProdigy is a service you have probably seen advertised ontelevision. It is a popular service in the sense that its greatestappeal is to the public. Like AOL and CompuServe, Prodigyprovides access to the latest news, weather and sports. LikeAOL with its graphical user interface, Prodigy is easy to useand requires Prodigy software. It is also inexpensive; it costs$7.95 per month plus .30¢ for every message sent beyondthe 30th message. It also has a copy of GrolierTs Encyclopediaonline. That is where the usefulness of Prodigy stops.If you use Prodigy on a Macintosh, you will lose the useof MacintoshTs best features. Prodigy takes over your entirecomputer; it eliminates the menubar. Consequently, youcan not use the otherwise ever-present cut, copy, and pastefunctions. Nor can you use MultiFinder to switch fromapplication to application. Be forewarned: Prodigy runs on aMacintosh but it is not a Macintosh program.Another problem with Prodigy is there is no way to saveinformation. It does not capture text as it scrolls off thescreen. You canTt even save the news articles except bydoing a screen capture. To add insult to injury, just aboutevery screen is one quarter filled with advertising.About a year ago Prodigy was having problems becausethe software was inadvertently ostealing� information fromusersT disks. This has given Prodigy a bad name, but Ibelieve they have cleared the problem up.Prodigy is an ookay� service for the consumer but notparticularly useful to the librarian. This is especially truewhen it is compared to the other resources listed in thearticle.If you are interested in Prodigy then call or write:Prodigy Services CompanyP. O. Box 791White Plains, NY 106011 (800) 776-3449The WellThe Well (Whole Earth Lectronic Link) is an electronicconferencing service located in California, but accessiblefrom just about anywhere. Like ISAAC, The Well hostsdiscussions on a number of topics, but The Well is closer toCompuServe in its variety. Everything from computers togardening, sports to politics, and business to the GratefulDead is up for discussion on the Well.Of particular interest to librarians is Apple Library UserTsGroup (ALUG) Online. It hosts discussions on any and allissues concerning libraries and librarianship. Some of themore interesting discussions include:e Libraries and Internete Hypermediae True Tales From Chicago ALAe Information about ALUGe Apple Telecom programse Accessing AppleShare from remote sites¢ Computer novices seeking helpe Al in Libraries¢ Multi-media in libraries¢ Help for teaching writing?e Public Access Computers¢ What Libraries are producing CD-ROMse Libraries and politicse Librarianship in the 90Ts and BEYOND¢ News From the Netse ALA in Atlanta June 1991e Macintosh Text-Retrieval Software¢ Library Automated Systems (non-Apple)e Patron privacy versus the historiane Checking out the FidoNet messages on K12Net -Internationally¢ Copyright law and the 21st century library¢ What online catalogs do you use or have created?Another interesting discussion to visit is INFO, aconference about communication systems, communities,and tools for the information age. This conference is moreactive than ALUG Online. It has discussions like the futureof books and publishing, online searching, expert systems,television, and the Internet.A significant difference between The Well and most ofthe services previously listed is that The Well is searchableand consequently, could be used as a reference source aswell as a serial. For example, I wanted to know what hadbeen written in ALUG Online about BBSs. So I visited theconference and entered find oBBS�. The Well respondedwith a very long list of topic, response, and line numberscontaining oBBS�. After perusing this pseudo-index andchoosing a particular topic and response, I navigated to thattopic and response, displayed the information, and loggedoff. The result was a clean and neat listing of BBSs across thecountry. The same technique could be used for manyreference queries. For example, suppose you wanted tolocate peopleTs opinions about a particular software pro-gram. You could use The WellTs directory listing and choosea conference. (The conference is like a database.) Navigate tothe conference, issue a find command, view the results, anddownload individual items. The technique is the same astraditional online searching except the medium is lessstructured and it contains non-bibliographic information.The best way to connect to The Well is through theCompuServe Information Network. Call (800) 848-8990 andnavigate the automated answering service to retrieve a localCompuServe number. Call the retrieved number with yourmodem. Once connected enter owell� at the oHost Name:�prompt and follow the instructions to register. The Wellcharges you $10/month for membership + $2/hour forconnect time + $4 to $12/hour to use the CompuServenetwork. (People who like long-distance bills can call TheWell directly at (415) 332-6106.)_" CC ere ee eee150 " Fall 1992North Carolina Libraries

ALANetALANet, an electronic service no longer sponsored by ALA, ismentioned here only because you may have heard about itand didnTt know what it was. ALANetTs purpose was to fosterelectronic communication between libraries, librarians,information vendors of all types. Unfortunately it was ratherexpensive, and not heavily used. Because of these problemsand competition from other communications links (theInternet, Bitnet, commercial information services) ALANetceased to exist February 29, 1992.America Online (AOL)Of all the services described here, America Online (AOL) isby far the prettiest and easiest one to use. Like The Well andCompuServe, AOL is a commercial enterprise providinginformation. Its greatest strength is the ease in which aperson can retrieve the latest ephemeral information: news,sports, and weather. It also hosts technical support frommany software vendors and contains plenty of sharewareand public domain software files.To access AOL, you need their free communicationssoftware, available from:America Online8619 Westwood Center DriveVienna, VA 22182(800) 827-6364The logon procedure is simply a matter of clicking a fewbuttons and entering your password. It would be difficult tomake a simpler interface. Once logged on, you are presentedwith the Welcome screen. From here you can navigate to:* current news to create a personalized newspaper,¢ textual or graphic weather forecasts,e airline reservations,e a simple encyclopedia¢ a opost office� to mail notes and files to otherssubscribing to AOL,e discussion groups on just about any topic imaginable,e stock and business reports,e editorials, ande libraries of shareware, demonstration, and publicdomain software.I particularly like the news and weather services. WithAOL I can browse their list of news articles, download them atthe speed of my modem, save them to my hard disk, and reador edit them at my leisure. The weather maps are just as easyto retrieve and are as reliable as any other published weatherforecast since they all come from the same source, theNational Weather Service.AOL is fairly inexpensive. You are billed $6 every month,even if you do not use the service. Each month the first hourused is free. After that the rates are $12/hour between 7 AM to6 PM and $6/hour between 6 PM and 7 AM. Time spentuploading files is free.CompuServe Information Service (CIS)The CompuServe Information Service (CIS) is thegranddaddy of conferencing services. It reaches around theglobe, hosts conferences on just about any topic imaginable,and is a standard location for the latest shareware andpublic domain software.CIS is accessible with your simple communicationssoftware or their Information Manager programs. If you useNorth Carolina Librariesyour communications program, you will have to navigateCompuServe with its command language or menus. Thecommand language is your best option, but learning it takespractice.The alternative is to use their Information Manager forDOS or Macintosh computers, a graphical user interface(GUI). It does work, but itTs not as elegant as AOLTs and notnearly as fast. In many cases the Information Manger onlyadds to your online time.CompuServe contains information not found in manyother information services except DIALOG or BRS. Forexample, vast amounts of financial and business data can beretrieved from CompuServe at the drop of a hat.(CompuServe is owned and operated by the H&R BlockCompany.) For example, CompuServe can give you access toan electronic ValueLine, S&P Index, Dun & BradstreetTsMarket Identifiers, InvesText, and the Thomas Register. Italso offers demographic reports, reports on mutual funds,and brokerage services. All of these services are surcharged.A unique database CompuServe provides is thePHONEFILE. This database allows you to search the whitepages of almost any telephone book in the country.CompuServe also provides a window to the databases inDIALOG, BRS, Vu/Text, and NewsNet via a service called_ IQuest. Through a series of menus, a search strategy isformulated. The database is searched and the first tencitations are returned. The minimum charge for these firstten citations is four dollars. The advantage of this approachis that you do not have to know searching commandlanguage, nor do you have to have an account with any ofthe database vendors. On the other hand, you retrieve onlythe last ten citations entered into the database and you havetop publishersgreat personal servicecomparative priceshigh fill rate & fast deliveryfull processingfor more information please call:ROBERT MOSERCHAPEL HILL1-800-223-3251Representing quality adult and juvenile publishersFall 1992 " 141

little control over the search strategyTs details. (You do havethe option to retrieve more citations for more money.)IQuest is designed for the non-expert who searches for thissort of information infrequently.A number of Information Access Company (IAC)databases available on CompuServe: Business DatabasePlus�"�, Computer Database Plus�"�, Magazine DatabasePlus�"�, Health Database Plus�"�. Since these databasescontain full-text journal articles, they can be sources forcost-effective document delivery. Searching these databasesis more flexible than IQuest since you have the option ofusing menus to create search strategies or writing your own.The first time I tried it, I was looking for a particular cita-tion. A few minutes and about $5 later, I had retrieved mytwo-page article. I tried again with a second citation andretrieved it in less time and for less money. This particulararticle hadnTt even made it to the newsstand! This servicecosts at least an extra .21¢ per minute plus $2.50 for eachcomplete article.If used effectively, this sort of service could be a boon tothe small library. Consider using this service to supplementILL. Traditional ILL turnaround time is at least a few days.Telefacsimile will take at least an hour. At photocopy ratesof .10¢ per page, a typical article will cost $1 to copy an halfand hour of time. With the CompuServe service, the articlerequest can be filled in less than 15 minutes and deliveredvia email. The only thing you lose are any graphics withinthe text. In short, electronic full-text article delivery isbecoming cost-effective with a computer, communicationssoftware, modem, and access codes.Two unique services from CompuServe are the Elec-tronic Mall and its monthly CompuServe Magazine. TheElectronic Mall allows you to purchase a cornucopia ofmerchandise including books, computers and software,foods, office supplies, and apparel. Because of the mer-chantsT low overhead, you can purchase these things morecheaply than in retail stores.CompuServe Magazine features articles on CompuServeTsservices. It also describes how other people have usedCompuServe to accomplish their own specific goals. Eventhough CompuServe Magazine is loosely disguised advertising,it can help you use CompuServe more effectively.CompuServeTs pricing structure rivals DIALOGTs in itscomplexity. It comes in three flavors. The standard pricingplan includes unlimited connect time to use a wide varietyof services for a membership of $7.95 per month. The planincludes:the basic news, sports, and weather servicese the Reference Library (encyclopedia, ConsumerReports, PetersonTs College Database and Healthnet)e Electronic Malle Money Talks (Basic Current Stock Quotes, Issue/Symbol Reference, and Mortgage Calculator)¢ Games & Entertainment¢ Communications Exchange (limited electronic mail)e Travel and LeisureNotice that this plan does not include the extendedservices like electronic conferences. Any time you use servicesother than the ones listed above, you are charged for connecttime ($12/hour for 1200-2400 baud users and $22.80/hourfor 9600 baud users).With the Alternative pricing plan, you are simply charged$2.00/month plus connect time (again, $12/hour for 1200-2400 baud users and $22.80/hour for 9600 baud users). Ifyou are an infrequent user of CompuServe, then the Alterna-tive pricing plan is for you.The third plan is the Executive Service Option. For anextra $10/month you can receive discounts on selectedCompuServe products, access more extensive financialinformation, and increase your personal storage area.Lastly, you should note that many of the services youmay be interested in as a librarian will incur surcharges.These surcharges have their own pricing structures rangingfrom flat fees to the sum of connect time and reports,citations, or full-text articles.CompuServe has grown up. It started out as a overgrownBBS. Now it has the potential of becoming a full-blownlibrary. Since CompuServe changes at such an alarming rate,it is a good idea to purchase a book like CompuServe from Ato Z by Charles Bowen (Bantam Books, 1991).For more information about CompuServe call or write:CompuServe Information ServiceP. O. Box 20212Columbus, OH 43220(800) 848-8990SummaryThis article has listed a host of non-traditional informationresources accessible with your modem ranging from the free tothe quite expensive. The only limitation you have, besidesmoney and hardware, is your ability to navigate these resourceseffectively. It takes practice to use these tools, just like it tookpractice to learn how to use the card catalog. When you lookbeyond the medium of these resources, you discover that theyare very similar to the resources you traditionally have beenusing. They have their own strengths and weaknesses just likeprinted materials. These resources represent the new paradigmfor librarianship.Every profession has its tools. Surgeons have scalpels.Carpenters have hammers. We have computers. Our profes-sional skills include retrieving, organizing, storing, evaluatingand disseminating information. In the not-too-distant past,this information manifested itself solely in printed form: booksand magazines. Nowadays, more and more of this informationis located in computers, which are extraordinarily efficienttools for retrieving, organizing, evaluating, and disseminatinginformation. What computers lack is intelligence; they donTtknow how to provide these services. That is where we come in.We can (and should) combine our professional skills with theefficiency of a computer to provide more timely and completeinformation services.192 " Fall 1992North Carolina Libraries

AppendixThis is a more detailed description of some of the bulletin boards sponsored by NCIN.NCCAL " A calendar of meetings and continuing education programs for librarians in NorthCarolina and nationally. TO ACCESS: TYPE NCCAL.NCDATA " A twice a month service of NCIN and the State Data Center of North Carolina.It provides the most current, authoritative statistical information available in 12 generalsubject areas: Population and Housing; Vital Statistics and Health; Social and HumanServices; Education; Law Enforcement, Courts and Corrections; Environment, Recreation andResources; Energy and Utilities; State and Local Government Finances and Elections; Em-ployment and Income; Business and Industry; Agriculture; and Transportation. Informationis given for each county. This data updates the 1984 edition of the County Profile Book.Updates will be posted every other Wednesday. Large data files will be transferred on a morefrequent schedule. CURRENT FILE: 1990 Census State Population Counts. The BulletinBoard will be updated twice a month on Fridays. TO ACCESS: TYPE NCDATA.NCJOBS " Listing of professional (MLS required) librarian positions open in North Carolina.For the audiotape version, telephone 919/733-6410. To list a job vacancy, contact VickiWheeler at the State Library at 919/733-2570 or use Electronic Mailbox #62953518. TOACCESS: TYPE NCJOBS.NCKIDS " Includes information for childrenTs and young adult librarians contained in theState LibraryTs youth services loose-leaf service mailed to public libraries and library schools.Updated weekly. If you would like to contribute to NCKIDS, send copy to Cal Shepard atElectronic Mailbox #62957236. TO ACCESS: TYPE NCKIDS.NCLIBS " A general summary of constantly changing news about NC librariesand/or librarians. This board is updated on Fridays. The first week of each month willcontain general library news. The second week will contain network news. Periodicalholdings are provided as network news in the second and sometimes as general library newsin the first week of the month when available. If you would like to contribute your holdingsto be uploaded, send an ASCII diskette to Diana Young at the State Library. The third weekwill contain information customarily found in FLASH. The fourth week will contain recentacquisitions of the State Library in the field of library and information science. Questionsand/or comments should be addressed to the person listed in each heading or to DianaYoung, Email #62953515. TO ACCESS: TYPE NCLIBS.NCMGMT " (Management) provides library management information about and/or from alltypes of North Carolina libraries. Content depends on what you are willing to share "planning documents, polices, procedures, statistical information, articles, surveys, etc. Firstpriority will be given to information provided in machine readable form " either throughthe electronic mailbox or on an IBM compatible 40 - track floppy diskette submitted as anASCII file. The information provided will only be available through the bulletin board. Theboard will be changed every Friday and will begin with public library five -year plans cur-rently being submitted to the State Library. Submit information to Diana Young, NC StateLibrary, 109 E. Jones Street, Raleigh, NC 2761 1; Email # 62953515; NCDCR PrimeSLAD.DJY; Fax # 919/733 - 8748. TO ACCESS: TYPE NCMGMT.NCNEWS " A summary of events in the North Carolina General Assembly. Produced by theNorth Carolina Association of County Commissioners and the North Carolina InformationNetwork. Updated by 3 pm on Tuesdays and Fridays as material is available. TO ACCESS:Type NCNEWS.NCBUS " A listing of all State contracts in these areas: Term Contracts; Automotive,Construction Equipment; Highway Maintenance Equipment; Drugs; Hospital/LaboratoryEquipment/Supplies; Fuels. Also includes State contracts in these areas: Printing Forms;Publications; Office/Educational Equipment and Supplies; Institutional Furniture/Equip-ment, Food, Textiles and Chemicals; Contractual Services, Electrical Equipment, Telephones;Data/Word Processing Equipment; Copiers. TO ACCESS: TYPE NCBUS.North Carolina Libraries Fall 1992 " 153

DIALOG at McDowell High School:Acquisition, Instruction, and Managementfashion design studentneeds to obtain biographi-cal information on Ameri-can fashion design.A student in an environ-mental class needs informa-tion on the effects of acidrain on Mount Mitchell.A student in the American historyclass needs to know the name of the firstsecretary of state for the Republic of Texasand his relationship with McDowellCounty.A student in the current events classneeds to locate an article about the Rus-sian coup in a magazine to which thelibrary does not subscribe.These and other questions have beenanswered using DIALOG, a telecommuni-cations service that provides access to vastamounts of current information when-ever it is needed. How this service hasbeen and is continuing to be used, as wellas how we teach our students to use it, isthe subject of this article.History:McDowell High School, a high school withapproximately fifteen hundred students,began subscribing to DIALOG asa result ofa 1989 assessment of the nature of re-search in the library. This assessmentdemonstrated that a better way of access-ing the periodicals collection was needed.The answer to this problem seemed to bethrough the use of telecommunicationsbecause otelecommunications technologyenables school library media specialists touse rapid communication and shared task-ing to meet usersT information needs aswell as to enhance library media programmanagement capabilities.�! In selecting adatabase vendor, several resources wereconsulted including Dorcus HandTs (1988)article in School Library Media Annual.2DIALOG was selected over other telecom-munications database vendors because theinformation available through DIALOGwas most aligned with curricular needs,educational materials support, and train-194 " Fall 1992by Marty Braying available for the staff. DIALOG is acollection of more than three hundreddatabases from which a person with acomputer, modem, and password can ac-cess a vast amount of information. Inorder best to balance budgetary constraintswith the information needs of our stu-dents, we selected Classmate, a servicethat DIALOG offers to schools. Classmateis a collection of approximately one hun-dred twenty databases which best meetsthe research needs of a majority of highschool students at a lower price than fullDIALOG service. These databases includeERIC, Medline, and America: History &Life. By accessing Classmate students mayobtain information such as magazine cita-tions, full text articles on historical topics,and stock market analysis. While the num-ber of databases available to students isfewer than with DIALOG, the content ofthe databases within Classmate has notbeen limited. Our students use these data-bases to obtain information which is notavailable in the school library or in otherlibraries in McDowell County.When Classmate was first introducedinto the school, it was used primarily as aresource for eleventh and twelfth gradeadvanced English classes. As services suchas InfoTrac (a CD-ROM magazine index)have been added to the collection,ClassmateTs role has become one of ac-quiring specific and current information.An example of this occurred last year whena business class needed information onvarious industries. A search on Classmateyielded all of the information required bythe class, including data regarding prod-ucts manufactured and current stock ex-change statistics. The use of Classmateresources provides a level of informationthat not only allows students to do pri-mary research, but also more importantlymotivates them to pursue levels of aca-demic research they would not do other-wise. This was demonstrated powerfullyby two students doing research on a serialkiller. By using Classmate, they were ableto research the topic more fully than ifthey had relied solely on print resources.After the assignment was completed, theteacher commented that the level of mo-tivation demonstrated by these studentswas far greater than she had experiencedor expected.During the 1990-91 school year, anadditional media specialist was hired tohelp with computer services at the highschool. Since the library staff at McDowellHigh School views Classmate as an impor-tant resource for students conducting re-search, integrating the use of Classmateinto the curriculum is one of the responsi-bilities of this new position.Requirements For Accessing DIALOG:In order to access Classmate, the MHSMedia Center uses a Tandy 1000 SL/2computer with an internal modem andprinter as its telecommunications termi-nal. McDowell High School has a dedi-cated phone line in the media center justfor Classmate. A dedicated phone line wasinstalled for two reasons: the first was theheavy usage that our existing phone linewas receiving, and the second was theanticipated heavy usage of Classmate. Asthe role of Classmate has changed, thissecond dedicated phone line is now beingused for other electronic services such as afacsimile machine. The software, DIALOGLink, necessary to access Classmate, comesfrom the company and can easily be con-figured to the individual requirements ofany media center. While other telecom-munications software can be used, thisparticular piece of software saves a greatdeal of time and frustration because itperforms many tasks automatically. WhenClassmate was first implemented, the twomedia coordinators attended a DIALOGClassmate oTeach the Teacher� workshop.This workshop covered setting up a tele-communications workstation, installingthe software, and using the commandstructure of Classmate. Furthermore, thecontents of each database and instruc-tional strategies utilizing Classmate werediscussed. Several manuals for use withNorth Carolina Libraries

Classmate were given to the participants,and hands-on activities were emphasized.The cost of these seminars was approxi-mately forty-five dollars per person. Thereis no annual subscription fee to Classmateand no long distance fees because it isaccessed by a toll free number. The com-pany does charge a fee of fifteen dollars perhour of connect time. Even at this rate thecosts of using Classmate remain reason-able. Currently, without student limita-tions on usage, our library spends an aver-age of fifty dollars a month, which trans-lates to less than four cents per student amonth. Student overdue fines are used tosupport the service.Teaching:One of the advantages of using a computeras a research tool is that it promotes a highdegree of motivation among students. Thisholds true for Classmate as well. As men-tioned before, using Classmate has en-couraged several students to delvemore deeply into research topicsthat they would not have pursued ifthey had used only printed refer-ence sources. Most of the studentsusing Classmate are juniors or se-niors completing some type of En-glish project. However, sophomorestudents are introduced to Class-mate during general orientation tothe library and made aware that theservice is available when othersources have been exhausted. Laterin the year, a specific orientationsession is conducted regarding theuse of Classmate for those studentswho are doing a research project.Planning a search strategy withthe teacher is the first step in actuallyteaching Classmate to the students. Manycurricular areas use Classmate to completeresearch projects: English classes use theservice to find criticism on literary figuresand their works; current events and his-tory classes use databases, such as UPINews, to conduct up-to-the-minute re-search on relevant topics; science and en-vironmental classes use Classmate to re-search topics such as the effects of acid rainon Mount Mitchell; and the business classesuse Classmate to track stock market data.We prefer that students use Classmatein small groups to facilitate better thelearning process. After the staff has anunderstanding of the types of topics thatthe research will cover, we do some pre-liminary searching on the service to en-sure that the students will experience someinitial success with the service. Since thesession is conducted in conjunction withan actual research project, we allow stu-dents to access the full range of databasesavailable to them through Classmate.North Carolina LibrariesAfter introducing the concept of ac-cessing databases via telecommunications,we work on the concept of keyword orBoolean searching. Boolean logic is animportant concept for the students to graspif they are to use Classmate effectively.Also, more and more electronic referencesources, such as InfoTrac, utilize keywordsearching as a means for retrieving infor-mation. We have used several strategiesfor teaching Boolean logic. They usuallyinclude brainstorming for keywords, anexplanation of the operators (AND, OR,and NOT), and examples of actual searchstrategies. These concepts are taught insmall groups using other electronic re-sources that utilize Boolean logic such asthe libraryTs online catalog, so that stu-dents can better grasp these concepts be-fore actually accessing Classmate. Afterthe Boolean operators are explained, thecommand structure of Classmate is ex-plained. A menuing system is availableOne of the advantagesof using a computer asa research tool is thatit promotes a highdegree of motivationamong students.which helps the student navigate throughClassmate. The command structure is notthat difficult to master and actually savesthe student a great deal of search time.Students are provided with a packet ofinformation which covers these concepts(See Appendix for example) as well as thedatabases available. Also in the packet is aworksheet for them to plan their searchstrategy before accessing Classmate.At this point a demonstration of Class-mate is conducted. If a small group isinvolved, the demonstration takes placeon the telecommunications terminal. Ifalarge group is involved, then an LCD panelconnected to the terminal is used. Next,students are allowed to use Classmate in-dividually. At this point the process be-comes time-consuming. A search can takeup to five minutes, which when multi-plied by thirty students can easily con-sume an entire class period or more. As aresult, more than one day in the library isplanned for the class. During this time,every student is taken through a sessionon Classmate. Finally, a follow up is donewith the teacher to determine the successof the project.Since DIALOG charges the school forthe amount of time actually spent on theservice rather than a flat monthly fee, wedo not allow students access to Classmateunsupervised. Instead, we will either al-low them to make an appointment to usethe service or let them fill out a searchsheet and the media coordinator will actu-ally conduct the search for the student.The student picks up the printout of searchresults at a later time. This process savesthe student and the media coordinator alot of time and seems to be the morepopular of the two options.Problems:The biggest problem with Classmate is theamount of time that it takes to supervisestudents while they perform searches. Thisproblem has been addressed by allowingstudents to make appointments withthe media staff and by the develop-ment of a system for requestingsearches.The second problem encoun-tered with Classmate is that the costof the service prohibits extensiveuse. This problem has been ad-dressed through the acquisition ofresources on CD-ROM which haveaone-time fee and unlimited usage.Since other electronic resources suchas the Online Catalog and CD-ROMdatabases have been introduced,Classmate is no longer being uti-lized as a primary resource. Thistrend does not necessarily mean thatstudents are receiving inferior infor-mation. On the contrary, the informationreceived though sources such as InfoTracgenerally meets studentsT informationneeds quite well. These resources alsoallow students to learn to use electronicresources without the pressure created bylimited access to the resources both interms of time and physical accessibility.Classmate does have several advantagesover these resources, both in terms of theamount of information available and thetimeliness of the information; therefore,we continue to use Classmate, although toa lesser extent than before.The final problem encountered withClassmate is the limited accessibility of theservice due to the fact that the library canonly maintain one dedicated phone line.While this problem has been addressedprimarily though scheduling, a trend isbeginning to develop where students usethose resources more readily available, suchas InfoTrac and SIRS, rather than request aClassmate search, even though the infor-mation in Classmate is superior.Fall 1992 " 159 SSS SRS Seely 5 wa ogden |S Ep me Ne ce PM or en ees nd SNES SEES re age ee Saar Oya SG ce ae rg ec RN ac ETN gee cree Se ae

Using DIALOG " The FutureAs more and more electronic resourcesbecome available to the student, the roleof Classmate in research has and will con-tinue to change. The terminal which wasonce used exclusively for Classmate is nowalso used for FrEdMail and the TI-IN LongDistance Learning service. FrEdMail is aneducational telecommunications servicethat allows, among other things, studentsto communicate with other students acrossthe state and country. The TI-IN LongDistance Learning service allows studentsto participate in distance learning via sat-elliteand computer. The dedicated phoneline that was once used exclusively forClassmate will now be used to link thehigh school with the countyTs two juniorhigh schools through fax machines. Fi-nally, a new local area network allowsmultiple stations to access the libraryTsCD-ROMs, online catalog, and the varioustelecommunication services. A local areanetwork, or LAN, links the computers ofthe library electronically allowing patronsto access resources such as the online cata-log, InfoTrac or any of the other electronicresources of the library anywhere a com-puter is available. It is also possible formultiple stations to access Classmate if theschool has access to multiple phone linesand a modem that will meet the demandsof multiple users.This network may also be accessed viamodem from computers outside of thelibrary. Future plans for the network willtake advantage of this potential and allowstudents to dial into the network fromhome. Although McDowell County is arural county with a limited tax base, asmall but growing number of students aregaining access to personal computers ca-pable of accessing the local library andonline information services such as Class-mate. A far larger number of students arealready familiar with computers or ma-chines that use computers (the ubiquitousNintendo, forinstance). For those patronswho do not have access to a home com-puter, offering laptop computers for check-out may be a solution, especially as theprice of these computers continues to fall.Teaching students to use Classmateprovides them not only with an under-standing of how to access electronic re-sources, but also of the concept of tele-communications which students will in-creasingly find vital in conducting accu-rate and timely research. It is also impor-tant to show students how to use Class-mate in the context of all of the resourcesavailable to them in the media center. AtBROADFOOT'S OF WENDELL6624 Robertson Pond RoadWendell, NC 27591Phone: 1-800-444-6963Locate NC Authors through our now-being-publishedContemporary North Carolina Authors PacketsMcDowell High School we have just imple-mented a network that brings togetherCD-ROM resources such as InfoTrac, TheInformation Finder (World Book on CD-ROM), an online catalog, and the SocialIssues Resource Series (SIRS) on CD-ROMon multiple work stations. We teach theconcept of Classmate as being anotherresource rather than the only source thatstudents have available to them to use forresearch. This helps the student under-stand the concept that information is avail-able from a variety of sources both in andoutside of the media center.Conclusion:oThe explosion of information and instruc-tional technologies has formed the basis forour evolution from an industrial to aninformation society.�2 As this evolutioncontinues, schools must teach students howto use services such as Classmate, as well asfoster in them the critical thinking skillsthat they will need to survive in such asociety. Services such as Classmate culti-vate these critical thinking skills as thestudent selects appropriate databases,chooses appropriate terms to describe his/her topic, selects the appropriate informa-tion received, and incorporates the infor-mation into his/her research project.NORTHCAROLINANC BOOKS/AUDIOVISUALS ~ BLACK HISTORY MATERIALFOR THE YOUNG, OLD, & IN-BETWEENSpring & Fall Catalogs " Are you on our mailing list?Two Different Locations Serving Different Needs176 " Fall 1992Genealogists & Reference LibrariansRequest the Latest Catalog of Source Material from:BROADFOOT PUBLISHING COMPANY1907 Buena Vista Circle, Wilmington, NC 28405Phone: (919) 686-4379 or Fax (919) 686-4379North Carolina Libraries

APPENDIXSteps for using DIALOG1. Choose a topic that you will be researching.2. Decide which databases will most likely contain the information you are looking for. (See Handout)3. Decide what words will best describe your topic on the worksheet. These words are called concepts ordescriptors. Consulting the ReadersT Guide and InfoTrac will help you choose descriptors. Generate a listof as many descriptors as you can that best describe your topic.4. Fillout the Search Worksheet using the descriptors you listed in step three. Put one descriptor under eachconcept listed on the Search Worksheet. AND and OR link your descriptors through the use of BooleanLogic. AND is used to narrow your search by more specifically describing what it is you are looking for andOR is used to broaden your search by creating more options in the search command.Be sure to include the databases that you will use to locate your information. Use the abbreviations thatDIALOG uses for each database to save you time and money when conducting your search. If you arelooking for a specific author, include that on the search worksheet.5. At the bottom of the sheet is a space to write out the specific search strategy that you will be using. Youmay use the back of this sheet to complete this if you wish.Specific commands that you will need to know include the following:B_ Begin a new database.Example: B NEWS1This command will make the computer access Newsearch for you.F Finda particular term or terms linked using Boolean Logic.Example: F George and Bush and IraqThis command will make the computer look for any news items that have the words George, Bushand Iraq in it.AU= This is the author command, giving you articles written by a specific author.Example: AU= Bray, GeraldThis will give you a number of articles written by Gerald Bray.D_ Display any citations that any search has turned up.Example: D $1/L/ALLWhen the computer finishes a search it will give you the number of citations that that particularsearch yielded. You may look through these citations to see which ones you want to use. S1 isthe number of the search that you have performed. L is the type of display that you want to see.L stands for long and means that you will see all of the information associated with that article.S will give you just a citation and is more economical to use at this point. ALL tells the computerto give you all of the citations included in this search. You can ask for specific citations by typingin a number such as 5 or a list of numbers such as 1-S.T This command will cause the computer to scroll through any citations that you tell it to. It worksjust like the Display command except that the information will scroll up the screen until it is allreceived by the computer. This command is very economical and convenient as you will see inthe next step.6. Log-on to DIALOG by pressing F5. The computer will go through a log-on sequence and then ask you atwhat level you would like to search. Type in 2 to indicate that you will be performing your search manually.Enter your begin command for the database you would like to use and then enter your search commands.After the computer has searched a database, it will tell you the number of citations that it has located. Youmay then use the display command to see any citations you choose. If you are sure that you would liketo see all of the citations indicated, use the T command. The information that is sent to the computer willbe saved in memory.7. You may enter a new database at any time by typing a new begin command (B EDUCI for example).8. When youare finished, hit the F5 key and choose the log-off option from the menu. You will then be outof DIALOG. After you have left DIALOG and when you change databases, a report of how much time youhave spent will be displayed. Make a note of this information on the Search Worksheet.9. After you have performed the log-off, use the up and down arrow keys to scroll through the informationthat you saw during your search. Use the F4 key to mark the beginning and end of any information thatyou want printed. Next, press the F8 key to call up the print menu. From this menu choose option 2, \PTRSSM for marked portions of text when prompted.10. When you have finished, return the search worksheet to Mr. Bray and make your requests far a magazineor microfiche, if appropriate.References1 Robert Swisher, Kathleen L. Spitzer, Barbara Spreitersbach, Tim Markus, and Jerry Burris, "Telecom-mumunications for School Library Media Centers,� in School Library Media Quarterly 19 (Spring 1991): 153-160.2 School Library Media Annual, ed. J. B. Smith (Englewood, CA: Libraries Unlimited, Inc. , 1988): 141-149.3 School Library Media Annual, ed. J. B. Smith (Englewood, CA: Libraries Unlimited, Inc. , 1990): 59-66.North Carolina Libraries Fall 1992 " 197

Telecommunications for Librarians:A Selective Bibliography" INTRODUCTORY MATERIALS "Alberico, Ralph. oThe Development ofan ~Information Superhighway.T�Computers in Libraries 10 Jan. 1990):33-35.Brenner, Daniel. oTelecommunicationsand the World Information Revolu-tion [address, 19 July 1989].� VitalSpeeches of the Day 56 (15 Nov. 1989):88-91.Diebold, John. oThe Changing Informa-tion Environment [address, 20 May1988].� Vital Speeches of the Day 55(15 Dec. 1988): 138-45.Ferrell, Keith. oThe Digital Path toFreedom.� Omni 13 (Apr. 1991): 12.Graves, Randall, and Russell T. Clement.oTelecommunications: A Primer forLibrarians.� Wilson Library Bulletin 63Jan. 1989): 50-52.Janal, Daniel. oTapping into OnlinePower.� Compute! 13 (Feb. 1991): 34.Katz, James Everett. oPivotal Issues.�Society 26 (July/Aug. 1989): 5-10.Learn, Larry L. Telecommunications forInformation Specialists. Dublin, OH:OGLG, £989:Mosco, Vincent. oDeja Vu All Over Again?�Society 26 (July/Aug. 1989): 31-38.Nevins, Kate, and Larry L. Learn.oLinked Systems: Issues and Opportu-nities (or, Confronting a Brave NewWorld) [address given at the OCLC/RLG Seminar, Local Systems andBibliographic Utilities].� InformationTechnology and Libraries 10 (June1991): 115-20." THE ROLE OF TELECOMMUNICATIONSIN LIBRARIES "Basch, Reva. oMeasuring the Quality ofthe Data: Report on the Fourth ©Annual SCOUG [Southern CaliforniaOnline UsersT Group] Retreat.�Database Searcher 6 (Oct. 1990): 18-23.Boss, Richard W. Telecommunications forLibrary Management. White Plains, NY:Knowledge Industry Publications, 1985.by Jessica MacPhailClark, C. oComputer Telecommunica-tion and the School Library MediaCenter.� School Library Media ActivitiesMonthly 7 (Dec. 1990): 27-29.Cook, Dave, and Michael Ridley.oComputer-mediated CommunicationsSystems: Will They Catch On?�Canadian Library Journal 47 (Dec.1990): 413-17.Coursey, David. oThe Cost of Informa-tion.� InfoWorld 13 (5 Aug. 1991):40-44.Daniel, James O. oThe Knowledge Basefor Library Automation Personnel.�International Library Review 21 (Jan.1989): 73-82.Froehlich, Fritz E., and K. Leon Mont-gomery, eds. oThe Emergence ofTelecommunications as a Discipline.�Bulletin of the American Society forInformation Science 16 (June/July1990): 6-16.Heim, Kathleen M. oInformation Policyand the Information Professions.�Information Society 5, no. 1 (1987):25-33.Kinney, Thomas E. oTelecommunica-tions Strategies for Academic Libraries[based on a presentation at the annualmeeting of the ASIS Florida Chapter,25 September 1989].� Bulletin of theAmerican Society for Information Science16 June/July 1990): 12-13.Malinconico, S. Michael. oTechnologyand the Academic Workplace.� LibraryAdministration and Management 5(Winter 1991): 25-28.Managing Information Technology: Facingthe Issues; Track V: Telecommunicationsand Networking Issues [papers from the1989 conference of the ProfessionalAssociation for the Management ofInformation Technology in HigherEducation, known as CAUSE]. Boulder,GO; CAUSE, 1990:Miller, William, and Bonnie Gratch.oMaking Connections: ComputerizedReference Services and People.�Library Trends 37 (Spring 1989): 387-401.Mitchell, Maurice, and Laverna M.Saunders. oThe Evolution of LibraryAutomation; Libraries and Telecom-munications.� Information Today 8(Feb. 1991): 40.Nolte, James. oThe Electronic LibraryWorkstation"Today; ThereTs NoReason to Wait for the Perfect Work-station.� Computers in Libraries 10(Oct. 1990): 17-20.Pemberton, J. Michael. oTelecommuni-cation: Technology and Devices.�ARMA Records Management Quarterly 23Jan. 1989): 46.Scott, Ralph Lee, and Nancy Schell Scott.oCommunication Network Costs"A1989 Update.� Online 14 (May 1990):61-64.oTowards a National Collaboratory: TheRole of the Electronic Library.� OnlineLibraries and Microcomputers 7 (Dec.1989): 1-4.White, Frank. oScripting: AutomateYour LibraryTs PC Telecommunica-tions.� Online 14 (Nov. 1990): 49-51.Woodsworth, Anne. oEmerging Elec-tronic Library Services.� AcademicComputing 4 (Feb. 1990): 26-28." TELECOMMUNICATIONS WITHOR WITHOUT LIBRARIES "Austin, W. E., and Jan Wolitzky.oAT&TTs Long-distance Library.�Inform 5 (June 1991): 19-21.Garcia, D. L. oInformation Exchange:The Impact of Scholarly Communica-tion.� EDUCOM Review 25 (Fall 1990):28-32.Langenberg, Donald N. oSupporting theGlobal Scholar.� Academic Computing3 Jan. 1989): 12-16.Maciuszko, Kathleen L. oA QuietRevolution: Community OnlineSystems.� Online 14 (Nov. 1990): 24-28+.McQueen, Howard. oRemote Dial-inPatron Access to CD-ROM LANs.� CD-ROM Professional 3 (July 1990): 20-23.Pepper, Jon. oLet Your PC Comb theArchives.� NationTs Business 76 (Apr.1988): 53-55.""""""""""""""""""""""""""""""178 " Fall 1992North Carolina Libraries

Schiller, Dan. oInformational Bypass:Research Library Access to U.S.Telecommunications Periodicals.�Journal of Communication 39 (Summer1989): 104-9.oCommunications, Computers andNetworks; How to Work, Play andThrive in Cyberspace [Special Issue].�Scientific American 265 (Sept. 1991).Wright, Craig W. oThe CorporateInformation Challenge: StreamliningExternal Information.� ARMA RecordsManagement Quarterly 25 (July 1991):14-16." How-To "Allison, Anne Marie. oManagingCollections in an Automated NetworkEnvironment.� Collection Building 9,no. 2 (1988): 24-32.Casorso, Tracy M. oThe North CarolinaState University Libraries and theNational Agricultural Library JointProject on Transmission of DigitizedText: Improving Access to AgriculturalInformation.� Reference ServicesReview 19, no. 1 (1991): 15-22.Culkin, Patricia B. oRethinking OPACS:The Design of Assertive InformationSystems.� Information Technologyand Libraries 8 (June 1989): 172-77.Deeney, Kathleen E., and Beryl Glitz.oTeaching Search Strategies withoutGoing Online"An Example UsingMEDLINE.� Online 12 (July 1988):116-19.Fayen, Emily Gallup. oThe AnswerMachine and Direct Connect: Do-it-yourself Searching in Libraries.�Online 12 (Sept. 1988): 13-16+.Finnegan, Gregory A. oWiring Informa-tion to a College Campus: A Port forEvery Pillow.� Online 14 (Mar. 1990):37-40.Flanders, Bruce L. oKICNET [KansasInterlibrary Communications Net-work]: Interlibrary Loan on a Wide-Area Network in Kansas.� Online 15(Mar. 1991): 55-56+.Hempel, Ruth M., and Barbara A. Ward.oA Hospital Microwave System forLibrary Telecommunication.� Bulletinof the Medical Library Association 76(Oct. 1988): 339-41.Horwitt, Elisabeth. oLibrary TestsWorldwide Availability of Images.�Computerworld 25 (8 July 1991): 47, 56.oIntegrated Voice/Video/Data SystemPuts Indiana Prairie Schools onLeading Edge.� T H E Journal (Techno-logical Horizons in Education) 19 (Aug.TOD) RSsRice, J. O. oUsing Interactive Communi-cations Technology to Extend Biblio-graphic Instruction to Off-campusStudents.� In The Off-Campus LibraryServices Conference: Proceedings, editedby Barton M. Lessin, 213-24. MountPleasant, MI: Central MichiganUniversity Press, 1986.Rockman, Ilene F. oReference Uses ofCampus Computer Networks; ABibliographic Guide.� ReferenceServices Review 18, no. 2 (1990): 39-44.Smith, Diane H. oOh, What a TangledWEBB... Washington ElectronicBulletin Boards.� Database 12 June1989): 22-28." NETWORKS AND LIBRARIES "Anderson, Mary Sieminski. oNetworkedInformation: Issues for Action [topicof the spring conference of the ACRLNew England Chapter].� Computers inLibraries 11 (May 1991): 33-35.Arms, Caroline R. oA New InformationInfrastructure.� Online 14 (Sept.1990): 15-22.Birchfield, Marilee. oCasting a New Net:Searching Library Catalogs Via theInternet.� Paper presented at theIllinois Library Association/Collegeand Research Libraries Forum FallConference (Urbana, IL, November 8-9, 1990), 6 pp., 1990.Britten, William A. oBITNET and theInternet: Scholarly Networks forLibrarians.� College and ResearchLibraries News (Feb. 1990): 103-7.Brownrigg, Edwin Blake. oThe Internetas an External Economy: The Emer-gence of the Invisible Hand.� LibraryAdministration and Management 5(Spring 1991): 95-97.Civale, Cosmo M., Jr. oConnectingLibrary and Classroom EnvironmentsVia Networking.� Media and Methods27 (Mar./Apr. 1991): 32-34.Drake, Miriam A. oNetworking withinthe University [based on a presentationmade to the 6th annual LINX userTsmeeting, 1987, Boston, Massachus-etts].� Technical Services Quarterly 6, no.3 (1989): 15-22.Jacob, Mary Ellen L. oLibraries andNational Library Networks.� Bulletinof the American Society for InformationScience 16 June/July 1990): 8-9.Kalin, Sally G. Wayman, and RoyTennant. oBeyond OPACs.. . theWealth of Information Resources onthe Internet.� Database 14 (Aug.1991): 28-33.Kemper, M. oLocal Area Networking:The Management Problem.� In TheLibrary Microcomputer Environment:Management Issues, edited by Sheila S.Intner and Jane Anne Hannigan, 187-206. Phoenix, AZ: Oryx Press, 1988.Kibbey, Mark, and Nancy H. Evans.oThe Network Is the Library.�EDUCOM Review 24 (Fall 1989): 15-20.LaGuardia, Cheryl M., et al. oCD-ROMNetworking in ARL Academic Libraries:A Survey.� CD-ROM Professional 4(Mar. 1991): 36+.Larsen, R. L. oThe Colibratory: TheNetwork as a Testbed for a DistributedElectronic Library.� Academic Comput-ing 4 (Feb. 1990): 22-37.Law, Derek G. oNetworking and Issuesof Retroconversion.� IFLA Journal 16,no. 1 (1990): 52-54.Lynch, C. A. oLibrary Automation andthe National Research Network.�EDUCOM Bulletin 24 (Fall 1989): 21-26.Planka, Daniela. oNetwork DirectoryServices.� Library Hi Tech 8, no. 4(1990): 93-103.Tregloan, Don. oNetworks for ResourceSharing.� Media and Methods 25 (May/June 1989): 16+.Woods, L. B., et al. oNetworking:Yesterday, Today, and Tomorrow.�Resource Sharing and InformationNetworks 6 (Oct. 1990): 5-16.Wright, Kieth C. Workstations and LocalArea Networks for Librarians. Chicago:ALA, 1990." LOOKING INTO THE FUTURE "Bruder, Isabelle. oVisions of the Future:Education and Technology in the1990s and Beyond.� ElectronicLearning 9 (Jan. 1990): 24.Kibirige, Harry M. oInformationCommunication Highways in the1990s: An Analysis of Their PotentialImpact on Library Automation.�Information Technology and Libraries 10(Sept. 1991): 172-84.Mayo, John S. oThe TelecommunicationsRevolution of the 1990Ts [address, 13September 1990].� Vital Speeches of theDay 57 (15 Dec. 1990): 151-55.Montgomery, K. Leon, and Fritz E.Froehlich. oTelecommunicationsEducation for Schools of Library andInformation Science in the 1990s.�Bulletin of the American Society forInformation Science 16 (June/July1990): 26.i elNorth Carolina LibrariesFall 1992 " 199

Librarians,When your libraryneeds children'sbooks, why not consultwith a specialist?At Book Wholesalers, we specialize in supplying libraries withchildren's books. We are large enough to supply you with every children's book youneed - yet small enough to offer you personalized, dedicated service. Quite simply, wework with you to make sure you will never have to worry about children's books again.We offer you:¢ One source ordering¢ Triple checks on all orders¢ 30 day delivery or status report of order guaranteed¢ Subject listings of books¢ Customized paperwork¢ Standing order plan¢ Representative visits to your library to assure great servicee Electronic ordering: convenient toll-free ordering by FAX, telephone or computerOur goal is to delight you with our service.SinBOOK WHOLESALERS, INC.2025 LEESTOWN RD. / LEXINGTON, KY. 40511600/213-9789, 1-800/888-4478, FAX 1-800-888-6319Contact us today and speak with one of our representatives about howwe can end your worries when ordering children's books!We160 " Fall 1992 North Carolina Libraries

Kw a edition go0Editor's Note: Beginning with this volume, North Carolina Libraries will publish at least one article that is unrelated to each issue's specific theme. TheEditorial Board is delighted to introduce this feature to address the increase in excellent unsolicited manuscripts which merit publication.Whole Language and Its Effect on theSchool Library Media Centerby Susan Prillamann educational movement, which began quietly enoughin New Zealand, Australia and the United Kingdom inthe 1970s under the umbrella term of oteaching lan-guage across the curriculum,� became a rallying cry foreducators throughout the United States and Canada inthe 1980s. It will likely continue unabated in the 1990s. In NorthAmerica, it is called Whole Language. There are literally hundredsof journal articles and many books being published to describewhat it is, what it isnTt, and how to do it. This paper examines theevolution of Whole Language, its current theory and practices, aswell as its effect on the school library media center.A DefinitionThe best working definition of Whole Language this author hascome across is:It is not a practice. It is a set of beliefs, a perspective.Practices such as journals or thematic units become WholeLanguage because the teacher has a set of particular beliefsand intentions ... Just as babies learn to speak languagethrough hearing and using it, so reading and writing inolder children should be acquired in the same way, as anintegral part of the functioning community.!Whole Language is also the basis for a grassroots movementthat has been led on the local level by teachers and librarians whohave perhaps held this world-view of teaching for years and nowhave a support group locally, nationally, and internationally.Educators, including media specialists, who subscribe to WholeLanguage generally share these beliefs: children learn to read byreading; reading is part of the language acquisition process thatalso includes listening, writing, and speaking; and learning in anyone of these areas of language assists the learner in the other two.EvolutionIn the 1960s, linguists Noam Chomsky and Michael Hallidayand a reading specialist, Marie Clay, published their findings onresearch focused on language acquisition and use. Their conclu-sions, which were to shape education for decades to follow,showed that if children are immersed in significant and reallanguage experiences, they absorb it and can use it.In the 1970s and 1980s there was an international exchangeof ideas, practices, and research bearing on the application of thelinguistics research and findings. New Zealand, Australia, andGreat Britain, with Canada following suit, became the acknowl-edged leaders in olanguage across the curriculum.� Researchershere and abroad took ChomskyTs, HallidayTs, and ClayTs findingsand looked at reading comprehension, story grammar, and otheraspects of how children learn to read. oThe work of the CenterNorth Carolina Librariesfor the Study of Reading, the National Assessment of EducationalProgress, as well as the Wolf, Huck, & King study on criticalreading, convinced us that children need well-constructed sto-ries [emphasis mine] in order to make sense out of print."2 Theimportance of the fundamental need of a well-written story,narrative, or a real language experience when working withchildren is underscored.Teachers and librarians are having their long-held beliefsabout the importance of early language experiences borne out bythe research of people like Gordon Wells, who reported hisfindings in the Meaning Makers. He asked the questions, oWhatis it that is required then, for children to be able to extend theircommand of language to include the written mode? Are therepreschool experiences that prepare some children more effec-tively than others to take the learning of writing in their stride?If so, what sort of experiences at school can best help children tomake up for what they have missed at home?�3 His mostpoignant evidence reveals that the simple act of reading aloudreal literature to young children makes a significant difference inhow they continue to acquire and use language in a schoolsetting. Educator and author, Jim Trelease, has added a secondvolume to The Read-Aloud Handbook that can be used to put intopractice what Wells has proven with his research.*In the United States, Kenneth Goodman has been a leadingproponent of the Whole Language Movement and has assisted inits adoption by teachers and librarians. His best known book,WhatTs Whole in Whole Languages is an overly emotional and leftistpolitical appeal for Whole Language to be adopted everywhere byeveryone for everybody. However, if the reader ignores the pathosand politics and reads the text, it is easy to see how it has had itseffect on spreading othe gospel.� (Unfortunately, there are nofootnotes or bibliography from which those interested readerscould find further evidence to support his claims.) His wife, YettaGoodman, as President of the National Council of Teachers ofEnglish (NCTE) and Dorothy Strickland, as President of the Inter-national Reading Association, were very active in organizing aneffort to get the results of important research on language acquisi-tion out to the troops in the frontlines (i.e., classroom teachers andlibrarians). Goodman and Strickland, who were followed by SheilaFitzgerald (NCTE) and Bernice Cullinan (IRA), organized a group toplan Impact Conferences and to publish and distribute relevantresearch.6 In California and Canada, Reading Initiatives werebegun wherein teachers and librarians worked together to developprograms that were successful in bringing authentic literature intothe curriculum and, perhaps, more joy into the learning environ-ment. Of equal interest to the organized approach to disseminat-ing information on language across the curriculum, is the develop-ment of support groups across the country. One such approach isFall 1992 " 161

known as TAWL, Teachers Applying Whole Language. It began asa small San Francisco organization and has grown rapidly into aninternational federation. It may turn out that the TAWLs of theworld will actually have a more immediate effect in changing howthe educational establishment provides a satisfying learning envi-ronment.Has there been a change already in how states are providingan oenvironment rich in literacy events� and teaching languageacross the curriculum? Is it an indication of how or if WholeLanguage is being applied? Information from the oReadingInitiative Survey� of 1988 shows that seven states have begunliterature/literacy initiatives (North Carolina is one them); six-teen report integrating language arts; fourteen states have begunlocal literature-based programs; and three states (Missouri, NewMexico and South Dakota) report no change in the basic skillsapproach.� The author believes that Arizona is the leader inimplementing a language across the curriculum.What isnTt Whole Language? Ifa librarian and a teacher wereto take seriously the publishersT advertisements that come acrosstheir desks, they might believe that you can buy It in a kit,workbook, or basal text. Whole Language proponents do encour-age a oprint rich environment� but they also encourage oauthen-tic literacy events� rather than those contrived in programmedlearning, skills sheets, or basal texts. Whole Language puristsbelieve that basal texts would only be examined in a WholeLanguage classroom if the student were studying changes inschool culture over time. Altwerger et al. conclude that WholeLanguage isnTt:8(1) the whole-word approach that is taught as a subskill ofreading. Whole Language is not another term for teaching skillsin context.(2) the Language Experience Approach where the teacherJust Published!Job HotlinesUSALists Over 700 Job Hotlines"State-of-the-artreference help fortoday's job seeker."ISBN 1-881587-00-2The National Directory ofEmployer Joblines1992Job hunters need your library services nowmore than ever. Unknown to many of them,employers advertise thousands of jobs onrecorded telephone messages every week.Job Hotlines USA, The National Directory ofEmployer Joblines, identifies over 700 hard-to-find employer jobline telephone numbers.* Callers dial direct to each employer.No "900" numbers. No third parties.* Covers business, gov't., industry,education, healthcare & military.* All job categories, nationwide.Published by Career Communications, Inc.Job Hotlines USA is available for $19.95postpaid. Call (215) 256-3134 to order. Orwrite 500 Main St., P.O. Box 169, Harleysville,PA 19438 for more information.162 " Fall 1992allows a student to dictate a story to her because othe implicitnotion about writing...was that it amounted to taking dictationfrom oneself (i.e., composing occurred prior to transcribing).�Whole Language practitioners have come to believe that the actof writing and meaning making occur simultaneously.(3) Open Classrooms or Open Education that became all therage in the 1960s and 1970s, albeit these authors believe thatOpen Education was a necessary precursor to Whole Language.Both movements held that the learners should be active partici-pants in the planning and execution of instruction.The Montessori ConnectionAs this author studied Whole Language, she observed continuedevidence of a similarity between the Montessori approach toliteracy and Whole Language. After re-reading some of MariaMontessoriTs works and those of her proponents and practitio-ners, these connections became obvious:1. A belief held by both Whole Language and Montessoriphilosophies that a child who draws will eventually write letters;that drawing is a natural precedent to writing.2. Whole Language proponents hold that children learn toread and write in the same way (i.e., wholistically) that they learnto speak the language. Montessori states, oAs spoken language isat the same time a natural function of man and an instrumentwhich he utilizes for social ends, so written language may beconsidered in itself, in its formation, as an organic ensemble ofnew mechanisms which are established in the nervous systemand as an instrument which may be utilized for social ends.�93. A Whole Language classroom and a Montessori classroom areboth child-centered rather than teacher-centered. The following de-scription, taken from a Montessori book, really describes both types ofclassrooms: oThe teacher serves the child. She prepares the environ-ment, creating an orderly, attractive, and interesting classroom. Sheestablishes the structure or ground rules for behavior and sees that theyare followed. She gives individual and group lessons on the use ofmaterials. She frees the child, within the structure of the classroom, tomove, to talk, to make choices, and to become interested in workingwith the materials.�104. Learning to read in both types of classrooms depends uponthe childTs first learning to recognize the words for real objectsin the classroom environment. Montessori states, oI do notconsider as reading the test which the child makes when heverifies the word he has written ... What I understand by readingis the interpretation of an idea from the written signs ... writingaids the physiological language and reading aids the sociallanguage ... We begin then with ... the reading of names of objectswhich are well known and present ... Reading, if it is to teach thechild to receive an idea, should be mental not vocal.�115S. Reading out loud daily to students from a real story asopposed to a basal text is an important part of the day for bothtypes of classrooms.6. Science, mathematics, geography, music, and art aretaught in both types of classrooms with real materials and realexperiences. Often the lessons are designed to integrate andrelate them one to another.This ocursory glance,� as opposed to an in-depth study of therelationship between Whole Language and Montessori, is pre-sented simply to show that both methods work because theyrespect the childTs spirit, innate curiosity, and growing intellect.Practitioners of Whole Language could very well learn usefulmethods from studying Montessori methods that have beendeveloped over the past ninety years.Effect on the Library Media CenterWhole Language may be relegated to the heap of discardededucational bandwagons if it is not studied, researched, andNorth Carolina Libraries

implemented using the basic strategies that are already knownconcerning successful change in the school environment. Changeis a process, not an event. It can be measured through time withthe involvement of people. Jean Brown states that othere arethree distinct phases to planned change: ... adoption, implemen-tation, and continuation.�12 Administrators are key elements atthe adoption and continuation phase; teachers and media spe-cialists are the key element in the implementation phase. WhenWhole Language is successfully adopted in a school, the mediaspecialist can play a central role if she has substantial knowledgeof Whole Language and how it is fostered in a classroom setting,and if she is able to provide instruction in specific skills either bymodeling it in her own instruction or by applying it in coopera-tive planning sessions. In all likelihood, in a Whole Languageschool, the librarian-teacher will continue to be a strong advo-cate for literacy as well as develop a strong partnership with theteachers in planning curriculum in terms of resource-basedlearning.A Whole Language Library Media CenterThe media specialist can fill a unique role as instructional leaderin the school. It is imperative, though, to have a clear vision ofwhat change is desired and how to get there. Classroom teacherscan be overburdened with the sheer enormity of their day-to-daytasks. The social problems of the 1980s and 1990s require theteacher to be teacher, guidance counselor, and social workersimultaneously. When teachers are given the additional goal ofimplementing Whole Language in their classrooms, the mediaspecialist must be ready to help manage the change. Teachersalone cannot be expected to be aware of all the currently availablelearning resources, as well as what are emerging resources andtechnologies. Teachers can come to rely on the media specialistto locate, acquire, organize, and teach teachers how to use them,as well as to teach students the same skills within the context ofWhole Language. The successful media specialist will need to beconversant in Whole Language as a philosophy and an evolvingset of practices. In the past, she was looked upon as an isolatedresource, rather than as a planning partner. She was someonewho taught library skills and organized books and referenceresources. She was the person who gave teachers a free planningperiod oncea week. Ina Whole Language school, the first changethat is made isin terms of her role and responsibilities. She needsto move beyond isolation into a more central role of cooperativeprogram planning and team teaching. The process will involveoproviding personalized information for specific teachersT needsand facilitating each teacherTs use of the new program byclarifying meaning and solving individual problems.�!3_ Themedia specialist will become an instructional leader if she has thevision of what Whole Language can accomplish coupled with aclear understanding of the school, the curriculum, and thecommunity. Whole Language must be understood in the con-text of the correct strategies. This involves very real shifts in theperception of how children learn and how the environment forthe learner is prepared, in the active observation by teachers ofthe learners, and in the concurrent cooperative planning amongteacher, student, and librarian. When Whole Language is adoptedacross the curriculum and/or throughout a school, it will becomenecessary for the media specialist to move beyond the boundariesof her library media center into the classroom, into the commu-nity, and beyond. She will be called upon to bring the commu-nity and world into the school through knowledge of realresources, telecommunications, and emerging technology. Be-yond being a coordinator of educational resources, though, shemust stand as an advocate for the children in her care. She mustadvocate the childrenTs right to real literature experiences assuch, rather than as a mere part of a unit on a given topic. SheNorth Carolina Librariesmust also help teachers remember that children have the rightto a fantasy life lived through literature and that the library mediacenter is the rightful place for a child to continue that experience.The library media center should continue to be a haven forchildren, where they can explore literature on their own withoutjudgment and without pressure. It can continue to be a placewhere children learn that seeking and finding information forthe sheer joy of it is possible.ConclusionThe librarian-teacher can be a valuable resource person andprovide the instruments for meaningful change by casting acritical eye at the professional collection she usually maintainsfor the other members of a schoolTs faculty. If she is the first todecide that Whole Language is worthy of investigating for herschool, she can buy and make available titles recommended incurrent library and reading journals. She can start a file ofreprints from teaching magazines and research journals on thetopic. She should visit schools that are implementing WholeLanguage and invite speakers to her school. She can join a TAWLand share the literature that they publish. Electronic bulletinboards, such as Micronet in North Carolina, are a way for mediaspecialists to communicate with others and share ideas, askquestions and become informed on current local practices usingWhole Language as the framework. Most of all, the teacher-librarian needs to understand what Whole Language is, what itisnTt and, because she is the expert on her school as a community,if Whole Language would work or not.Jeanette Veatch captures this new vision of where teacher-librarians fit into the whole language revolution: oYou have atradition of allegiance to individualized student choice andlearning, to a multiplicity of information sources, viewpoints,SALEM PRESS/MacIt BooksoReputation for Reference�DonTt Miss THESE IMPORTANT NEW AND FORTHCOMING TITLESTITLECRITICAL SURVEY OF LONG FICTION,English Language SeriesRevised, 1991 (8 volumes)AVAILABLE PRE-PUB PRICE$400.00($475.00 after 10/1/91)July, 1991GREAT EVENTS FROM HISTORY II,Science & Technology (5 volumes) August, 1991 $318.00($375.00 after 11/1/91)SURVEY OF SOCIAL SCIENCE,Economic Series (5 volumes) October, 1991 $318.00($375.00 after 2/1/92)CRITICAL SURVEY OF POETRY,English Language SeriesRevised, 1992 (8 volumes) $400.00($475.00 after 11/30/92)THE TWENTIETH CENTURY,GREAT ATHLETES (20 volumes),1500 photos/ graphics/ chartsReading level: Grade 6 and up $340.00($400.00 after 7/1/92)February, 1992To order or for more information, contact your N.C. Representatives:Ralph M. DavisP.O. Box 144Rockingham, NC 28379Telephone: (919) 997-4857Fax: (919) 997-3837Bob JarrettP.O. Box 717Marion, NC 28752Telephone: (704) 652-4262Fax: (704) 652-4262Fall 1992 " 163

aand communication formats. You, among all your peers in theschool, may be best equipped to understand, interpret, andmodel the whole language approach to teaching and learning.� 14References1 Bess Atlwerger, Carole Edelsky and Barbara Flores, oWholeLanguage: WhatTs New?,� Reading Teacher 41 (November 1987):144-54.2 Bernice Cullinan, oLatching on to Literature: ReadingInitiatives Take Hold,� School Library Journal 35 (April 1989): 27.3 Gordon Wells, The Meaning Makers (Portsmouth, NY:Heinemann, 1988), xii.4 Jim Trelease, The Read-aloud Handbook (New York: VikingPenguin, Inc., 1979).5 Kenneth Goodman, WhatTs Whole in Whole Language(Portsmouth,N.H.: Heinemann, 1986).6 Cullinan, 28.7 Tbid., 29.8 Atlwerger.9 Maria Montessori, The Montessori Method: the 1912 Text.Translated by Anne E. George (New York: Schocken Books, 1964),310.10R. C. Orem, and Marjorie F. Cobern, Montessori: Prescrip-tion for Children with Learning Disabilities (New York: CapricornBooks, G.P PutnamTs Sons, 1978), 50.11Elizabeth Hainstock, The Essential Montessori: An Introduc-tion to the Woman, the Writing, the Method and the Movement (NewYork: New American Library, 1986), 83.12Jean Brown, oNavigating the ~90Ts " the Teacher-librar-ian as Change Agent,� Emergency Librarian 19 (September-October 1990): 22.13Shirley Hord, and Leslie Huling-Austin, oEffective Curricu-DAVIDSON TITLES, INC.P.O. Box 3538Jackson, TN 38303-0538(800) 433-3903 * FAX: 1-901-664-9040"Serving the country since 1980"Distributors of:August House « Chelsea House « CheltonDareborn Trade * Enslow » Greenhaven PressIGD Books + Rosen Publishing GroupNational Textbook CompanyPeter Bedrick CompanyTAB Books ¢ T.F.H. PublicationsUniversity of South Carolina PressGareth Stevens PublishingTwenty-first Century BooksMillbrook Press * Walker PublicationsParagon House « Island Press * Nolo PressLocal Representatives:Ansley Brown1824-A North Elm StreetGreensboro, NC 27408(919) 275-6656Bob Rinaldi1827 Paces River AvenueBldg. 13, Apt. 104Rock Hill SC 29732(803) 324-0838164 " Fall 1992lum Implementation: Some Promising New Insights,� The EI-ementary School Journal 87 (September 1986): 106.14Jeanette Veatch, oEn Garde, Whole Lanugage,� in SchoolLibrary Media Annual: 1989 (Englewood, Col.: Libraries Unlim-ited, 1988), 11.BibliographyWhole Language:its implications for the classroomFountas, Irene C. and Irene L. Hannigan. oMaking Sense ofWhole Language: Pursuit of Informed Teaching.� Child-hood Education 65 (Spring 1989): 133-37.Goodman, Kenneth, E. Brooks Smith, Robert Meredith andYetta Goodman. Language and Thinking in School: A Whole-Language Curriculum. New York: Richard C. Owen Pub-lisher, 1987.Manning, Gary and Maryann Manning, eds. Whole Language:Beliefs and Practices. K-8. West Haven, Conn.: NationalEducation Association, 1987.Newman, Judith M. and Susan Church. oMyths of WholeLanguage.� The Reading Teacher 44 (September 1990): 20-26.Smith, Frank, ed. Psycholinguists and Reading. New York: Holt,Rinehart and Winston, 1973.Tunnell, Michael O. and James S. Jacobs. oUsing ~RealT Books:Research Findings on Literature-based Reading Instruc-tion.� Reading Teacher 43 (March 1989): 470-77.Weaver, Constance, ed. Reading Process and Practice: From Socio-Psycholinguistics to Whole Language. Portsmouth, N.H.:Heinemann, 1988.Whole language: its implications for theschool library media centerBarron, Daniel D. oWhole Language and Literature-basedReading: May Day! o School Library Media Activities Monthly6 (May 1990): 51-54.Baskin, Barbara and Karen Harris. oStories Caught in theWeb.� School Library Joumal 37 (August 1990): 104.Egnor-Brown, Rose. oLiterature Based-language Arts: Toward aCooperative Venture.� Ohio Media Spectrum 41 (Winter1989): 34-36.Harper, Joan. oThe Teacher-librarianTs Role in Literature-basedReading Programs.� Emergency Librarian 17 (November-December 1989): 17-20.Haycock, Ken.�Whole Language: Issues and Implications.�Emergency Librarian 17 (November-December 1989): 22-26.Henri, James. oThe Integrated Approach to School LibraryProgramming.� Emergency Librarian 14 (J anuary-February1987): 14.Hodge, Francis. oTaking the Drill Out of Reading.� PublishersWeekly (20 January): 99-100.Kalb, Virginia. oUsing Literature in an Integrated LanguageArts Program for Beginning Readers.� School Library MediaOuarterly (Winter 1989): 90-91.Miller, Larry. oSchool Librarians and the Teaching ofReading.� Canadian Library Journal 37 (April 1980 ): 113.School Library Media Annual: 1989. Englewood, Col.: LibrariesUnlimited, 1988.Stahlschmidt, Agnes. oThe Whole Language Approach:Special Supplement: Support for the Whole LanguageProgram " What the Library Media Specialist Can Do.�School Library Media Activities Monthly 6 (December 1989): 31.Walla, Kay. oRx for Library-Media Specialist in Support ofWriting and Reading: The Whole Language Approach.�Ohio Media Spectrum 41 (Winter 1989): 29-33.Zola, Meguido. oThe Tao of Whole Language.� EmergencyLibrarian 17 (November-December 1989): 9-15.North Carolina Libraries

eemanage multiplelocationsManaging your library, patrons, and materials is easier than ever with Winnebago Software. WithWinnebago, you get the sophistication to handle all of your demanding library automation needs.¢ Winnebago CIRC keeps track of up to 100,00 patrons. It even createsoverdues and statistics reports, and has built in control for textbook orspecial collection circulation.¢ Winnebago CAT lets patrons look up materials by key words orphrases, subjects, authors, titles or notes. Approximate or partialspellings are no problem for Winnebago CAT!¢ Have multiple locations to manage? Winnebago Union CAT lets youdo it easily, from finding materials in any library location to creatingcentralized library reports.Ease of use and unparalleled customer service are just as important as advanced features. That'swhy, if you ever need assistance, our Customer Support staff will call you back in two hours orless. It's acommitment only Winnebago makes!For more information on Winnebago Software products and services, call 1-800-533-5430,extension A95. We'll also send you a FREE copy of the information-packed Guide to Librarysons A Sicteby Sten tutto1-800-533-5430, ext. A9Sor call your local representativeEast Educational Services at 803-781-4416Winnebago Software CompanyNorth Carolina Libraries Fall 1992 " 169

PoIntNetworked Information Resources:The Wave of the Futureby Bil Stahls professionals, librarians have long undervalued their knowledge and skills, or in some casesmisplaced them. The bedrock of librariansT knowledge and skill is not in their knowledge ofarcane Classification systems, or even their ability to organize information per se. Theirfundamental value is in being able to identify the value of various types of informationresources for the ouninitiated� user. Few librarians work with experts on finding informationresources of value directly related to the expertTs area of expertise. (I am not talking aboutlocating facts for researchers.) However, what every user needs from the library is help in findinginformation in areas with which they are not very familiar.The librarianTs knowledge and skill in connecting ordinary people with information are generallynot found elsewhere. Library online catalog systems were one of the first, and still are one of the few,systems designed to be used by large numbers of non-specialists on an infrequent basis. Withtechnological advancements, the expectations of society have risen, and many system developers,database managers, and other system administrators are faced with supporting the olibrary"typeT� user.They are looking for help and guidance. A few have identified the library profession as a source for thishelp. Others do not know where to go. Librarians ignore this opportunity to step forward to fill this roleat the risk of their future.Telecommunications has significantly heightened the concern over the oinformation explosion.� Thegrowth of the Internet, which interconnects over 750,000 systems, is occurring at the rate of more than tenresources added daily. A major concern among the users of the Internet is how to keep track of all of theseresources and be knowledgeable about their content. The Coalition for Network Information (CNI), whichismade up primarily of library and computing professionals, is addressing this problem, but its resolution willrequire significantly more effort on the part of the library community. However, many librarians despairbecause libraries do not oown� these network resources, and they do not fit into our classification systems andservice models. This despair is a waste of energy because it is apparent that libraries will no longer oown�significant numbers of the available information resources that people will routinely use. We will never havea single organizational system that can effectively accommodate the uncontrolled growth of networkinformation sources in any acceptable or timely manner. Librarians must stop slavishly trying to protect theirold modes of operations and aggressively seek ways to blend the appropriate mix of old and new operations.Wealso must developthenecessary processes to change this blend within daysand weeks, rather than monthsand years.Libraries must budget significant amounts of time and money for understanding the newresources, and the means of accessing them, that telecommunications technology has made possible.Then librarians must incorporate them into their menu of offerings to their clientele. This means thatadequate equipment and telecommunications services must be acquired even at the expense ofcollections, the libraryTs whole concept of collection development must change to oaccess develop-ment,� and the scope of oBI� must broaden greatly.While Iam not suggesting the demise of the library as we know it today, our current model will accountfor less and less of the significant value of future libraries. Nor am I suggesting that each library mustindividually solve all of the problems that these new network information resources pose. Libraries have astrong and successful tradition of benefiting from collective efforts. What 1am strongly recommending is thatevery library invest this year in the technology to provide general access to networked information resourcesby the reference staff and by the users of reference departments, and that these resources become part ofreference services. This might require tracking down the people in your parent organization who areresponsible for telecommunications and selling them on the importance of providing sufficient, not token,connectivity to the ooutside� world. This will also require library staff to understand adequately concepts suchas TCP/IP, TELNET and File Transfer Protocol (FTP).Professionals are urgently needed to deal with the exploding amount of electronic informationbecoming available. This need must and will be met. At this juncture, it is up to us to decide if librarianswill be the ones to fill the need. We will not be at this juncture long. By not deciding and not takingaction soon, we will in fact have made the choice to pass our role on to someone else.166 " Fall 1992 North Carolina Libraries

NN eeeI'm Sorry, All Circuits Are Busy Nowby Harry Tuchmayer, Column Editorhere is something terribly wrong out there. I donTt know exactly what it is, but I suspectit has something to do with the fact that an average individual canTt even use a telephonewithout getting some instruction. Thus, when I read all these wonderful articles about thevital role telecommunications will play in managing the information explosion, I amreminded about all those ads that I remember as a kid which glorified chemicals andplastics as the solution to modern life. As we now know, this revolution in our daily livescame with a heavy price " pollution. Are we now at that same point with telecommunications? Havewe reached information overload?As far as I can see, telecommunications isnTt solving the problem; itTsmerely attempting to manage the mess. Sure, all these networks andinformation services sprouting up all over are causing us to rethink the way Per, ha Pp i s ad | I boils down towe do business, but should they? Are we to become slaves to this new 4 4 3industry? Are we supposed to throw away our Harlequin romances and JUS t how much informationcancel our subscriptions to newspapers in order to provide access to the .multitude of information gougers? IS enough, and who ISI know I probably sound hysterical, but ITm not so sure I like the to d e Ci d edirection we are headed. I for one actually like paper, and | think most fother people do, too. While I agree with Bil that we must o... aggressivelyseek ways to blend the appropriate mix of old and new operations,� I canTt " Tuchmayerbelieve we must invest heavily in this technology. How many indexes andhow many services are enough? We seriously need to look at our missionand decide just how many indexes are needed to augment our collections, While | am not sugges tingbut letTs not lose sight of our objectives, and letTs remember who our clients 5 :are. We need to help them sift through the mess of information, not the demise of the libraryoverwhelm them with sources. .Perhaps it all boils down to just how much information is enough, and as we know it tod ay,who is to decide. But really, folks, do we actually need 750,000 systems, .growing at a rate that would put rabbits to shame? As everyone tries to cash our current m odel Wl | |in on this information madness, isnTt it our responsibility to be a little bitmore selective? After all, do you buy every new reference source that comesaccount for less and less ofout, or make it your mission to purchase every title regardless of its review? H fjRather than applaud this madness, shouldnTt we put a stop to it? The the SIg nificant value ofCoalition for Network Information needs to do a lot more than merely keep future librariestrack of and be knowledgeable about these resources. They need to inform Tthe consumer about the unnecessary duplication and needless proliferation " Stahlof databases, networks, and bulletin boards. Quality, not quantity, used tobe a motto many libraries lived by. And while ITm not suggesting a return tothose days, I am calling for a halt to the unquestioning belief that somehow this is all a good thing.There is a silver lining. The growth of the telecommunications industry has made it painfully clearthat it is time to reevaluate the whole concept of collection development. The revolution in theinformation industry goes far beyond the world of telecommunications; it has affected publishing andconsumer attitudes about information access. Clearly, these are issues of great importance to us, and wehave waited too long in considering their impact. Also, as Bil says, we need to become moreknowledgeable about such concepts as File Transfer Protocol, TCP/IP and the like. Librarians cannotafford to let the high tech world of telecommunications pass them by. After all, our patrons depend onus to interpret these resources and expect us to help them through this maze of information choices.But letTs not all jump on the band wagon at once. I know that while my kids are always interestedin playing with the latest toy, they often return to their old favorites. More often than once, theyTvediscovered that this glitzy new toy is not all its cracked up to be. And even when they have discoveredsomething new, they still can play with only one toy at a time.North Carolina Libraries Fall 1992 " 167See

Library Research in North Carolina" Ilene Nelson, Column EditorCompiling a "Videography":The Trials of Locating Information on a New Mediumby Charles CroissantIn late fall of 1991 the Music Library Association published mybook, Opera Performances in Video Format : a Checklist of Commer-cially Released Recordings, as number 26 in their Index and Bibliog-raphy Series. This work had its genesis as a semester project in aseminar on bibliography at the University of Illinois; the profes-sor was Dr. Donald Krummel, a noted music bibliographer. Myinterest was caught one day by a remark of Dr. KrummelTs withregard to the ochallenges� of dealing bibliographically withnonbook media. I was aware of the growing number of operavideos becoming available commercially, in both cassette andlaser disc formats, and I decided to explore the forms of biblio-graphic control existing for these items. I soon realized that I wason my way to compiling something I think can be designated avideography, that is, a list of video recordings with a definedscope, exhibiting a logical organization tailored to the needs ofits intended audience.Embarking on my quest in February 1990, I discovered thatthere was really nothing available that contained succinct andusable lists of video recordings in a format that answered theneeds of music and fine arts librarians, or even the needs ofinterested music lovers. All that did exist, I found, were tradepublications and catalogs issued by distributors. These weremarketing tools. They did not necessarily aim at comprehensive-ness (the distributorsT catalogs, for example, naturally containedonly that particular distributorTs items), and none of them wereorganized along the lines I was envisioning as I considered theneeds of my chosen audience. Still, they provided the essentialbase from which to gather information.The most important of these trade publications is Videolog,the video counterpart of Phonolog. Like Phonolog, it is a looseleafpublication for which update pages are produced roughly tentimes a year. Many media libraries maintain a copy of Videolog,but it is really intended for retail stores; it is a good example of thebibliographic drawbacks that are common to all such tradepublications. The publishers of Videolog do not actively collectinformation; they solicit distributors to send them copy describ-ing that distributorTs videos. In other words, they simply printwhatever information a particular distributor sees fit to sendthem. The result is that there is no consistency from one entry tothe next in terms of the information included. My goal was tocreate, for each video, citations containing at least a fixedminimum set of data elements. It was not often that an entry inVideolog provided every single element I wanted to include in acitation. Videologis divided into sections devoted to feature films,foreign films, educational films, music-related video, etc. Withineach section, organization is alphabetical by the title of the video.I discovered a number of problems with these title listings.Various performances of the same opera might appear underwildly different titles, and thus appear quite some distance fromeach other in the catalog " you might see for example, LucianoPavarotti sings Il Trovatore among the LTs; or VerdiTs Trovatore168 " Fall 1992among the VTs; or The Troubador among the TTs. None of theselists deals satisfactorily with foreign-language titles; (especially)foreign initial articles are a problem. WagnerTs Das Rheingold wasas likely to turn up under D for Das as under R for Rheingold.I was convinced that a videography of opera performances,organized along traditional bibliographic lines, would be a usefulenhancement of these trade publications, and that with theinformation I was locating, I could hope to achieve a comprehen-sive list of opera recordings in video format that had been commer-cially released up to that point in time. For operatic performances,itseemed to me that the most useful organization would be by titlesentered alphabetically under their composers. I next set out todevelop a citation format that would meet the needs of myaudience. This was something of a challenge, as there were hardlyany models to build on.I aimed at the traditional two-fold goal of the cataloger: toidentify uniquely each manifestation of a work and to collocateall the manifestations of the same work. In regard to collocation,I found that in the context of video recordings this meantidentifying and collocating individual manifestations of thesame performance of the same work. This emphasizes a peculiar-ity of the video market: once a particular performance has beenrecorded, the recording is frequently acquired not just by one,but by several distributors, and each releases the recording underits own name, with its own identifying number. Certain featuresmay be present in one distributorTs release that are not present inthe othersT, as, for example, subtitles or an introductory interviewwith one of the starring singers. I needed to find a place in mycitations for all such pieces of information.The first level of organization for my list was by composer, inalphabetical order. Under each composerTs name I used thestandard collocating device of the uniform title for each operaand listed the operas alphabetically by uniform title. Under eachuniform title heading, the individual performances were listed inchronological order according to the year of the performance.Performances were uniquely identified by the following se-quence of information: the title used on the recording itself, theyear of performance, the performing ensemble (opera house,orchestra, etc.), the conductor, the director, concluding with alist of the principal singers.Then came the additional information: language of perfor-mance, whether in color or black and white, and citations of anyreviews of the video I had been able to locate. Up to this point theinformation included was common to all manifestations of agiven performance; now I could proceed to list each individualdistributor of this recording, with the information unique to thatdistributorTs release: catalog number, timing, presence of sub-titles. The trade publications provided me with an initial list oftitles. In addition to Videolog, I consulted VarietyTs Video DirectoryPlus on CD-ROM, and all the other published video catalogs Icould locate. Yet another source of titles was sound recordingsNorth Carolina Libraries

catalogs such as Opus (the Schwann catalog), Gramophone, andFanfare. | also set about acquiring as many distributorsT catalogsas I could find; I worked from distributorsT address lists in Videologand from advertisements in opera magazines. I had decided thatmy videography should have an historical dimension; that is, itwould list all the performances I could trace that had appeared invideo format during the history of the medium, regardless oftheir current availability. This was in contrast to the tradesources, which naturally confined themselves to items oin print.�I needed additional sources both for this historical dimensionand for locating missing information on the currently availableitems. My strategy was to search the OCLC database for catalog-ing records of the items on my list.Another objective of my videography was to lead users toreviews of opera videos. I went through the English-language operamagazines (Opera News, Opera Quarterly, Opera Canada, and theEnglish journal Opera) beginning at about 1982, when the firstopera recordings became available in video format. I incorporatedinto my entries citations for all the reviews I located in thesepublications and in others. The reviews themselves often suppliedme with missing bits of information. I used Music Index, the majorperiodicals index in music, as well as the Humanities Index on CD-ROM for reviews appearing in less specialized magazines. I alsovisited large video stores and classical record stores in Chicago thatstocked opera videos, finding it helpful to check the informationon the containers of opera videos against my citations (by doing so,I also located several new releases that had not yet made it intoVideolog). Finally, I contacted distributors directly by telephone, inan attempt to track down elusive pieces of information or confirminformation. It was not always easy to describe my project exactly,and in some cases it was clear that the person on the other end ofthe line was not particularly interested in listening to my explana-TAB BOOKSCurrent and BacklistTitles Available43% DISCOUNTNo Minimum OrderFree FreightCURRENT EDITIONS858 Manor St.P.O. Box 4031Lancaster, PA 17604F. James DantroSales RepresentativeTel. Order 1-800-729-0620Fax Order 1-800-487-2278 aEa a TPE TRONorth Carolina Librariestion. I am glad I took the trouble to make these phone contacts,however. In some cases, I was able to determine that a particularvideo, though widely listed in catalogs, had never actually beenreleased, and I sometimes got information, such as names ofperformers, that was not available from any other sources.A listing under the composerTs name was inappropriate fortwo classes of videos I included in my videography: videosdevoted to one particular artist and videos devoted to severalartists or containing excerpts from several works. To encompasssuch performances, I created two appendices. In the first I listed(by the artistTs name) videos showcasing an individual artist. Thesecond appendix listed videos featuring excerpts from severalworks; these I listed under the videoTs title. A final set of indexesprovided access to the recordings by way of the titles, performers,and ensembles involved.In summing up, it can be said that the characteristic experi-ence of a researcher dealing with a new medium, or even with thenewest products of an established medium, is that he or she mustturn to sources within the publishing industry, to publishersT lists,advertisements, distributorsT catalogs and the like. I have seen myfunction, in common with other researchers dealing with recentlyproduced materials, as sifting through information that exists inthese disparate sources and bringing to this mass of informationsome degree of consistency, coherency, and ease of access.Mr. Croissant's videography may be obtained by sending acheck for $15.00 to the Business Office of the Music LibraryAssociation, P.O. Box 487, Canton MA, 02021.Tired of making"permanent loans?"i CheckpointTomorrow's Technology for Today's Libraries�"�550 Grove Road « P.O. Box 188 » Thorofare, New Jersey 08086(800) 257-5540 » TELEX: 84-5396 * FAX: (609) 848-0937Wes Brewer, Sales Representative2921 Welcome DriveDurham, North Carolina 27705(919) 493-2161Fall 1992 " 169

NoRTH CAROLINA�Robert G. Anthony, Jr., Compilerorn and educated in North Carolina and now residing near Raleigh, MargaretMaron (rhymes with baron) is a veteran mystery writer. Previous novels, mostfeaturing New York Police Department (NYPD) smart cop Lieutenant SigridHarald, have been nominated for the Anthony, Agatha, Macavity, and AmericanMystery awards. In BootleggerTs Daughter, Maron forsakes the streets of New Yorkfor fictional Colleton County, North Carolina, just east of Raleigh and thesetting of her earlier mystery novel Bloody Kin (Doubleday, 1985).The authenticity of the setting is the strongest point of BootleggerTs Daughter. Wonderful,true to the ear description abounds without intruding on the plot. From Main Street toPossum Creek, Colleton County feels and smells like home. While its focus on crime weavesa darker texture, MaronTs style is close kin to the humorous exaggera-tion in Clyde EdgertonTs stories of Listre, North Carolina, and thesmiling through the tears sentiment of rural Alabama in FannieMargaret Maron. _flageTs Fried Green Tomatoes at the Whistle Stop Cafe.Bootlegger'T s Daughter. In Colleton County nobody locks the door, at least not beforeNew York: Mysterious Press, 1992. 261 pp. $18.95 dark. There are plenty of political barbecues, great fields of tobacco,gore ; ISBN 0-89296-4 45-6. ponds loaded with large-mouth bass, country stores with old-fash-ioned drink coolers, and a mouth-watering litany of southern homecooking. (oSupper was the usual pork barbecue, cole slaw, hushpuppies, and sweet iced tea.�) People read the Raleigh News & Observerand discuss the Jesse Helms-Harvey Gantt United States Senate race.Family is everything; who your daddy and granddaddy are determineyour place in the community and the legitimacy of your actions. Yuppies from Raleigh andthe Research Triangle, as well as a few damn Yankees, are gradually encroaching on thetranquility of Colleton County, but the patterns and rhythms of life are still governed bytradition.The story opens with Deborah Knott, a young attorney, deciding to run for districtjudge. DeborahTs family is old and well known " perhaps too much so, for her daddy, Kezzie,is notorious for his bootlegging activities. Kezzie is politically powerful, but his reputationgreatly affects Deborah and her political aspirations.At the same time Deborah is asked by Gayle Whitehead to investigate an eighteen-year-old unsolved murder. When Gayle was only a baby someone kidnapped her and her mother,Janie. Three days later the two were found in an abandoned mill. Gayle was still alive, butJanie had been killed. As Deborah campaigns across the district she questions people she hasknown all her life about the murder and discovers secrets long buried. The story proceedsat a good clip, intertwining campaign dirty tricks with new murders, until all is revealed inan exciting, if slightly contrived, denouement.While Maron exhibits thorough knowledge of police procedure, she softens the edgeswith humor that sparkles throughout the novel. As Deborah notes, oNorth Carolina housesour State Bureau of Investigation in what used to bea school for the blind on Old Garner FerryRoad south of Raleigh. Some of us donTt let the agents forget it either.�The book dust jacket introduces BootleggerTs Daughter as oA Deborah Knott Mystery.�HereTs hoping Deborah and her family and friends in Colleton County will be back soon. It isgood to see a strong, independent, thoroughly southern woman appear on the detective scene.This novel is recommended for all public libraries and for those academic librariescollecting North Carolina fiction." Suzanne Wise, Appalachian State University170 " Fall 1992 North Carolina Libraries

Ithough they constituted the vast majority of the population for over twohundred years, the ocommon� people of North Carolina have rarely beenstudied in depth by historians. Travelers in the colonial period and observersbefore the Civil War commented that such people made a lasting impression onthem. It was they who gave North Carolina its character. The planter andprofessional class and the very poor have been the subject of many books andarticles. Now we can understand the large middle group of people who left their mark onmuch of the state.Farmers who owned small tracts of land and artisans who providedservices, most of whom rarely held public office, were numerous in allsections of North Carolina. Self-sufficient, poorly educated if educated atall, generally honest but sometimes not, law-abiding but willing to take, matters into their own hands when necessary, these people made the bestCommon Whites: of the work God had called them to do. Nevertheless, they recognized the° inequities that existed between themselves and the wealthy planter andClass and Culture in Antebellum go eceraieNorth Carolina. Cecil-Fronsman relates the role of the common people in differentLexington: University Press of Kentucky, 1992. sections of the state and how their obetters� managed to lull them into274 pp. $34.00. ISBN 0-8131-1777-1. contentment with their status. He discusses their understanding ofslavery which led them to accept it with little or no question for a longtime. He also refers to the hard life they led, their limited resources, andthe self-sufficient economy under which they struggled. The importance to them of honorand religion and the role of folklore and superstition are covered.The reference to contemporary documents, particularly petitions to the legislature andletters to the governor, make this an especially moving and realistic account. In manyrespects it is reminiscent of Guion B. JohnsonTs Ante-Bellum North Carolina.Although this book is the outgrowth of the authorTs doctoral dissertation and is carefullydocumented, its style no longer betrays its origin. Its detailed index will make CommonWhites a useful reference tool. Its variety of unusual topics will surely suggest subjects forterm papers or feature stories for newspapers. It will also be welcomed by any readerinterested in the years before 1865.Bill Cecil-Fronsman." William S. Powell, University of North Carolina at Chapel Hillnruly Women begins with the premise that women whose behavior violatedlaw in the antebellum and Civil War South are the logical focus for studyingresistance to the white male domination of the political economy of that era.Like many of the new social histories written in the last twenty years,BynumTs book analyzes womenTs lives at the grassroots level. She has chosento study those disorderly and discontent white and free black women whosebehavior became part of the court records in three North Carolina Piedmont counties:Orange, Granville, and Montgomery.Women who complained in court about their husbands, or, vice versa; those who brokethe laws governing social and sexual behavior; and those who resisted the Confederate stateare the focus of her study. This necessarily leaves out a great many women in these counties.Those who were part of the social and economic mainstream and thosewho were slaves do not appear often in the court records. Instead, thesources used by Bynum record episodes from the lives of women who wereU. nruly Women: jot usually part of the Piedmont yeomanry, the planter class, or slaveThe Politics of Social and Sexual society. They tended to be poor white women, single women (especially° unwed mothers), and poor free black women. Bynum contends that race,Control in the Old South. class, and gender were dominant elements in the power structure thatChapel Hill: University of North Carolina Press, caught these women in its legal web. She argues that the need to keep1992. 233 pp. $34.95. ISBN 0-8078-2016-4 (cloth) women dependent on marriage for position in society, to maintain the0-8078-4361-X (paper). racial purity of white womanhood, and to deny adult status to blacks wereamong the most important underlying assumptions of this system.In a book whose six chapters are liberally annotated and illustratedwith tables, maps, and charts, Bynum compares and contrasts the social structures of thethree counties. She looks at popularly held views of black versus white womanhood and thereaction of the courts to miscegenation. She also assesses how the paternalistic court systemenforced laws relating to property, divorce, and domestic relations. In the final chapters,Bynum searches court records for signs of white and black womenTs resistance to the CivilVictoria E. Bynum.SE on EI ESTNorth Carolina Libraries FallT1992 == 471

y UNRULY~The Politics of Social & Sexual Consro! in the O SouthWOMENWar through illicit trade, rioting, and support for draft evasion.Bynum acknowledges that the three counties she chose do not represent the traditionalview of the Old South, but she sees in their economic and social structure a good example ofthe diversity of the South as a whole. She recognizes how thin the record is for those voicelessmembers of society whose point of view is represented only by what the court chose to record.Consequently, she sets up a feminist theoretical framework for these women and writes aboutthem as if they were conscious activists in a fight against male-dominated society. Herintroductory chapter is useful in explaining her premise for the book, but it is jargon-laden andassumes a modern feminist motivation for the actions of nineteenth-century women. This isotherwise a strong and well-documented piece of historical research that does reveal the typesof behavior that caused women to become entangled in the court system and the responses ofthe judiciary to those violations. Her analysis of the motivation for the courtsT handling of thesecases, that is, maintenance of the political and social status quo, is borne out more clearly bythe historical record than her assumption that these women were struggling oto carve out aspace for themselves in a society that condemned and marginalized them.�Victoria E. Bynum is a womenTs history professor at Southwest Texas State University.Her bibliography, which includes primary sources (numerous manuscript collections, publicrecords, newspapers, and books), along with about two hundred additional secondarysources, is a gold mine for anyone studying the social history of this region of Piedmont NorthCarolina. A detailed index also makes topical and proper name access easy. BynumTs bookis of interest for academic libraries and any North Carolina library building local history orwomenTs history collections." Linda McCurdy, Duke Universityomen finding strength is the unifying theme that links the eleven shortstories of Jill McCorkleTs Crash Diet into a cohesive pattern of voices.The speakers represent variety in age and race but similarity in develop-ment of coping skills, each one facing disorienting experiences with reservesof courage and occasionally piercing insights into the human femalecondition. Along with the hard-earned insights come grit, determination, compassion, andirresistible doses of high good humor.Known for her earlier novels, including The Cheer Leader, July 7th, Tending to Virginia, andFerris Beach, McCorkle has moved into the challenging genre of short stories with confidenceand agility, notwithstanding her initial hesitations about whether she could be a successfuloswitch hitter " able to go back and forth between novels and stories.� She can.Unlike the novels, the southern setting for most of these stories seems almost coinciden-tal: one can easily imagine the characters doing the same things with the same motivesanywhere in the United States. In the title story, a deserted wife substitutes a buying spreefor food binging, charging everything on her wayward husbandTs MasterCard. oMigrationof the Love Bugs� reviews the adjustment problems facing an older woman who has retiredto Florida with her husband. The widow in oDepartures� finds temporarysolace in watching small family scenarios at shopping malls and airports.In one story, however, the southern setting seems vital to characteriza-HiLMeCorle, tions and plot. oWords Gone Bad� reveals the poignant relationship ofCrash Diet: Stories. Mary and Bennie, close friends and co-workers in the custodial departmentChapel Hill, N.C.: Algonquin Books, 1992.253 pp. $16.95. ISBN 0-945575-75-0.NS172 " Fall 1992at a large southern university. Both have experienced the bitter blows ofracism, yet life has dealt a kinder hand to Bennie in giving him religiousfaith, a sunny disposition, and a supportive wife. Mary, on the other hand,has had only her repressed love for Bennie to see her through. Now, asBennie tells Mary that he is retiring, she struggles to affirm some kind ofbelief in herself and her world without his daily presence. oIf you throw a piece of trash tothe ground then I'll do my damnedest to make you feel like a worthless pig. And all the whileI'll hold my head way up high because maybe, just maybe, I am on my way to something.�With four novels and this book of short stories on her résumé, as well as other short worksthat have appeared in literary journals and magazines such as the Atlantic, Cosmopolitan, andSeventeen, Jill McCorkle has left North Carolina to teach creative writing at HarvardUniversity. For now, North CarolinaTs loss is HarvardTs gain. But it is hoped she will be back,bringing with her the attention to plot detail, sensitivity to character motivation, anduniversality of theme that will no doubt figure in anything she writes. Crash Diet: Stories ishighly recommended for all public libraries and for college and university libraries thatfeature modern fiction collections." Nancy Ray, Southern Pines Public LibraryNorth Carolina Libraries

he University of North Carolina at Chapel Hill is the oldest state-sponsoreduniversity in the nation and in 1995 will celebrate the two hundredth anniver-sary of its opening. In recognition of its impending bicentennial, the universitycommissioned William D. Snider, retired editor of the Greensboro News & Record,to write the first comprehensive history of the institution since Kemp Battlepublished his magisterial two-volume account in 1912.Snider writes fondly but objectively of the institution from which he graduated in 1941.He does not gloss over the universityTs low standards in its earliest years when it was barelymore than an advanced academy, nor does he sugarcoat the universityTspoor record of opening its doors to black students after World War II.As one might expect from the author of Helms and Hunt: The NorthWilliam D. Snider. Carolina Senate Race, 1984, he is at his best in describing the political° i]. context in which the university first struggled and then thrived.Lig. ht on the Hill: The excellence of SniderTs analysis of the political milieu is offsetA History of the University of North by his inadequate treatment of educational issues, both within theCarolina at Ch apel Hill institution and on the regional and national levels. Relying almostexclusively on secondary sources and neglecting two decades ofscholarship on the history of American higher education, Snidersuperficially addresses or ignores altogether the kinds of questionsthat should receive more prominent attention in the history of anyacademic institution. For example, while he recounts the conflictingcurricular preferences of founders William Richardson Davie and Samuel Eusebius McCorkle,he fails to carry forward the story of curriculum changes except in a cursory fashion. Heidentifies with brief biographical sketches some of the more prominent graduates, especiallythose who occupied administrative posts; but he does not investigate the social andeconomic background of the student body as a whole. His account of the Reconstructionuniversity focuses entirely on its political difficulities and misses the significance of effortsby the much-reviled Solomon Pool and by Kemp Battle, first as trustee and then as president,to transform the college into a true university. More seriously, he does not explain how oneof the leading universities in the South was shaped by larger societal and educationalinfluences and how it might have been different from or similar to other institutions. Onlyin his description of student unrest in the 1960s and 1970s is there a sense that the universitywas affected by forces outside the state.In spite of these limitations, SniderTs work does have a place in the historiography of theuniversity. It will satisfy the interest of most general readers and will stand as a thoroughchronicle of the universityTs political fortunes within the state. For the specialist on highereducation, however, the definitive history of the University of North Carolina at Chapel Hillremains to be written.Chapel Hill: University of North Carolina Press,1992. 370 pp. $24.95. ISBN 0-8078-2023-7." Robin Brabham, University of North Carolina at CharlotteoThis is what nobody in the wide world understands, she thought.This happiness. Small victories.�ouiseTs plaintive appeal for lifeTs little pleasures sets the tone for BinghamTs SmallVictories, a somber story full of pathos. Set in Asheville, North Carolina, in 1958with interludes in Kentucky and Massachusetts, the novel chronicles the lives ofa southern-born and bred family, three generations linked by despair andtragedy.Sisters Louise and Shelby Macelvene live alone in a homeplace full ofmemories of their mother and father running a military boardingschool. Over the years after her fatherTs death, Louise cares for thechildish and childlike Shelby, mentally handicapped after an acci-dent during childhood. LouiseTs responsibility to Shelby becomesSmall Victories. her driving force when State Senator Tom, cousin to the spinstersisters, decides it is best for everyone concerned to have ShelbyCambridge, Mass.: Zoland Books, 1992. 298 pp. institutionalized.$20.95. ISBN 0-944072-20-8. Louise unleashes a maelstrom of family secrets in letters to Tom,Jr., away at college, as she attempts to draw ranks to persuade the elderTom to return Shelby to her home. As young Tom absorbs the sorrowsof the familyTs history, the heavy weight of the familyTs past encircleshim. oWhat is inherited is the way we all have to stop, quit ... give up. I donTt know howto put it. There isnTt much sap in this family anymore.�Sallie Bingham.North Carolina Libraries Fall 1992 " 173a

aYoung Tom is the only hope for illuminating the darkness. As thin as it is, the thread forrenewed, revitalized life is woven into TomTs response to the familyTs past and in his exodusfrom its stranglehold. LouiseTs life revolves around ShelbyTs, has no definition of its ownoutside the role of caretaker and historian. TomTs mother and father live lives of materialwealth and impoverished souls. It is Tom upon whom rebirth depends.BinghamTs writing at times soars but is more often a methodical telling of a dim tale withcharacters and events at times so morose as to be almost unbelievable. The encompassingdarkness and string of catastrophes prompt the reader to question BinghamTs inspiration andmotivation. How much of this reflects BinghamTs own family history can be discovered inher family memoir, Passion and Prejudice (Knopf, 1989).Small Victories is most appropriate for public library collections and may provide for thethe academic library collection insight into the Bingham family psyche. Other writings byBingham include the novel After Such Knowledge (Houghton Mifflin, 1960), as well as twocollections of short stories, The Touching Hand (Houghton Mifflin, 1967) and The Way It IsNow (Viking, 1972). In 1985, Bingham established the Kentucky Foundation for Womenwhich is the publisher of The American Voice, a feminist literary magazine." Sharon Snow, Wake Forest Universityany books have been written about the Outer Banks. This latest one is afascinating study of those famed barrier islands along the North Carolinacoast. The authors are naturalists, and they provide an interestingcombination of science and history in a beautifully written style. Lazellis a scientist who has published extensively and Alexander, a formerEnglish teacher and newspaper editor. Their friendship began in 1957when they began observing and collecting animals together in Tennessee.John Alexander and James Lazell. | This common interest eventually brought them to the Outer Banks.3 Their goal is to describe the unique ecosystem of the Outer BanksRibbon of Sand: and show how it has influenced animal and human life, exploration, andThe Amazing Convergence of the experimentation on the islands. They also present arguments for andagainst human intervention to stabilize and develop the islands.Ocean and the Outer Banks. The authors begin by describing the natural forces of sand, wind,Chapel Hill, N.C.: Algonquin Books, 1992. and water along the coast, explaining how the Outer Banks were formed238 pp. $18.95. ISBN 0-945575-32-7. and how they have survived. Later they show how the forces of natureaffected manTs settlement on the islands, providing interesting accountsof the Lost Colony, BlackbeardTs defeat, and the Wright BrothersT aviationexperiments. They also describe the distribution of flora and fauna andthe ecological balance maintained by various species on the islands. The authors conclude~..,| by discussing current controversies over oil and gas exploration, dredging and jettya construction, and the fate of the Cape Hatteras Lighthouse.There is a bibliography for each chapter and an extensive index. Source materialsinclude scientific articles, government documents, books, and newspapers. Drawings andmaps throughout the book provide clear illustrations of coastal processes. Libraries shouldpreserve the book jacket because it contains an aerial photograph that is referred to severaltimes in the text.Ribbon of Sand is a comprehensive study of the ecology of the Outer Banks from anaturalist point of view. It covers the scientific, political, and social elements that havecreated and sustained these barrier islands, and provides insight for their future. Thisinformative and interesting book is appropriate for all libraries.IK r/ JOHN ALEXANDER & JAMES LAZELL" Arlene Hanerfeld, University of North Carolina at WilmingtonCOMPILERTS NOTE: For the past five years, during which I have served as book review editor of this journal, many colleagues in theTar Heel library community have cheerfully contributed book reviews to this column. Their reviewing skills, willingness to take the timeto write reviews, and interest in informing fellow librarians about newly published North Caroliniana have been truly impressive andreatly appreciated. To them, and to the other readers of oNorth Carolina Books,� thank you.Beginning with the next issue of North Carolina Libraries, Dorothy D. Hodder will assume the book review editorship. Sheencourages comments and suggestions concerning the oNorth Carolina Books� column, which should be sent to her at the New HanoverCounty Public Library, 201 Chestnut Street, Wilmington, N.C. 28401.174 " Fall 1992 North Carolina Libraries

Other Publications of InterestIn 1891, the North Carolina State Normal and Industrial School was established atGreensboro to train young white women as schoolteachers. Today, one hundred years later,approximately twelve thousand women and men attend the school, now known as theUniversity of North Carolina at Greensboro, where they pursue studies in a variety ofdisciplines. In Changing Assignments: A Pictorial History of the University of NorthCarolina at Greensboro, longtime UNC-G history professor Allen W. Trelease has gatheredmore than five hundred photographs illustrating the development of the school. As wouldbe expected, many of the images depict major campus events, such as the construction ofbuildings and the arrival of male and black students. But most show people engaged in dailycollegiate life at an institution ever evolving to meet its mission. (1991; University Book Store,Elliott University Center, University of North Carolina at Greensboro, Greensboro, NC27412-5701; 214 pp.; $29.95.)The Historical Publications Section of the North CarolinaDivision of Archives and History has recently released Addressesand Public Papers of James Grubbs Martin, Governor of NorthCarolina, Volume I, 1985-1989, edited by Jan-Michael Poff. This1,089-page volume, the latest in the DivisionTs series of governorsTdocumentaries that began with Thomas W. Bickett (1917-1921),covers MartinTs first term. It includes his inaugural address, mes-sages to the General Assembly, selected speeches and statements,and a roster of executive orders. Libraries may request a copy at nocharge but are asked to submit $3.00 to cover mailing costs. (1992;Historical Publications Section, Division of Archives and History,109 E. Jones Street, Raleigh, N.C. 27601-2807; 1,089 pp.)First published in 1955, North Carolina & Old Salem Cookery,by Beth Tartan, has proved to be as much a staple in many a Tar Heel kitchen as sugar, salt,and spice. Now, several dozen new recipes are included in a new and revised edition of thebook recently published by the University of North Carolina Press. Tartan not only providesseveral hundred recipes in all, but she also tells the significance of various foods in theculinary heritage of the Tar Heel state. (1992; University of North Carolina Press, P.O. Box2288, Chapel Hill, N.C. 27515-2288; 382 pp.; $29.95; ISBN 0-8078-2035-0 (cloth); $16.95; 0-8078-4375-X (paper).)North Carolina provided more troops to the Confederate cause during the AmericanCivil War than any state. In Compendium of the Confederate Armies: North Carolina,Stewart Sifakis has compiled a reference guide to facilitate research on those Tar Heels whowore the gray in that bloody conflict. This volume, one in a series on the southern states, isdivided into three sections"artillery, cavalry, and infantry. Each section includes a listingof its military units, and, for each unit, official name, nicknames, and organizational details,such as date and location of creation, names of commanding officer and other field-gradeofficers, command assignments, and battles and campaigns in which the unit participated.Occasionally, titles of narrative histories of particular units are given. (1992; Facts on File, 460Park Avenue South, New York, N.Y. 10016-7382; 187 pp.; $24.95; ISBN 0-8160-2289-S.)Considered a classic description of life in the Appalachians,Cabins in the Laurel, by Muriel E. Sheppard, was first published in1935. This study of mountain folk in ae Toe River Valley in North CAD [ N 5Carolina also included 128 powerful photographs by noted Chapel | FN p00 PyHill photographer Bayard Wootten. The University of North Caro- f N cc H Ielina Press has chosen Cabins in the Laurel as the inaugural volumein its Chapel Hill Books series, which will publish new editions ofthe best books about the South or by southerners. The newSheppard is a large-format edition and includes Wootten photo-graphs specially produced from the original negatives. (1991;University of North Carolina Press, P.O. Box 2288, Chapel Hill, N.C.27515-2288; 287 pp.; $29.95; ISBN 0-8078-1986-7 (cloth); $16.95;0-8078-4328-8 (paper).)PHS BY BAYARD WOOTTENNorth Carolina Libraries- "eFall 1992 " 179

SSR VV IRV V VPN TPN TSUN Tae yeaguiapepeT (North Carclinianacompiled by Plummer Alston Jones, Jr.Editor's Note: "Lagniappe/North Caroliniana," the newest feature column of North Carolina Libraries, is envisioned as a comple-ment to "North Carolina Books." As such, "Lagniappe/North Caroliniana" will feature reviews of materials in various non-bookformats presenting fictional or nonfictional accounts on North Carolina or the Southern regions which include North Carolina(e.g., the Appalachians, the Southeast, the Old South, the New South, etc.). Publishers and creators of nonbook materials whichmeet these criteria should forward materials for possible review. Reviews of up to 250 words are welcomed and will be consid-ered for publication. Send materials and reviews to Plummer Alston Jones, Jr., c/o Iris Holt McEwen Library/LaRose ResourcesCenter, Elon College, P.O. Box 187, Elon College, NC 27244-0187.Tell-A-Communication:Storytelling in North Carolinaby Pat Ryckmanefore fiber optics, before modems, before faxing, radio, and the Morse code, there wasstorytelling, the oldest form of telecommunication. The prefix tele, meaning otrans-mission over a distance,� aptly describes storytelling. Traditional North Carolinastories have traveled great physical distances " the Jack tales from Europe and BrerRabbit from Africa " as well as temporal ones. For centuries the tales have been passeddown father to son, mother to daughter, generation to generation. These stories haveproven to be an enduring means of communicating values and our cultural heritage; oralcommunication is immune to censorship, war, and mildew.The power of storytelling lies in the unique relationship between the teller and thelistener. In storytelling there is no artifact created " no book, drawing, or video. The storydepends on at least two people, the teller and the listener, and the experiences each bringsto the meeting. The story is never told or heard in exactly the same manner twice; itevolves from telling to telling and from generation to generation.The best way to experience storytelling is to bring a storyteller and a group of listenerstogether. Many North Carolina libraries have access to a wealth of talent " excellentstorytellers on their staffs or a storyteller in the community to call upon. Or one mayconsult the annual National Directory of Storytelling (National Association for the Preserva-tion and Perpetuation of Storytelling, P. O. Box 309, Jonesborough, TN 37659; $7.95 plus$3.50 shipping) for names and addresses of over a dozen storytellers from this state. Secondbest exposure to stories is via sound recordings. Although the telling loses some of theintimacy and interaction of a face-to-face delivery, the nuances of speech are preserved andthe flavor of the original story comes through in a way that no story in print can match.The following is a selection of sound recordings of tales by North Carolina tellersrecommended to complement live storytelling in the library. These recordings are recom-mended for all North Caroliniana collections; most of the recordings are also appropriate forchildrenTs collections (exceptions noted below).Chase, Richard. Richard Chase Tells Three Jack Tales. (197?, Folk-Legacy Records, P. O.Box 1148, Sharon, CT 06069; telephone: (203) 364-5661; LP [cassette available Fall 1992];$9.98 plus $2.00 shipping).Richard ChaseTs publication of The Jack Tales in 1943 and Grandfather Tales in 1948helped set in motion the current interest in and revival of storytelling in this country. Inthis recording he recounts versions of oJack and the KingTs Girl,� oJack and the Robbers,�and oJack and the Three Sillies,� which he adapted from the stories collected from RobyBe RE Py NTRS OCTANE. F(T atv bs SS eo Ey a a*Laegniappe (lan-yapT, lano yapT) n. An extra or unexpected gift or benefit. [Louisiana French]""_""_" eee176 " Fall 1992 North Carolina Libraries

Monroe Ward of Beech Creek in the late 1930s. The stories were passed down to Wardfrom his maternal grandfather, Council Harmon, who, according to family history, learnedthem from the early settlers of this country. This recording was made in a two-roomschoolhouse in the Tennessee mountains with the students serving as a very appreciativeaudience.Hicks, Ray. Ray Hicks of Beech Mountain, North Carolina, Telling Four Traditional JackTales. (1964; Folk-Legacy Records, P. O. Box 1148, Sharon, CT 06069; telephone: (203)364-5661; LP [cassette available Fall 1992]; $9.98 plus $2.00 shipping).Ray Hicks is a national treasure. Born on Beech Mountain in 1922, he is anothermember of the storytelling family first documented by Richard Chase, having learned thestories from his grandfather, John Benjamin, another grandson of Council Harmon. Thesefour tales, oJack and the Three Steers,� oBig Man Jack, Killed Seven at a Whack,� oJack andOld Fire Dragon,� and oWhickety-Whack, into My Sack,� all have European roots but arethroughly Americanized in HicksTs versions. Jack, a mountain farm boy, relies on his witsand a good bit of luck to overcome a giant, outfox the king, and even capture Death in asack. The recording requires repeated careful listening to catch all the wonderful turns ofphrase and mountain dialect. Ray Hicks has also been recorded by June Appal Recordings(306 Madison St., Whitesburg, KY 41858; telephone: 1-800-545-7467). Jack Alive! (com-pact disc or cassette, $8.98 plus $1.75 shipping) is a collection of personal anecdotes,stories, and mountain lore. A video, FixinT to Tell About Jack (June Appal Recordings,$29.95 plus $1.75 shipping) shows Hicks in his home and fields, sharing his philosophy oflife and one Jack tale, oWhickety-Whack, into My Sack.� (Younger children may havedifficulty understanding HicksTs speech.)Torrence, Jackie. Legends From the Black Tradition. (1982; Weston Woods Studios, 389Newton Turnpike, Weston, CT 06883; telephone: 1-800-243-5020; cassette; $9.00).The story of oHow Brer Rabbit Outsmarted the Frogs� begins with a magical lead-in:oBack in the days when the animals could talk... .� In Jackie TorrenceTs stories, theanimals talk once more. Her voice can bring a frog, glistening and throbbing in themoonlight, to life for any listener. Torrence, a former High Point Public Library staffer, hasachieved a national reputation in storytelling. This ALA Notable recording offers asampling of her wide repertoire"an animal tale, some nature lore in oHigh John theConqueror,� stories based on historical figures, and her version of the classic John Henrytale. Other cassette recordings of her stories available from Weston Woods includeCountry Characters, offering three mountain tales and two ghost stories, and The StoryLady, which includes stories from TorrenceTs childhood.Davis, Donald. Listening for the Crack of Dawn. (1991; August House, P. O. Box 3223,Little Rock, AR 72203; telephone: 1-800-284-8784; double cassette; $16.95).Donald DavisTs two recent books, Listening for the Crack of Dawn and Barking at aFox-Fur Coat, are truly delightful, but these stories must be listened to rather than readsilently to do them full justice. Listening for the Crack of Dawn is now available oncassette, complete with DavisTs gentle mountain inflections and warmth. These storiesabout growing up in fictional Nantahala County, North Carolina, in the 1950s and 1960s,have universal appeal and an uncanny ability to unlock memories from oneTs own child-hood"memories of a favorite aunt, an inspired teacher, or a ten-year-old partner indevilment. The tale of a special teacher, Miss Daisy, is a story about the power ofstorytelling. Miss DaisyTs imagination not only tames a roomful of restless fourth graders,but also has the power to overcome the near-death of a crippling stroke. Davis has manyother excellent recordings in print, including Live and Learn, with more family stories,and More Than a Beanstalk, featuring traditional Jack tales, both available from WestonWoods Studios.Smith, Kathi. Cherokee Legends I. (1990; Cherokee Publications, P. O. Box 256, Cherokee,NC 28719; telephone: (704) 488-2988; cassette; $9.00 plus $2.90 shipping).Kathi SmithTs opening for this recording acknowledges the power of direct communi-cation: oWe are a fortunate people in that we have never had to rely on pen and paper butrather word and deed.� The CherokeeTs closeness to nature is evident in these traditionalmyths. The stories explain phenomena in the natural world such as oHow the Rabbit LostHis Tail,� oHow the Crow Turned Black,� and oHow the Milky Way Came to Be.� Therecording uses Native American music to set the mood and help transport the listener to atime when the world was young.aNorth Carolina Libraries Fall 1992 " 177

"_"_______e"ee"""""""""""The Folktellers. Tales to Grow On. (1981; Weston Woods Studios, 389 Newton Turn-pike, Weston, CT 06883; telephone: 1-800-243-5020; cassette; $9.00).Cousins Barbara Freeman and Connie Regan-Blake left their library jobs in 1975 totell stories full-time. Their repertoire includes songs, chants, contemporary tales, a two-act play, and creative retellings of traditional Appalachian stories. This ALA Notablerecording includes two mountain stories collected by Richard Chase in the 1940s andpublished in Grandfather Tales (Houghton Mifflin Co., 1948). oSody Sallyraytus� is atale about a difficult trip to the store for some baking soda, with sound effects providedby an autoharp. The long tale, oWicked John and the Devil,� (22:30 minutes) is ahilarious encounter between a blacksmith, who was omean, and ornery, and uppity, andbigotty, and lyinT and thievinT and carryinT on,� and the Old Boy Himself"the Devil.This tale illustrates the unique power of storytelling to transmit ideas over space andtime. Its roots can be traced to Hessia where it was collected by the Grimm brothers andfirst published in 1812 as oThe Blacksmith and the Devil� (The Complete Fairy Tales ofthe Brothers Grimm, translated and with an introduction by Jack Zipes, Bantam, 1987).Roberts, Nancy. Six North Carolina Ghost Stories. (n.d.; BroadfootTs of Wendell, 6624Robertson Pond Rd., Wendell, NC 27591; telephone: 1-800-444-6963; cassette; $9.95).Although Roberts reads rather than tells the stories on this recording, the sixsupernatural tales offered here represent an important part of the American oral tradi-tion. Ghost stories, the offspring of European fairy stories and the forerunners of oururban myths, attempt to explain the unknown and instruct the listener on how to dealwith the supernatural. Ghost stories are always closely associated with a particular place,including, for example, Maco Station, Salem Tavern, and Big Lick, some of the settingsfor RobertsTs stories. The six legends presented here are enhanced by RobertsTs some-what breathless delivery and appropriately creepy sound effects.Holt, David. Hairyman. (1987; High Windy Audio, P. O. Box 553, Fairview, NC 28730;telephone: (704) 254-3133; cassette; $9.98).David HoltTs music is an integral feature of his storytelling. His banjo is a blastingshotgun, his guitar a creaking door, and his harmonica a pack of running hounds. Inthe best storytelling tradition, Holt takes a classic tale and makes it all his own with theaddition of sound effects and dialogue. oBarney McCabe,� the story of a brother andsister who, with the help of their dogs, outsmart a witch, is from the black tradition ofSt. JohnTs Island, South Carolina. oThe Magic Fiddle� is built around a standard folktaletheme"a young manTs act of kindness wins him a magic instrument which saves his lifeat the moment of crisis. One of HoltTs contemporary tales, oThe Hogaphone,� describeshis Uncle IkeTs unique method of communication, and how it saved him from a rampag-ing bear.Storytelling, the most ancient form of telecommunication, is flourishing in NorthCarolina today. Talented professional and amateur tellers are collecting, embellishing,and transmitting traditional stories to audiences around the state, thus assuring theirpreservation for future generations. North Carolina storytellers also offer a wide reper-toire of contemporary tales, some of which are sure to become classics. By developing acollection of recordings, North Carolina libraries can help extend this rich oral traditionMUMFORDiaRELIABLE WHOLESALER SINCE 1977¢ Over 90,000 Books in Stock ¢ Discounts up to 70% Off* Over 10,000 Titles ¢ Now Two Adjacent Warehouses* 13 Years of Service "Nothing like seeing * Sturdy Library Bindings¢ oHands On� Selection for yourse if. � ¢ 100% Fill¢ Pre-School Through AdultMUMFORD LIBRARY BOOKS, SOUTHEAST, INC.7847 Bayberry Road ¢ Jacksonville, Florida 32256North Carolina Representative " Phil May* Cataloging/Processing Available(904) 737-2649 1-800-367-3927178 " Fall 1992 North Carolina Libraries

NortuH CAROLINA LIBRARY ASSOCIATIONMinutes of the Executive BoardThe Executive Board of the North Caro-lina Library Association met on May 1,1992 at Carteret Community College/Crys-tal Coast Civic Center in Morehead City,N.C. This meeting was hosted by EdShearin, Director of the Learning ResourcesCenter.The meeting was called to order byPresident Janet Freeman at 10:05 a.m.Executive Board Members and Com-mittee Chairpersons present at the meet-ing included the following:Larry AlfordAllen AntoneBarbara BakerWaltrene CanadaWanda CasonJohn ChildersDavid FergussonMartha FonvilleJanet FreemanJim GovernBenjie HesterGwen JacksonJohn Jones.Patricia LangelierCheryl McLeanMeralyn MeadowsNona PryorKaren PurcellVanessa RamseurEd ShearinSusan SquiresSteve SumerfordHelen TugwellCatherine Van HoyNancy Roundtree represented AliceWilkins of the Community and JuniorCollege Libraries Section and Rose Simonrepresented Frances Bradburn, editor ofNorth Carolina Libraries.Invited guests included JacquelineBeach, President of the N.C. Public LibraryDirectors Association and Bill Hadden whorepresented Jane Barringer of the NorthCarolina Friends of Public Libraries.The group was greeted and welcomedby Dr. Bryant, President of Carteret Com-munity College. President Freeman alsowelcomed board members and thankedEd Shearin for making local arrangementsand hosting the meeting.North Carolina LibrariesMay 1, 1992John Childers was introduced as anew member of the board representingthe North Carolina Public Library TrusteesAssociation. He will replace Barbara Pagewho resigned.Upon the call for approval of the minutesof the previous meeting, it was moved byPat Langelier and seconded by BarbaraBaker that the minutes of the January 17,1992 meeting be approved as distributed.The motion carried.Wanda Cason, treasurer, distributedseveral reports to the board with explana-tions where requested. She indicated thatthe basic quarterly report showed a slightchange in format and reflected the totaltransactions from the two checking ac-counts only. As of March 31,1992 thebalance on hand in the two checking ac-counts totaled $12,295.52. Individual re-ports were also available to section andround table chairpersons.Martha Fonville, administrative assis-tant, distributed the membership reportwhich reflected new members, the totalmembers as of 04/28/92 and the net changeby section and round table. She indicatedthat renewal was at approximately 56% .Discussion of the report by board mem-bers exhibited concern for a trend towarda decrease in membership renewal. Fol-lowing a discussion of the duties of themembership committee, it was moved byNona Pryer and seconded by BarbaraBaker that the membership committeecorrespond with the former members whohave not renewed their membership. Themotion carried. Ed Shearin also encour-aged the section and round tables to makecontact with these former members toencourage renewal. President Freemansuggested that each section and roundtable appoint a representative to the mem-bership committee. Ed Shearin and HelenTugwell, membership co-chairpersons,agreed to work out the logistics of thearrangement. In closing, Ms. Fonville in-troduced a calendar on which board mem-bers might log dates for workshops ormeetings.COMMITTEE AND OTHER REPORTSGwen Jackson, conference committee chair-person, distributed a report of proposals forthe 1995 NCLA Biennial Conference site.Proposals were received from Charlotte,Greensboro, High Point, Raleigh and Win-ston-Salem. Based on space availability,costs, and convenience to participants, Ms.Jacksons moved that the proposal fromGreensboro be accepted. The motion asseconded by Barbara Baker was carried.In the absence of Doris Anne Bradley ofthe Constitution, Codes and HandbookRevision Committee, Martha Fonville dis-tributed new replacement pages for theNCLA Handbook.President Freeman, reporting for JudieDavie of the Finance Committee, askedthat the board be reminded of formal re-quests for budget proposals and the upcom-ing deadline. The committee is in theprocess of preparing the budget for thecoming two years.The report of the Governmental Rela-tions Committee was presented by DavidFergusson, who served as coordinator ofthe 1992 Library Legislation Day. Heindicated that packets were delivered toour congressional offices, but official visitscould not be arranged for each of them. Insummary Mr. Fergusson considered Legis-lative Day to be moderately successful andnoted the success that the Kansas del-egates had with a catered luncheon for theWashington Delegation.Following the Legislative Day Report,John Jones, chairperson of the Govern-mental Relations Committee, informed theboard that he had been asked by PresidentFreeman to discuss lobbying. In so doing,Mr. Jones discussed types of lobbyists andthe costs associated with the services theyprovide. Additionally, he mentioned thatlobbyists usually affett matters not associ-ated with appropriations and that theycould be hired part-time or on retainer.Gene Lanier, chairperson of the Intel-lectual Freedom Committee, forwarded awritten report in his absence. The reportnoted projects and endeavors of the com-mittee and chairperson covering the pe-riod November 1991-April 1992. The re-Fall 1992 " 179

port highlighted responses to in -state and out-of-state requests.As reported by Steve Sumerford, the Literacy Committee isworking on several major projects. Plans are being made toprepare a directory of literacy programs in the state. Library_ schools are being asked to include literacy in the curriculum andefforts are being made to develop coalitions of programs with thevarious counties.Reporting for Sandra Neerman, chairperson of the Market-ing and Public Relations Committee, Steve Sumerford stated thatthe committee met to set goals and develop strategies for market-ing. One such goal is to prepare a packet to be used in marketingall types of libraries.There were no reports from the Archives, Publications,Scholarship or Technology and Trends Committees.Rose Simon, representing Frances Bradburn, thanked theboard for the support it provides to North Carolina Libraries. Ms.Simon reported that North Carolina Libraries had won the 1992H.W. Wilson Library Periodical Award, and that Frances Bradburnwould receive the award on June 29,1992 at the American LibraryAssociation Conference in San Francisco. New manuscript guide-lines have been compiled by the editorial board and were ap-pended to the report submitted to the executive board.Pat Langelier, ALA Councilor, reported that of major concernat the midwinter meeting in January in San Antonio, Texas waspatron behavior and that ALA is developing guidelines on problempatron behavior. It was noted also that the Committee onAccreditationsT proposed Standards for Accredition were approvedby Council. Details of the 1991-92 Council Documents that wereapproved, adopted or accepted at the 1992 Midwinter Meetingwere included in the written report distributed to board members.SELA Representative, Dave Fergusson , reported the South-eastern Library Association, SELA/LLA Joint Conference in NewOrleans March 18-21, 1992 to be quite successful. Mr. Fergussonalso announced that the SELA Handbook had been revised. Heindicated membership is down and encouraged recruitmentfrom NCLA members.SECTION AND RouND TABLE REPORTSChildrenTs Services Section chairperson, Benji Hester, reportedthat the section had two meetings since January. They areselecting a new representative to the board of NC Libraries andhave plans for a seminar on statistics.Susan Squires, chairperson of the College and UniversitySection,reported that the section is embarking on a year ofcooperation by co-sponsoring workshops with other sections orround tables of NCLA. The first such workshop is being co-sponsored with the Round Table on the Status of Women inLibrarianship. The College and University Section is concernedwith clarifying parts of its by-laws.Nancy Roundtree distributed the report of Alice Wilkins,chairperson of the Community and Junior College LibrariesSection. Ms. Roundtree reported that the executive board of thesection met on February 27, 1992 and discussed issues such asincreasing membership, sending a representative to LegislativeDay and choosing a topic for the fall conference. Additionally,the board appointed Barbara Miller to serve as its representativeto the North Carolina Libraries Editorial Board.. Araby Greene, chairperson of the Documents Section, wasnot present at the meeting but submitted a written report. Thereport outlined details of the spring seminar on the EuropeanCommunity scheduled for May 15, 1992. The report alsoconveyed appreciation for the grant received from NCLA whichdefrayed travel expenses for principal speakers from the Euro-pean Community. The Documents Section is looking forward toa joint workshop on bibliographic instruction being scheduledfor the fall.180 " Fall 1992The Library Administration and Management Section chair-person, Larry Alford, announced a spring program highlightingtotal quality management. He also stated that the section hasdiscussed the issue of salaries for librarians in North Carolina.Finally, the section is concerned with changing the by-lawsrelative to the number of elected persons on the LAMS board.Nona Pryor, chairperson of the North Carolina Associationof School Librarians, submitted a written report. She mentionedthe executive board retreat held February 14-15, 1992 at TrinityCenter, Pine Knolls Shores, and indicated that goals set werequite similar to those discussed earlier by the executive board ofNCLA. Finally, it was noted that NCASL was represented atLegislative Day in Washington, D.C and that plans are wellunderway for the September 30 - October 1, 1992 conference.Public Library Section chairperson, Jim Govern, submitted awritten report, the highlight of which was the sectionTs planningcouncil meeting held February 21,1992 in Albemarle. At thatmeeting among other things, committee charges were reviewedwith some changes incorporated, committee rosters were verifiedand section membership renewals were discussed. The nextscheduled meeting was announced to be May 15, 1992 inWalkertown.Allen Antone, chairperson of the Reference and Adult Ser-vices Section, submitted a written report detailing the MarylandModel Training Projects and the program being scheduled for thefall focusing on Total Quality Management.Resources and Technical Services Section chairperson, MichaelIngram, forwarded a written report in his absence. The reportdiscussed plans for the fall conference which will focus on thecurrent state of networking. To date, speakers have been con-firmed, including Howard McGinn, who will present an over-view of networking in the state of North Carolina.Cathy Van Hoy, of the New Members Round Table, reportedthat their first meeting is scheduled for May 12,1992The North Carolina Library Paraprofessional Associationreport, as distributed by Meralyn Meadows, reflected the resultsof the executive committee meeting held on February 27,1992.Additionally it included the list of action goals that were formu-lated at that meeting. One goal was to strengthen membershipand Ms. Meadows reported that membership was expected toincrease by 85 within the next two weeks.Vanessa Ramseur, chairperson of the Round Table on EthnicMinority Concerns, reported on the meeting of the executiveboard held at NC A&T in Greensboro on February 7, 1992. Fallworkshop plans were formulated and the membership commit-tee was given the charge to recruit new members and encouragemembership renewal. Mrs. Ramseur informed the board of theupcoming Conference of African-American Librarians to be heldin Columbus, Ohio, September 3-5, 1992 and indicated that thebus had already been secured.The written report of the Round Table on Special Collectionsrevealed that the executive committee met on February 7,1992 atDuke University. It was decided that the round table would co-sponsor a fall program with the Society of North CarolinaArchivists. The details of such a program will be forthcoming.Chairperson, Beverly Tetterton, was not present.Karen Purcell of the Round Table on the Status of Woman inLibrarianship, discussed plans for a fall program. At the conclu-sion of all reports, President Freeman expressed astonishment atthe degree of involvement and the amount of work that is doneby the various sections, round tables and committees.OLD BusINEssBarbara Baker again reminded the board of the upcoming CurrentsConference and indicated that Evelyn Daniel was to bea keynote speaker.North Carolina LibrariesEEE weer ag .£65°0°QQ_""~_""rororororOoOoOoyoyeeEEEEEEE""Eeeeneeeeeeceeeeeee"nn enn eee

New BUusINESSLarry Alford, of the Library Administration and ManagementSection, asked if NCLA would consider offering some type ofcertification in leadership. He suggested that this certificationcould be offered in conjunction with a library school program,such as North Carolina Central.Barbara Baker noted that states such as Maryland and Ken-tucky are on record as having library leaders programs. Discus-sion that followed seemed to indicate that there was a need forsuch a program and that it was worthwhile. Finally Mr. Alfordagreed to write a proposal and investigate possibilities.President Freeman introduced a letter from Judie Davie andJill Locke asking that NCLA submit a letter supportingGreensboroTs proposal to host the 1993 May Hill ArbuthnotHonor Lectureship. The board agreed that President Janet Free-man would write this letter of support.Speaking on behalf of State Librarian, Howard McGinn,President Freeman noted that North Carolina is the 26th state tobecome a part of the Center for the Book.In conjunction with the presidentTs report, the board hadbeen asked to read and be prepared to respond to the articleoThe Mourning After� written by Howard Mc Ginn and pub-lished in the winter 1991 issue of North Carolina Libraries.President Freeman distributed her summary of the article alongwith the reaction to the article written by Patsy Hansel andallowed time for perusal by the board.During the general discussion such issues as empowermentof libraries, being pro-active rather than reactive and improvedresource sharing were initiated. President Freeman sought an-swers to the following questions.1. What is the association about?2. Is the association about the issues brought forth in thearticle?3. Where is the association headed?Dave Fergusson pointed out that the Board had begun tochart its course at the retreat and suggested progression in thatdirection.Meralyn Meadows expressed the concern of the North Caro-lina Library Paraprofessional Association with the suggestionthat the association control access to membership and wanted toknow if the NCLA executive board was in agreement with thissuggestion. The board assured Ms. Meadows that it was not inagreement with excluding paraprofessionals from membershipin the association.President Freeman mentioned the following ideals:1) talk with respective groups regarding the issues at hand2) publish discussions of these issues in NCLA publications3) consider appointment of another Futures Committee4) hold an informal summit - to convene visionaries (librar-ians and non-librarians) to discuss the total picture andthe future of libraries of all types.The board was in agreement with these ideals.When asked if she would respond to the article written byHoward McGinn, President Freeman said that she would preparearesponse at a later date and distribute it to the board for approval.Bill Hadden of the NC Friends of Public Libraries expressedhis appreciation for being invited to the meeting.It was moved by Barbara Baker and seconded by Pat Langlier thatthe meeting be adjourned. The motion carried and President Freemandeclared the executive board meeting adjourned at 1:05 p.m.Respectfully submitted,Waltrene M. CanadaSecretaryNorth Carolina LibrariesInstructions for the Preparation of Manuscriptsfor North Carolina Libraries. North Carolina Libraries seeks to publish articles,materials reviews, and bibliographies of professionalinterest to librarians in North Carolina. Articles need notbe necessarily of a scholarly nature, but they shouldaddress professional concerns of the library community inthe state.. Manuscripts should be directed to Frances B. Bradburn,Editor, North Carolina Libraries, Joyner Library, EastCarolina University, Greenville, NC 27858-4353.. Manuscripts should be submitted in triplicate on plain whitepaper measuring 8 1/2" x 11" and on computer disk.Manuscripts must be double-spaced (text, references, andfootnotes). Macintosh computer is the computer used byNorth Carolina Libraries. Computer disks formatted forother computers must contain a file of the document inoriginal format and a file in ASCII. Please consult editor forfurther information.. The name, position, and professional address of the authorshould appear in the bottom left-hand corner of a separatetitle page. The author's name should not appear anywhereelse on the document.. Each page should be numbered consecutively at the topright-hand corner and carry the title (abbreviated ifnecessary) at the upper left-hand corner.. Footnotes should appear at the end of the manuscript.The editors will refer to Th o Man le, 13thedition. The basic forms for books and journals are asfollows:Keyes Metcalf, Planning Academic andResearch Library Buildings (New York:McGraw, 1965), 416.Susan K. Martin, oThe Care and Feeding ofthe MARC Format,� American Libraries 10(September 1970): 498.. Photographs will be accepted for consideration but cannotbe returned.. Upon receipt, a manuscript will be acknowledged by theeditor. Following review of the manuscript by the editorand at least two jurors, a decision will be communicated tothe writer. A definite publication date cannot be givensince any incoming manuscript will be added to a manu-script bank from which articles are selected for each issue.10.North Carolina Libraries holds the copyright for allaccepted manuscripts. The journal is available both inprint and electronically over the North Carolina InformationNetwork.11.lssue deadlines are February 10, May 10, August 10, andNovember 10. Manuscripts for a particular issue must besubmitted at least 2 months before the issue deadline.Fall 1992 " 181

ABOUT THE AUTHORSAlan BlateckyEducation: B.A. Carthage College (Kenosha, WI), M.Div. Princeton Theopogical Seminary,TH.M. Princeton Theological Seminary, M.B.A. Duke UniversityPosition: Vice President at MCNC, and, Executive Director for the Center for Communications.Marty BrayEducation: B.S. Appalachian State University, M.L.S. Appalachian State UniversityPosition: Media Coordinator, McDowell High School, Marion, N.C.George H. Brett IIEducation: B.A. Florida State University, M.F.A. University of Georgia, Ph.D. Candidate,School of Information and Library Science, University of North Carolina at Chapel HillPosition: Manager for the Clearinghouse for Networked Information Discovery and Retrieval at theCenter for Communications at MCNC in the Research Triangle Park, N.C. and concurrently alsoConsultant for Libraries and Networked Information to the University of North CarolinaGeneral Administration.Charles CroissantEducation: MSLS, University of Illinoir Urbana-Champaign; MA in Germanic Literature,Univeristy of Michigan; BA in Music, Indian UniversityPosition: Music Cataloger, Music Library, Univ ersity of North Carolina at Chapel Hill.Raymond A. FrankleEducation: B.A. Concordia College, M.L.S. Long Island UniversityPosition: Associate Vice Chancellor for Library and Information Services, The University of NorthCarolina Charlotte.Kenneth MarksEducation: B.S. Iowa State University, M.L.S. University of California Berkley, Ph.D. Iowa State UniversityPosition: Director of Academic Library Services at East Carolina University.Jessica MacPhailEducation: B.A. Columbia College (Chicago, IL), M.L.S. Rosary CollegePosition: Director, Northwestern Regional Library System, Elkin, N.C.Eric MorganEducation: B.A. Bethany College (Bethany, WV), Master of Information Studies Drexel UniversityPosition: Systems Librarian, North Carolina State University.Pat RyckmanEducation: B.A. University of North Carolina at Chapel Hill; M.S.L.S., University of North Carolina atChapel HillPosition: Manager, Robinson-Spangler Carolina Room, Public Library of Charlotte & Mecklenburg County.Bil StahlEducation: B.S. Geneva College (Beaver Falls, PA), M.S. Indiana University of Pennsylvania,M.S.L.S. University of IllinoisPosition: Director of Information Technology Planning, the University of North Carolina Charlotte.182 " Fall 1992 North Carolina Libraries

Nort CAROLINA LiprARY ASSOCIATION 1991-1993 EXECUTIVE BOARDPRESIDENTJanet L. FreemanCollege LibrarianCarlyle Campbell LibraryMeredith College3800 Hillsborough St.Raleigh, NC 27607-5298Telephone: 919/829-8531Fax: 919/829-2830VICE PRESIDENT/PRESIDENT ELECTGwen JacksonInstructional SpecialistSoutheast Technical Assistance Ctr.2013 Lejeune Blvd.Jacksonville, NC 28546Telephone: 919/577-8920Fax: 919/577-1427SECRETARYWaltrene M. CanadaHead, Public Services DivisionF. D. Bluford LibraryDocuments DepartmentNC A &T State UniversityGreensboro, NC 27411Telephone: 919/334-7617Fax: 919/334-7783TREASURERWanda Brown CasonHead of CatalogingPO Box 7777 Reynolda StationWake Forest University LibraryWinston-Salem, NC 27109-7777Telephone: 919/759-5094Fax: 919/759-9831DIRECTORSEdward (Ed) T. Shearin, Jr.Director of Library/LearningResources Learning Resources Ctr.Carteret Community College3505 Arendell St.SELA REPRESENTATIVEDavid FergussonAssistant DirectorHeadquarters Forsyth Co. Pub. Lib.660 W. Fifth St.Winston-Salem, NC 27101Telephone: 919/727-2556Fax: 919/727-2549EDITOR, North Carolina LibrariesFrances BradburnJoyner LibraryEast Carolina UniversityGreenville, NC 27858-4353Telephone: 919/757-6076Fax: 919/757-6618PAST-PRESIDENTBarbara BakerAssociate Dean for EducationalResourcesDurham TechnicalCommunity College1637 Lawson St.Durham, NC 27703Telephone: 919/598-9218Fax: 919/598-9412ADMINISTRATIVE ASSISTANTMartha FonvilleNorth Carolina Library Associationc/o State Library of North CarolinaRm. 27 109 E. Jones St.Raleigh, NC 27601-1023Telephone: 919/839-6252Fax: 919/839-6252SECTION CHAIRSCHILDRENTS SERVICES SECTIONBenjie HesterChildrenTs LibrarianCameron Village Regional Library1930 Clark Ave.DOCUMENTS SECTIONAraby GreeneDocuments LibrarianD. Hiden Ramsey LibraryUNC at AshevilleOne University HeightsAsheville, NC 28804-3299Telephone: 704/251-6639Fax: 704/251-6012GREENE@UNCA.BITNET SECTIONLIBRARY ADMINISTRATION anpMANAGEMENT SECTIONLarry AlfordAssociate University Librarianfor Administrative ServicesCB 3900 - Walter R. Davis LibraryUNC at Chapel HillChapel Hill, NC 27599-3900Telephone: 919/962-1301Fax: 919/962-0484NORTH CAROLINA ASSOCIATIONOF SCHOOL LIBRARIANSNona PryorMedia SpecialistArchdale-Trinity Middle SchoolTrinity, NC 27370Telephone: 919/431-4452Fax: 919/431-1809NORTH CAROLINA PUBLICLIBRARY TRUSTEES ASSOCIATIONJohn ChildersDepartment of PsychologyEast Carolina UniversityGreenville, NC 27858Telephone: 919/757-6280.Fax: 919/757-6283PUBLIC LIBRARY SECTIONJames GovernDirector Stanly Co. Pub. Library133 E. Main St.Albemarle, NC 28001-4993ROUND TABLE CHAIRSNEW MEMBERS ROUND TABLECatherine Van HoyBranch Head CumberlandCounty Public LibraryBordeaux Branch3711 Village Dr.Fayetteville, NC 28304-1598Telephone: 919/424-4008Fax: 919/483-8644NORTH CAROLINA LIBRARYPARAPROFESSIONAL ASSOCIATIONMeralyn MeadowsAdministrative AssistantStanly County Public Library133 E. Main St.Albemarle, NC 28001-4993Telephone: 704/983-7322Fax: 704/983-7322ROUND TABLE FOR ETHNICMINORITY CONCERNSVanessa Ramseur7207 E. W. T. Harris Blvd.Charlotte, NC 28227Telephone: 919/563-9418Fax: 919/567-9703ROUND TABLE ON SPECIALCOLLECTIONSBeverly Tetterton-OpheimSpecial Collections LibrarianNew Hanover Co. Public Library201 Chestnut St.Wilmington, NC 28401-3998Telephone: 919/341-4394Fax: 919/341-4388ROUND TABLE ON THE STATUSOF WOMEN IN LIBRARIANSHIP.Karen Seawell PurcellDirector of Information ServicesMorehead City, NC 28557-2989 Raleigh, NC 27605 Telephone: 704/983-7321 Greensboro AHECTelephone: 919/247-3134 Telephone: 919/856-6723 Fax: 704/983-7322 1200 N. Elm St.Fax: 919/247-2514 Fax: 919/856-6722 Greensboro, NC 27401REFERENCE anp ADULT SERVICES Telephone: 919/379-4483Helen M. Tugwell COLLEGE anp UNIVERSITY SECTION Allen Antone Fax: 919/379-3591Coordinator of Media Services Susan M. Squires Head of Reference Belk LibraryGuilford County Schools Reference Librarian Appalachian State University120 Franklin Blvd. Carlyle Campbell Library Boone, NC 28608Greensboro, NC 27401 Meredith College Telephone: 704/262-2822Telephone: 919/271-0640 3800 Hillsborough St. Fax: 704/262-3001Fax: 919/271-0789 Raleigh, NC 27607-5298Telephone: 919/829-8382 RESOURCES anp TECHNICALALA COUNCILOR Fax: 919/829-2830 SERVICES SECTIONPatricia A. Langelier Mike Ingram,Librarian, Institute of COMMUNITY anp JUNIOR Technical Services LibrarianGovernment COLLEGE LIBRARIES SECTION Smith Library .CB 3330 - Knapp Building Alice Wilkins HP-2 High Point CollegeUNC at Chapel Hill Head Librarian High Point, NC 27261-1949Chapel Hill, NC 27599 Boyd Library Telephone: 919/841-9152Telephone: 919/966-4130 or Sandhills Community College Fax: 919/841-5123919/966-4139 2200 Airport Rd.Fax: 919/966-4762 Pinehurst, NC 28374Telephone: 919/692-6185ext. 135Fax: 919/692-2756adNorth Carolina LibrariesFall 1992 " 183

EDITORIAL STAFEEditorFRANCES BRYANT BRADBURNJoyner LibraryEast Carolina UniversityGreenville, NC 27858-4353(919) 757-6076Associate EditorROSE SIMONDale H. Gramley LibrarySalem CollegeWinston-Salem, NC 27108(919) 721-2649Associate EditorJOHN WELCHDivision of State Library109 East Jones StreetRaleigh, NC 27601-2807(919) 733-2570Book Review EditorROBERT ANTHONYCB#3930, Wilson LibraryUniversity of North CarolinaChapel Hill, NC 27599-3930(919) 962-1172Lagniappe/BibliographyCoordinatorPLUMMER ALSTON JONES, JR.Iris Holt McEwen LibraryElon CollegePO Box 187Elon College, NC 27244(919) 584-2338Advertising ManagerHARRY TUCHMAYERNew Hanover Co. Public Library201 Chestnut StreetWilmington, NC 28401(919) 341-4036Editorial AdvisorHOWARD F. McGINNDivision of State Library109 East Jones StreetRaleigh, NC 27601--2807(919) 733-2570TrusteesJOHN CHILDERSDepartment of PsychologyEast Carolina UniversityGreenville, NC 27858Telephone: 919/757-6280Fax: 919/757-6283ChildrenTs ServicesLINDA HYDEClemmons BranchForsyth County Public Library3554 Clemmons RoadClemmons, NC 27012(919) 766-9191College and UniversityMELISSA CAINSchool of Information &Library ScienceCB #3360, 100 Manning HallUniversity of North CarolinaChapel Hill, NC 27599-3360(919) 962-8366PositionBusiness AddressCommunity and Junior CollegeBARBARA MILLERPaul H. Thompson LibraryFayetteville TechnicalCommunity CollegePO Box 35236Fayetteville, NC 28303(919) 678-8253DocumentsMICHAEL VAN FOSSENBA/SS DocumentDavis Library CB #3912University of North CarolinaChapel Hill, NC 27599(919) 962-0484New Members Round TableDOROTHY DAVIS HODDERPublic Services LibrarianNew Hanover Co. Public Library201 Chestnut StreetWilmington, NC 28401(919) 341-4389N.C. Association of SchoolLibrariansDIANE KESSLERRiverside High School3218 Rose of Sharon RoadDurham, NC 27712(919) 560-3965North Carolina LibraryParaprofessional AssociationJUDIE STODDARDOnslow County Public Library68 Doris Avenue EastJacksonville, NC 28540(919) 455-7350[_] New membershipL] RenewalPublic LibraryBOB RUSSELLElbert Ivey Memorial Library420 Third Street NWHickory, NC 28601(704) 322-2905Reference/Adult ServicesSUZANNE WISEBelk LibraryAppalachian State UniversityBoone, NC 28608(704) 262-2189Research Column EditorILENE NELSONWilliam R. Perkins LibraryDuke UniversityDurham, NC 27706(919) 684-2373Resources and Technical ServicesGENE LEONARDIShepard LibraryNorth Carolina Central UniversityDurham, NC 27707(919) 560-6220Round Table for Ethnic/MinorityConcernsBELINDA DANIELSLearning Resources CenterGuilford Technical Com. CollegeJamestown, NC 27282-2309(919) 334-4822Round Table on the Status ofWomen in LibrarianshipELIZABETH LANEY602 Hamlin ParkChapel Hill, NC 27514(919) 942-1416[] Membership no.City or TownPhone No.OO[- "~ NORTH CAROLINA LIBRARY ASSOCIATION - "NEYStateMailing Address (if different from above)CHECK TYPE OF DUES[_] FULL-TIME LIBRARY SCHOOL STUDENTS(one biennium only) " $15.00RETIRED LIBRARIANS " $20.00NON-LIBRARY PERSONNEL:(a) Trustees; (b) oFriends of Libraries� members;(c) Non-salaried " $25.00LIBRARY PERSONNELEarning up to $15,000 " $25.00Earning $15,001 to $25,000 " $40.00Earning $25,001 to $35,000 " $50.00Earning $35,001 and above " $60.00INSTITUTIONAL (Libraries and library/education-related businesses) " $75.00CONTRIBUTING (Individuals, associations, firms, etc.interested in the work of NCLA) " $100.00AMOUNT ENCLOSED $184 " Fall 1992Zip CodeCHECK SECTIONS: (one included in basic dues; each additional section $7.00)eT ee) EeChildrenTs ServicesRef. & AdultComm. & Jr. CollegeParaprofessionalSpecial CollectionsStatus of WomenEthnic Minority Concerns[_] New MembersL] College & Univ.1 Documents[_] Public Library(_] TrusteesLibrary Administration & ManagementNCASL (School Librarians)Resource and Technical ServicesMail to: North Carolina Library Association,c/o State Library of North Carolina,109 East Jones Street, Raleigh, NC 27601-1023+||||||||||||||||||||North Carolina Libraries

new from unc press19944000000000000000000000000000000000000000000000000000000000006= ANOVELLABYTHOMASWOLFE =THE UNIVERSITY OFNORTHCAROLINAPRESSPost Office Box 2288Chapel Hill, NC 27515-2288Toll-free ordersPhone (800) 848-6224FAX (800) 272-6817ISBN prefix 0-8078-4 THE LOST BOYA Novella by Thomas WolfeEdited and with an Introductionby James W. Clark, Jr.Incidents from WolfeTs 1937 novella focuson the childhood death of his brotherGrover. This gift edition marks the firstunabridged publication for this poignantstory.2063-6, October, $16.5010 commissioned illustrations by Ed LindlofA Chapel Hill Book4 THE ROUGH ROAD HOMEStories by North Carolina WritersEdited and with an Introduction byRobert GingherThe collected voices of twenty-twoN.C. writers, including Maya Angelou,Reynolds Price, and Lee Smith.2064-4, November, $24.95 cloth4397-0, November, $14.95 paperback tn print4 THE FOXFIRE BOOKOF APPALACHIANCOOKERYEdited by Linda Garland Pageand Eliot WiggintonRegional recipes, wit, and wisdomfrom a southern Appalachiancommunity.4395-4, August, $17.95 paperMEMORIES OF THESOUTHERN CIVILRIGHTS MOVEMENTText and Photographs byDanny LyonForeword by Julian BondA prominent photojournalist andfilmmaker gives his compelling,inside view of the movement thatchanged American society.2054-7, October, $39.95 cloth4386-5, October, $19.95 paper9x12, 212 duotone photographsLyndhurst Series on the SouthPublished for the Center for DocumentaryStudies, Duke Universitynew edition4 THE FIRST STATEUNIVERSITYA Pictorial History of TheUniversity of North CarolinaThird Edition, Revised andEnlargedby William S. PowellThe well-known Tar Heel historianadds thirty-two pages of photosfrom the 1980s to bring his UNCstory up to date.2094-0, October, $29.958x 11, 917 illus.144000000000000000066 rN OHNHOAHOHNHOHOHNH0HU4040400004040606__, "-

ADDRESS CORRECTION REQUESTEDUpcoming IssuesWinter 1992 Popular Culture and LibrariesAlice Cotten and Eileen McGrath,Guest EditorsSpring 1993 Ethics in LibrarianshipMarti Smith, Guest EditorSummer 1993 ChildrenTs ServicesSatia Orange and Cal Shepard, Guest EditorsFall 1993 Social Issues in LibrarianshipBarbara Akinwole, Guest EditorWinter 1993 Conference IssueUnsolicited articles dealing with the above themes or any issue of interest to North Carolina librariansare welcomed. Please contact the editor for manuscript guidelines and deadlines.North Carolina Libraries, published four times a year, is the official publication of the NorthCarolina Library Association. Membership dues include a subscription to North CarolinaLibraries. Membership information may be obtained from the Administrative Assistant ofNCLA. Subscription rates are $32.00 per year, or $10.00 per issue, for domesticsubscriptions; $50.00 per year, or $15.00 per issue, for foreign subscriptions. Backfiles aremaintained by the editor. Microfilm copies are available through University Microfilms.North Carolina Libraries is indexed by Library Literature and publishes its own annual index.Editorial correspondence should be addressed to the editor; advertisementcorrespondence should be addressed to the advertising manager. Articles are juried.