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North Carolina LibrariesOCT 2 0 1993EAST CAROLINAUNIVERSITYPOCEIVES)OCI 19 1993As librarians wecannot solve all ofsociety's ills. Wewill continue tostruggle with"should | orshouldn't I."Whateverdecisions wemake, | vote forthe one thatimplies "just do it."After all, librariesdo change lives!" Barbara S. Akinwolepage 115

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Volume 91, Number 7ISSN 0029-2740ORTHROLINALibrariesmums «SOCIAL Issues IN LIBRARIANSHIPFall 199%1 1 5 Foreword, Barbara S. Akinwole117 Coalition Building, Fund Leveraging, and Role Changing: Keys to ExpandedSocial Services by Public Libraries, Howard F. McGinn120 Community Use of Tax-Supported Academic Libraries in North Carolina: IsUnlimited Access a Right? Barbara Best-Nichols126 Common Ground: The Rural Perspective, Virginia Orvedahl and William Wartman129 Do Special Populations Require Special Services?, William Snyder132 Examining the Role of the School Librarian in Developing Social Responsibility,Constance A. Mellon135 From Censorship to Intellectual Freedom to Empowerment: The Evolution of theSocial Responsibility of the American Public Library; A Bibliographical EssayPlummer Alston Jones, Jr.138 Social Issues in Libraries: A Bibliographic Guide to Programs and Policies of the1990s, Suzanne Wiseae ie OIC MeO OR oe Lae Sil a ed114 From the President142 And In Edition ... : What Our Children Are Dying to Know: AIDS InformationDissemination and the Library, Jim Zola146 Point: Libraries: All Things to All People, Carol H. Reilly147 Counter Point: But It's Not What They Paid For!, Harry Tuchmayer148 Wired to the World, Ralph Lee Scott150 North Carolina Books158 Lagniappe: Self-Help for North Carolinians: The Right Pamphlet,Barbara S. Akinwole1 60 NCLA MinutesAdvertisers: Book Wholesalers, 145 162 About the AuthorsBroadfoot's, 141; Checkpoint, 144;Current Editions, 161; EBSCO, 128;G.K. Hall & Co. 119; H. W. Wilson, 116;Mumford Books, 140;Newsbank, 147; Oxford University Press, 125;Quality Books, 134; SIRS, front cover;Southeastern Microfilm, 137; Cover: Students play "Earth Ball." Photo by Dick Blount courtesy of the Fayetteville Observer-Times.VTLS 159; UNC Press, back cover.So a ee North Carolina Libraries is electronically produced. Art direction and design by Pat Weathersbee of TeamMedia, Greenville, NC.

From the PresidentJanet Freeman, PresidentWhen you see a turtle on top of a fence post,Being on top of a fence post is a headything for a turtle. Not every turtleachieves that position. There are manybenefits. ItTs a better view than manyturtles ever have. ThereTs a breeze, andthe turtle gets lots of attention frompassers-by.ItTs true. Ask any turtle whoTs beenlucky enough to be there.Oh. You donTt think you can find aturtle who'll talk? Okay. Ask anyonewhoTs been elected to an office orappointed to a position of responsibility.ItTs an experience similar to the turtleTs. .Being oon top of a fence post,� onehas the opportunity to see the bigpicture. ItTs a great view. It gets breezyat times, and thereTs certainly no lack ofattention.But letTs go on to the second part ofthat saying about the turtle. oYou knowit didnTt get there by itself.� ThatTs theimportant part. No turtle ... or officeholder ... achieved that position on hisor her own. (Close your eyes and try toimagine a turtle shinnying up a fencepost.)A lot of people made it possible forme to be on the NCLA fence post for thelast two years, and I want to express mysincere appreciation to a few of them.Since the day four years ago when Ireceived the phone call that let me knowyou'd given me the privilege of servingas your President-Elect, ITve thoughtabout what I wanted to include in this,my final column. There are many thankyouTs to be said and some challenges tobe issued.First to the thank youTs.Thank you ...... to those librarians in my pastwho encouraged me and provided mewith the very best role models anyone inthis profession has ever had:you know it didnTt get there by itself.Katherine Reid at the CarnegieLibrary in Winston-Salem,Sayde Penry at ArdmoreElementary, Mary MartinMcBrayer at Dalton JuniorHigh, the Elizabeths (Sink andStroup) at Reynolds High,Marjorie Hood at UNC-G, andAnna Loe Russell at GeorgePeabody College;... to the staff of the CarlyleCampbell Library at Meredith Collegewho held the fort while I was at yetanother NCLA meeting or on the phone;... to my dean, boss, and friend, Dr.Allen Burris, who encouraged me toaccept nomination for this position andmade all the time away possible;... to my family and friends whowere patient with my not coming tovisit as often; and... to perfect Martha Fonville,NCLATs ace Administrative Assistant,who makes everyone look good.Finally, to the members of the 1991-93 NCLA Executive Board, an extraspecial thank you. You put up withmany things during the past two years ...from recreating the state of NorthCarolina at our retreat at Caraway to thetwo-minute timer for reports; fromstarting meetings on time (whethereveryone was there or not) to looking atthose now-worn newsprint sheets listingour bienniumTs goals. WeTve sung alongwith JimTs mandolin and AliceTs banjo.We've walked Capitol Hill tellingcongressmen of the needs of NorthCarolina libraries.We have debated, agreed, disagreed,and decided on many items of businessand policy for the North CarolinaLibrary Association. Many were toughdecisions, the results of which will befelt for many years. Through it all youshowed unfailing good humor, perspec-114 " Fall 1993tive, tolerance, respect for each other,and good judgment, and | thank you.Now for my challenges to you, themembership ...¢ Get involved in NCLA. Thisassociation is only as good as the peopleactively participating in it.e Go to and pay attention at section,committee, and round table businessmeetings. You'll be surprised at howinteresting they are, and you'll be ableto get to know some of the associationTsturtles currently on fence posts. Talk tothem. Find out what you can do.e Take advantage of the opportuni-ties to learn that NCLA offers you. Eachyear I am impressed by the variety ofworkshops, seminars, and conferencesOur association sponsors.e Make suggestions to your leader-ship. Let them know you are out thereand what you need from the association.e DonTt be afraid to speak up. Youmay be surprised by how much weightyour opinion carries.e Read North Carolina Libraries. Youdo know, donTt you, that last year it wasjudged the best library journal in theUnited States? ItTs yours.The North Carolina Library Associa-tion is one of (if not THE) finest statelibrary associations in the country. Ourmembership includes talented, imagina-tive people who are leading the way inlibrary service.Thank you for giving me theprivilege of serving as your presidentthis biennium. As Gwen Jackson beginsher turn on the NCLA fence post, I wishfor her the same kind of support andgood will ... and yes, the breezes and thechallenges ... that I have experiencedthese past two years.North Carolina Libraries

oBeyond handouts: embryonic programs provide some innovative approaches tointractable social ills,� reads the subheading for a May 17, 1993, Wall Street Journalarticle on new social programs being tried at local and state levels. As I read thearticle, I could not help but think about those intractable social ills and how theyspill over into libraries. When we talk about social issues in librarianship, we aretalking about an entity not different from the social issues that touch our everydaylives. So, do we separate libraries from the rest of society, or are we savvy enoughto realize that what affects society as a whole filters into our libraries?According to a 1992 Business Week magazine special foldout, America ischanging. In some instances, the changes are good; in others, not so good. Thearticle basically states that immigration patterns, more women in the workforce, aless agrarian society, global trade, more elderly, a downturn in earnings growth,more children in poverty, an increase in crime, rising medical costs, and a rethink-ing of our educational system, all are playing major roles in how America ischanging. As America changes, so must AmericaTs infrastructure. Libraries are partof AmericaTs infrastructure.Usually, libraries are spoken of in the same breath as education.I agree that libraries and education are synonymous and that wemust be an open door for knowledge. Because the tax dollars of ALLAmericans are used to operate libraries, we cannot afford to be} Ore Wwoa rd area exclusive in our quest to nurture all who enter our doors.North Carolina Librariesby Barbara S. AkinwoleGuest EditorSo, am I my brotherTs keeper? Yes, no, maybe so. Should I be oreven want to be? Social issues in librarianship? Just exactly what arewe talking about? And what is this thing called social responsibility?And why and how did we information providers find ourselvesinvolved in this scenario? Questions, questions, all those questionsand very few answers. Yes, we are concerned. But, is it our duty tobe on the front line?The authors of the articles in this issue have and will continue to grapple withthose questions in sometimes anguished pursuit of the answers. We first tried todefine social issues in librarianship i.e., social responsibilities. Terms that came tomind were neutrality, non-judgmental, awareness, resourceful, balance andbreadth, lifelong learning, mainstreaming, facilitator, etc., etc.Based on dictionary definitions, osocial� has a variety of meanings. Thedefinition that I think most of the authors chose to deal with has to do with thewelfare of us humans and our responsibility to look after each other, thereforeleading us to dwell on the social responsibility of the profession.One of the articles specifically addresses the AIDS issue because, in 1993, thedisease is still a major social issue in our lives. We librarians are still struggling withhow a public institution should best address this issue. Jim Zola does an exemplaryjob of addressing the need for making our children knowledgeable.Plummer Alston Jones entrusts to our sensibilities a treatise on the evolution ofthe social responsibility of the American public library. Suzanne Wise does anexcellent job of introducing the reader to a selected, annotated list of programs andpolicies that deal with social issues. William Snyder addresses ospecial popula-tions,� i.e, the elderly or physically handicapped, and whether or not they requireospecial service.� His premise is that we should mainstream them. Barbara Best-Nichols talks about those bastions of higher education and how they viewoJohnny� when he graces their doorsteps full of questions and making demands ontheir time. Connie Mellon speaks from the heart on the subject of the schoollibrary and social responsibility, by thoughtfully examining the role of the schoollibrarian. Virginia OrvedahlTs and William WartmanTs article on library life in arural setting explains how this milieu does not preclude libraries from experiencingthe urbiculture syndrome. By virtue of being a rural library, some unique concernsare evident; however, intractable social ills know no boundaries. Howard McGinntalks about coalition building, fund leveraging, and role changing, and refers tothese processes as being the keys to expanded social services by public libraries. In"Point/Counterpoint," Carol Reilly and Harry Tuchmayer debate whether or notour libraries should be oall things to all people.� Carol approaches the issue froman information and referral (I&R) position. Carol is personally acquainted withthis venue, having spent many years as an I&R coordinator.As librarians we cannot solve all of societyTs ills. We will continue to strugglewith oshould I or shouldnTt I.�. Whatever decisions we make, I vote for the onethat implies ojust do it.� After all, libraries do change lives!Fall 1993 " 119

INDEXES AND ABSTRACTSThe Wilson Indexes Expand! :* Library Literature adds 18 periodicals* Index to Legal Periodicals expandscoverage to include monographs*® Social Sciences Index mo) is currentlyunderway* Education Index v« now often: exclusivecoverage of nearly 100 publications.Wilson Expands Electronic Accesswith Newspaper Coverage __Business Periodicals Index and WilsonBusiness Abstracts now include indexingand abstracting of articles from the Wall_ Street Journal, as well as relevant businessarticles and the Business Section of TheNew York Times. ReadersT Guide andReadersT Guide Abstracts are also indexingand abstracting articles daily from The| New York Times. The Science Section ofThe New York Times is also included in- General Science Index. .Play Index| The latest volume provides references | to| 4397 new and previ sh ee paysPric to be announced.4116 " Fall 1993search) Woe ieares, and much more!o| Wilson Harvese a Brand-NewSeason of Resources| WILSON INFORMATION SYSTEMNew IBM WILSONDISC WorkstationThe new IBM PS/ValuePoint 425 486SXincludes a Hayes compatible modem, aninternal Hitachi CD-ROM ce andmuch more! -Wilson Databaees to be AvaliableThrough CD Plus and SilverPlatterHW. Wilson has reached an agreementwith CD PLUS and Silver Platter to add _Facts About the s Prcciaenis.Sixth EditionWILSONDISC CD-ROM databases totheir rosters. The databases will be avail-_able through CD PLUS and SilverPlatter,_as well sd WILSONDISC, by the end of -| $55 U.S. and Canada, $60 other countries.Acompendium of facts, statistics, and anec-dotes about the 41 American Presidents1993. Call toll-free for more details.~Enhanced WILSONDISC 2.5 SoftwareAn enhanced» version with all the featuresyou've requested; highlighted search terms,expanded Multiple Subject Search (Wil-COMIN : SOON!Windows versions 0oe CD- ROMi) REFERENCE BOOKS AND VIDEOSOld Worlds to New |The Age of Exploration and DiscoveryBy Janet Podell and Steven Anzovin296pp. 1993 ISBN 0-8242-0838-2$44 U.S. and Canada, $49 other countries._ Presents clear, unbiased accounts of the| lives and accomplishments of 75 explorers,warriors, and scientists from the 15th-17thcenturies.By Joseph Nathan Kane432pp. 1993 ISBN 0-8242-0845-5who have held office from 1789 to 1993.Booktalk! 5Edited by Joni Richards Bodart_ 300pp. approx. Fall 1993ISBN 0-8242-0836-6__ Price to be announced.Collects over 320 ready"to-tise talks origi-nally published in Joni Richards BodartTsnewsletter The Booktalker. A companionvolume to Booktalk! 4.Stories on Stage_ Scripts for ReaderTs TheaterBy Lie Shepard162pp. 1993 :ISBN 0-8242-0851-x«$40 US. and Canada, $45 other countries._ Multicultural in scope, this indispensableresource provides 22 ready-to-use scriptsbased on quality literature.How to Use the ReadersTGuide| Videocassette. 20 minutes 3 1993vailability of the Biblio-SC for the IBM person-Color/VHS/Hi-Fi) ISBN 0-8242-0846-3 _North Carolina LibrariesSe eee ee ee eee es ee ee

Coalition Building,Fund Leveraging, and Role ChangingKeys to Expanded Social Serviceshe changes have been gradual,almost unnoticed. They beganback in the 1960s when librar-ians discovered what was thencalled opublic relations.� Theybegan with the first appearanceof specialized displays of books in an at-tempt to mimic the displays of the depart-ment stores and supermarkets. The goalswere noble: increase circulation, bringmore people into the library, increase thenumber of people reading, make the li-brary begin to appear that it was not amusty, silent, tomb-like mausoleum ofdead books and comatose employees. Thechanges produced results. By unwittinglyemploying a few standard marketing tech-niques, libraries did increase circulation,did increase the number of customerswalking in the library door, and, in spite ofthe best efforts of the school systems to thecontrary, did increase the number of peopleable to read even as the schools increasedthe number of graduates not able to read.Libraries became ofun places� full of ALAREAD posters, puppet shows, and largemoney-making video stores. Popular fic-tion dominated the expenditure of publictax dollars, and a new professional rolemodel " the librarian as cruise director "was created. We rarely stopped to talk withthe homeless person keeping warm underthe READ poster unless that personTs odoror behavior annoyed the better-heeled cli-entele. We rarely stopped to consider whyour customer base was taking on a distinc-tive white, middle-class tint, why the grow-ing number of people of color or people ofa foreign language in our communities feltthat they were not welcome in the publiclibrary, why we were becoming irrelevant.We should have seen the signs of ourNorth Carolina Librariesby Public Librariesby Howard F. McGinnirrelevancy, but this was the age of Reaganand America was standing tall. Now, how-ever, we are beginning to understand thatthe age of Reagan has left us financiallyand spiritually bankrupt. We face an un-imaginable national debt, riots and bombsin our cities, financial institutions that arestill in the intensive care unit, and a lostgeneration of the young, especially Afri-can-American and Hispanic young menwhose talents and skills we will sorely missin the future. And, as our libraries havebecome irrelevant to most peopleTs lives,our profession slowly fades into extinc-tion. The application of marketing tech-niques did not bring on this decay; ourmisunderstanding and amateurish appli-cation of them did so. Mass circulationstatistics did not produce lower bud-gets and the seeds of internal col-lapse; the rush for the quick fix, thequick profit did so. The increasednumber of customers did not devas-tate our credibility; our inattentionto the human needs of large seg-ments of our society did so. We soldour ancient heritage so that thewords of Danielle Steele might beheard throughout the land. But asthe Bible says othe poor we havealways with us� and in the hope ofthis post-Reagan era perhaps thereare some small steps we can take toregain our relevancy, to restore ourprofession and professional dignity,to increase our budgets, and, in theprocess, to make a difference in thelives of the many who never feltthey were permitted to enter ourbuildings. The first step we need totake is to examine possible rolechanges.I Am My BrotherTs And SisterTsKeeper.I am certain that the most frequent re-sponse to the question oWhy did youbecome a librarian?� is the answer: oBe-cause I love books.� This is the root of ourproblem. I would like to believe that mostof the people giving this response wouldadd oand I want to help people.� Butin mytwenty-five years as a librarian, I havenever had that second phrase appended toa personTs unswerving devotion to thatpiece of technology composed of paper,glue, and chemicals that we call a book.Aside from Hitler and Savonarola, fewpersons will openly express a hatred ofbooks. General Assembly members haveeven been known to cut library budgetsThe goals were noble:increase circulation, bringmore people into thelibrary, increase thenumber of people reading,make the library begin toappear that it was not amusty, silent, tomb-likemausoleum of dead booksand comatose employees.Fall 1993 " 117

drastically while professing to be avid read-ers. A book, or more realistically, a collec-tion of many books in one place producesa strange response in many persons in ourculture. For these persons, entombmentinbooks brings a sense of security, a feelingof eternity, of immutability, of comfort ina world that has run amok. Entombmentallows a person to avoid accountability forthe expenditure of tax dollars, to avoidaccountability for lack of personal produc-tivity, to avoid contact with the commonworld of business, jobs, and unemploy-ment. For many, entombment in booksoffers an opportunity to escape from real-ity, a safe haven to weather the onslaughtsof the world of the homeless, the mur-dered, the illiterate, the hungry. Whatbehavioral patterns, however, would beestablished by librarians who append thephrase oand I want to help people� to theirreason for their career choice? Perhapsthese are some.1. The Librarian As Job Provider.Librarians have an honorable history associal activists. We willingly battle censor-ship, we march for gay and lesbian rights,we have attempted to overcome adult illit-eracy with just a fraction of the funds usedby the public schools to produce illiter-ates. But if the phrase oand I want to helppeople� were to be inserted in our dailywork operations and budgeting, the tex-ture of public library service would changedramatically. For once we would be able tosee a direct cause-effect relationship be-... perhaps there are somesmall steps we can take toregain our relevancy,to restore ourprofession and professionaldignity, to increase ourbudgets, and, in theprocess, to make adifference in the lives ofthe many who neverfelt they were permitted toenter our buildings.118 " Fall 1993tween our work and the people we serve.The job creation program in the NantahalaRegional Library System in North Caro-lina is an excellent example of this phe-nomenon.The Nantahala Regional System in-cludes Graham County, the county inNorth Carolina that historically has thehighest unemployment rate in the state.In 1989 the State Library of North Caro-lina began to work with Martha Palmer,director of the system, and Marcia Clontz,the systemTs outreach librarian, to developajob creation program in Graham Countythat would be library-based. Plans weredeveloped to begin a data entry businessthat could be used by local governmentofficials as a prototype for a much largercorporate data entry industry that wouldbring good jobs, good working conditions,and no negative environmental impact tothis mountain county. Four jobs were cre-ated in the library, subsidized by LSCATitle I funds. Libraries across the statebegan to send their shelf list cards to theGraham County Library where the em-ployees converted the paper records intoMARC records using OCLCTs Microconsystem. These records were then added tothe state online catalogs at OCLC. Publiclibraries across the state were able to havetheir holdings converted inexpensivelyand, at the same time, obtain a tape oftheir holdings for loading into an onlinesystem. The program is now in its thirdyear of operation. People are working. Theburden is now on state and local govern-ment economic development offi-cials to nurture and expand this na-scent industry in order to developmore jobs.2. The Librarian As HealthProvider.We are accustomed to people usingpublic libraries to obtain health carematerials in order to performself-diagnosis. The number of per-sons using the library for this pur-pose increases when economic con-ditions are bad. But a program in thePettigrew Regional Library Systemin northeastern North Carolina re-versed the pattern of the provisionof health care. Instead of waiting forpeople to come to the library,PettigrewTs director, Martha Smith,took health care to the people. Theplace was Tyrell County, the onlycounty in the state without a physi-cian. The program was a joint pro-gram of the Pettigrew Regional Li-brary, the State Library, and theSchool of Nursing at East CarolinaUniversity. The concept was simple.A graduate nurse would ride the bookmo-bile and, at the bookmobile stops, do physi-cal examinations of the elderly, newbornchildren, pregnant women, anyone whocame for assistance. If the nurse discov-ered that persons needed immediate medi-cal care, Social Services was notified or theperson was rushed to the medical schoolhospital at East Carolina University. Thelibrarian, meanwhile, distributed infor-mation about nutrition, self-examination,child care, and other topics. Videotapeswere shown when appropriate. The keyfactor in making this program work wasMartha SmithTs knowledge of her commu-nity and her willingness to changelong-standing bookmobile routes. Theroute was changed to stop in the lateafternoon and evening at backroadschurches and fire houses when peoplewere home from work in the fields orfactories. Health care was delivered to thepeople of this very poor county.The Emporia (Kansas) Public Libraryhas conducted a similar program eachsummer for the past few years. ThechildrenTs librarian schedules outdoor storyhours in trailer parks in the city. Most ofthe residents of the parks are Mexican,Vietnamese, or Cambodian. While theparents may not be able to speak English,the children usually have mastered enoughof the language to understand the stories.A social worker or nurse will accompanythe librarian and, while the story hour isbeing conducted, the nurse or social workerwill do physical examinations or workwith the families in helping solve otherproblems. This summer, a graduate stu-dent from the School of Library and Infor-mation Management at Emporia StateUniversity will workin the program as partof her practicum. As a supplement to theseprograms, the library has started Spanishlanguage story hours on a year-round basisfor children who have not yet learnedEnglish. It will soon begin a program toteach English to newly-arrived Hispanicadults. In both North Carolina and Kan-sas, children, young parents, and the eld-erly were plugged into the social servicessystem and into other programs throughthe library.3. The Librarian As Mentor.The plight of young African-American menis becoming a national concern. Manyefforts are underway to reduce the deathrate of these young people from murder byhandguns and drugs, to increase their jobopportunities, to provide a meaningfuleducation, to create positive role models.This summer, the Emporia Public Librarywill conduct a month-long oRites of Pas-sage� program for young African-AmericanNorth Carolina Libraries

men in the community. The project is ajoint program of the library and the Officeof Minority Student Affairs at EmporiaState University. The programs will beheld two nights each week in June and Julyand will focus on the unique problemsfacing these young people.The Greensboro (North Carolina) Pub-lic LibraryTs Vance H. Chavis LifelongLearning Center has attacked these andother problems encountered on a dailybasis by the African-American communityin that city. Chavis Center director SteveSumerford has especially concentrated ontutorial programs for students and literacyprograms for adults. Funding is providedby the Greensboro Public Library and by anon-profit fund-raising group.4. The Librarian As Social ServiceInformation Provider.This is a more traditional role. Thenow-rapid emergence of statewide elec-tronic networks has enabled public librar-ies, in particular, to provide informationabout the wide variety of social servicesavailable to customers. The InformationNetwork of Kansas and the State Library ofKansas have recently inauguratedKIDSNET. This free, statewide, electronicservice provides a ofinder service� on acounty-by-county basis for parents need-ing day care for children ranging in agefrom toddler to elementary school. It pro-vides lists of facilities for children withspecial needs, and long-term residentialfacilities for children without parents, whoare troubled, or who need special atten-tion for whatever reason. KIDSNET alsospells out eligibility requirements for thereceipt of assistance.Other states have developed or aredeveloping similar programs. The StateLibrary of North CarolinaTs North Caro-lina Information Network, of course, hasoffered job listings for several years. TheState Library of Colorado has announcedthe initiation of a feasibility study to addhealth care and social services informa-tion to the Access Colorado Network. Whenthis information is online, Colorado resi-dents will have access to a wide range ofhealth and family-related information.Using the Network, for example, a preg-nant woman could obtain informationabout prenatal care services, or a familycould investigate adult day care services tohelp deal with an aging parent who needsconstant care. In these four areas of ser-vice, two essential factors emerge that makesuch services possible.Keys To Service1. State Library Initiative.Because these services often require fund-ing not normally able to be provided in apublic libraryTs budget, state libraries, byusing LSCA Title I and III funds, can pro-vide the seed money to begin and sustainsuch services. In most cases, LSCA dollarsare used to provide leverage to obtainother federal, state, and local governmentfunds, or private dollars. The Access Colo-rado program, for example, is supportedby a grant from The Colorado Trust andthe Aurora Prevention Partnership. TheColorado Trust was endowed by the pro-ceeds of the sale of Presbyterian/St. LukeTsMedical Center in Denver. The AuroraPrevention Partnership is funded by theU.S. Department of Health and HumanServices, Office of Substance Abuse Pre-vention, and the City of Aurora YouthInitiative. The key, however, is the coordi-nation provided by the State Library ofColorado.2. Coalition Building.The pre-electronic form of networking isalive and well. The Information Networkof Kansas and the State Library of Kansashave developed access to a large number oflegal, social service, legislative, and otherstate government databases by formingcontractual arrangements with other stateagencies. Both Kansas and North Carolinamake extensive use of state-operated tele-communications networks to provide ac-cess to these databases as well as to theInternet and its wealth of resources. If oneis able to maneuver through the gray areasof church-state relationships and not in-cur the wrath of the American Civil Liber-ties Union, cooperative programs withchurches can be very valuable, if not es-sential. The Emporia Public LibraryTs His-panic programs are being conducted withassistance from the Methodist Church. InNorth Carolina, the stateTs Southern Bap-tist Convention and the Roman CatholicDioceses have developed extensive pro-grams to serve migrant workers. Inroadsalready made by the churches can be veryvaluable in initiating programs. The es-sential key in the development of thesecoalitions is good, old-fashioned,face-to-face bargaining with the state li-brary representing library interests.Ronald Reagan did not completely de-stroy altruistic behaviorin the United States.As the proverbial pendulum of social changeswings back to a true okinder, gentler� na-tion, librarians are finding that it is possibleto return to the traditions of service thathave been such an essential part of theprofession without sacrificing the gainsmade by the adoption of modern market-ing techniques. What is needed, however,is a mass return to these roots. When everycitizen can truly feel that she or he is al-lowed to enter a public library, that therewill be information services available thatwill help meet his or her needs, no matterhow mundane those needs may seem to be.When the professional librarians providingthese services represent all races and colorsin our society, then our public libraries willtruly be public.G- K- Hall & Co. offers more bestsellers, more paperbacks, and morevariety than any other large print publisher. Ask about our new Librarian'sChoice Standing Order Plans -- we have a plan to meet any budget!Large Print BooksRalph M. DavisP. O. Box 144, Rockingham, NC 283791-800-545-2714G-K- Hall & Co. # 70 Lincoln Street ¢ Boston, MA 02111 1-800-343-2806 # Fax 1-617-423-3999North Carolina LibrariesFall 1993 " 119

Community Use of Tax-SupportedAcademic Libraries in North Carolina:Is Unlimited Access a Right?by Barbara Best-Nicholsn 1979, I was employed as Head Librarian at a majorcompany located in the Research Triangle Park (RTP).This companyTs library and staff had access to the facili-ties of the research libraries in the area, two of which aresupported by the North Carolina General Assembly andone of which is a private institution. The ResearchTriangle Foundation had negotiated with these libraries to pro-vide free access to their collections and services by RTP compa-niesT employees.In 1989, I was employed as Library Supervisor at a companylocated adjacent to Research Triangle Park in Wake County. Thiscompany was in the process of developing a research librarycollection. Thus, its resources were not complete enough toprovide all the materials necessary for the research being con-ducted. During the 1977-81 and 1981-85 terms of Governor JimHunt, corporate recruitment for the state was at an all-time high.Part of the recruitment strategy emphasized the availability ofarea university resources that included laboratory, faculty, andlibrary resources. Before relocating, the company in questionheld conversations with the chancellor of a local tax-supporteduniversity who promised free use of the facilities when therelocation was complete. Efforts to capitalize on the use of libraryfacilities of this tax-supported university were unsuccessful. Inorder for the research staff to borrow materials for home or officeuse without going through the interlibrary loan process, a contri-bution to the Corporate Patrons Program of the Friends wasrequired. An annual contribution of $600 or a life membershipof $5,000 oallows all employees of the company to enjoy thebenefits of membership " including library borrowing privileges" without paying the $25 individual rate .�1The preceding paragraphs illustrate the lack of consistentservice to the research communityTs use of public academiclibraries. What, then, is the responsibility of the tax-supportedacademic library to the community user? In 1967, E. J. Joseyparaphrased a similar question raised by Eric Moon in 1966,which was, ocould not residents of the community argue thatthey had a right of free access to college and university librariesreceiving generous support from state and federal funds to whichtheir taxes have contributed?�2 Although this issue has beendebated throughout the years, it is not presently resolved.This issue is germane to both the individual and commercialresidents. Because business establishments are paying higher taxrates than individuals and contribute greatly to the overall120 " Fall 1993economy of the state, are their requests for services any morelegitimate than those of the individual requester's? This is not tosay that the individual resident is any less important or has aneedthat is any less valid. In fact, the taxpayer sees a significantportion of income being withheld for state and federal taxes.These tax withholdings are given back to the community inmany forms, including entitlement programs, block grants,educational programs, library funding, and many other pro-grams and services too numerous to name. oAcademic librariesare accepting federal assistance, not only for building construc-tion but also for books, materials, and equipment. The questionof whether or not to deny a taxpayer the right to use his tax dollarin a given academic library may no longer be moot.�3 Areameetings in preparation for the GovernorTs and White HouseConferences have presented the opportunity to address this issueon a state and national level.In the fall of 1990, a series of regional GovernotrTs Confer-ences on Library and Information Services was held. Theseconferences were a prelude to the second White House Confer-ence on Library and Information Sciences. Several resolutionsaddressing the use of all libraries by community members weremade at these regional conferences. One resolution specificallyaddressed the use of university libraries by members of thecommunity with specific reference to professionals in businesses,companies, and corporations.The following are actual resolutions made at the variousregional GovernorTs Conferences on Library and InformationServices throughout the state in the fall of 1990.1. oResolved: That the General Assembly mandate allstate-supported universities to extend full libraryservices to include borrowing privileges to profession-als of businesses, companies, and corporationsperforming research or manufacturing within a 35-mile radius of said universities. That this extension ofservices be specifically applicable to those businesses,companies, or corporations recruited by the NorthCarolina Department of Commerce or other munici-pal Departments of Commerce who indicated that thearea was conducive to their operations because of theavailable resources from the area universities, thepremise upon which Research Triangle Park wasdeveloped. Further, that this extension of servicesnot be predicated on membership within organizedNorth Carolina LibrariesS

oFriends� or other local support groups. Be it furtherresolved, that the discriminatory practice of somestate-supported universities of allowing full service toinclude borrowing privileges to professionals ofbusiness occupants of Research Triangle Park to bedisallowed or discontinued.�42. oThat library service to business be developed andpromoted in all libraries to meet the economicdevelopment needs of the community served.�53. oThe North Carolina General Assembly assuresthat library resources of all libraries in the state arelisted in computer format so that the library resourcesof the state are known and thus available to allcitizens.�These resolutions were a public appeal for libraries of all types toprovide information to all people.Resolution One was an attempt to persuade tax-supportedacademic institutions to allow community users access to theircollections, with borrowing privileges, specific requests beingmade for business, company, and corporate professionals. Fur-ther, that utilization of library services should be free of fees, suchas Friends memberships, minimal contributions, or other finan-cial payments. The premise is that as commercial taxpayers,businesses have already paid sufficient monies for the availabilityof various state-supported services, to include library use.On many campuses where services to community users arebeing contemplated, the question is being raised as to owhichcommunity users to serve.�� Not only is the business communitygrowing, but so are the artistic and related cultural communities.In addition, the health and legal service communities are alsoexpanding rapidly. They generate ounassociated or extramuralcollege library borrowers who are serious researchers who nolonger pursue formal study; they are writers, artists, doctors,lawyers, scientists, and poets who live within the proximity ofthe college library. These persons need library materials for theirprofessional work, their research, or for speech purposes.�8Former President Bush on April 18, 1991, released America2000: An Education Strategy. This initiative was oto move everycommunity in America toward the national education goalsadopted by the president and the governors in 1990.�9 In thisplan, it was the aim of the former president and governors toensure that students, parents, business, community leaders, andothers becme involved in learning. oThe president challengedadult Americans to ~go back to schoolT and to make this a ~Nationof Students.T The president urged every American to continuelearning throughout his or her life, using the myriad formal andinformal means available to gain further knowledge and skills.� 10While the America 2000 plan focused on a ~Nation ofStudents,T made up of all segments of occupations, many of thenationTs colleges and universities have been oextending servicesto members of the clergy and teachers.�!! These individuals areoextended privileges because of the responsibility of their posi-tions, feelings of trust and confidence and also because much ofthe materials required werenTt housed in public libraries.� !In todayTs society, teachers and clergy are not the onlyindividuals who have awesome responsibilities. Elected officials,private citizens, and others require access to information toperform in a judicious manner. Werner Cohn, a retired sociologyprofessor paraphrased a quote by Justice Robert Jackson bystating, owithout access to adequate information, citizens can-not exercise their civic functions; without reasonably compre-hensive library facilities, there is no adequate access to informa-tion.... But citizen access to the library has dangerously corodedin recent years because the private university library has with-North Carolina Librariesdrawn from public service.� 13Though the above quote is about private university libraries,it is certainly relevant to many public university libraries. oTherelationships between the library and its external users have beenreexamined under present day conditions of high costs andrestrictive budgets for library operations.�!4 Lack of adequateresources has caused many public university libraries to reducehours, staff, and services. This withdrawal of services and staff,and this reduction of hours have created problems for its primaryusers, the faculty and students. Thus, it is also necessary towithdraw these services to the external user. oFunding is notusually provided to research libraries to serve the general com-munity users.� 15Resolution Two supports and further amplifies the positionthat library service to business should be developed and pro-moted in oall� libraries to meet the economic needs of thecommunity served. The word oall� implies the inclusion ofacademic libraries.Literature ReviewIn reviewing the literature much emphasis was placed on the useof academic libraries by high school students. Atleast three of thearticles suggested that academic libraries could prove to be veryeffective recruitment tools. One in particular indicated that othelarge number of community residents who visit the library,including teachers, businessmen, and high school students areall potential sources of new students for academic institutions.This is particularly true if the visitorTs exposure to the institutionthrough the library creates a favorable impression. A positivelibrary experience can reinforce positive opinion about the entireinstitution.�!6 There also was considerable information on theuse of academic libraries by business and professionals within thecommunity.The literature search cited several articles on the use ofacademic libraries as they relate to online public catalog trainingfor the public and other end-user public access.Research DesignBecause of the lack of previous research on the topic, a survey toprovide additional information about the community and its useof tax-supported academic libraries was compiled.Data was obtained from eleven libraries. These libraries, allwithin the state of North Carolina and part of the University ofNorth Carolina System, receive support from the North CarolinaGeneral Assembly. These eleven libraries represent all geographi-cal areas of the state. The libraries also include historically blackcolleges and universities and a Native American university. Twoof the libraries are at the same university; however, one is aprofessional school library.The instrument, oSurvey: Library Use by Non-Students andFaculty,� was faxed to all sixteen state-supported colleges anduniversities. This instrument was designed to determine policiesof these institutions regarding use of their libraries by thecommunity. Further, the instrument was designed to determineif these universities actually included community use in theirmission statements. It also queried the relationship of theselibraries to the business community and high school students.Additionally, the instrument was designed to determine whetherof not the local Chamber of Commerce cited the availability ofuniversity library resources in recruiting industry to local areas.This information was requested from the libraries and not thelocal chambers of commerce.HypothesesThe hypotheses for this investigation were:Fall 199% " 121

1.Tax-supported academic libraries provide services tocommunity users who are not university or collegestudents and faculty.2.Tax-supported academic libraries do not provide freeborrowing privileges to residential and businesscommunity users.Survey ResultsNarrative form is used to report the survey results. No attemptswere made to massage, synthesize, or summarize these results.The researcher felt that having the actual responses would proveof greater value than providing composite responses.Eleven (65 percent) of the seventeen instruments were re-turned. The survey group was all tax-supported academic libraries.Of these eleven responses, one institution indicated that it re-sponded only to official statistical surveys from the Association ofResearch Libraries; thus, the total number of respondents complet-ing the survey questions was ten (59 percent).The survey questions and respondent answers are in narra-tive form. This gives the reader the full essence of the survey.Respondents were asked to send copies of their missionstatements. Nine (90 percent) returned mission statements andthree (30 percent) returned circulation policies.Question 1: Does your mission statement allow you to servethe community outside of the campus environment?Yes. No.Explain and attach a copy of your mission statement.Library A. oYes. ... In addition to the services provided to ourprimary clientele, the Library offers selected services to thelarger community of which ... it is a part " alumni,citizens of the local area, and students and faculty of otheracademic institutions.�Library B. oYes. ... In addition, ... serves as a secondaryresource for non-technical health care information forhealth care consumers in the local community.�Library C. oYes. ... The diverse campus and communityclientele are aided in their use of information resources,services, and facilities by the Academic Library Servicesfaculty and staff who offer instruction and assistance.�Library D. oYes. ... Service is extended to ... residents of thelarger city-county-regional area who have informationaland resource needs which can be met by an academiclibrary.�Library E. oYes. Permission is granted on a case by casebasis if the requester can show demonstrated need.�bibrany hes VeSh-Library G. oYes. ... Fundamental to its mission are excellencein teaching, high quality research, scholarship, andcreative expression; and fostering a strong sense ofcommunity through curricular and co-curricular programs.�Library H. oYes. ... Within its allocated resources, theLibrary also accepts the responsibility for providingvarious services to citizens and scholars outside theimmediate university environment.�Library I. oNo.�Library J. oYes. The statement does not formally addressservice to the larger community, but there is certainly noprohibition on such service, and service to the larger ...community is permitted, and in some cases, encouraged.For example, the Reference Librarians arrange for highschool students to tour the library and work on theirresearch projects while in the library.�122 " Fall 1993Question 2. If yes, is this service non-restrictive, that is, doyou loan the materials out through normalcirculation procedures or is service restricted toin-house use?Library A. oNon-restrictive.�Library B. oNormal circulation.�Library C. "Non-university patrons may borrow materialsfrom the library. They do not restrict to in-house use oflibrary materials.�Library D. oNormal circulation policies.�Library E. oYes, the loan period is the same!�Library F. oNormal circulation policies.�Library G. oLoan agreements are established with areacolleges, secondary schools, public library. These arrange-ments allow those institutions to issue written referralnotes requesting that the borrower be allowed to checkout materials on a specified subject. The referral note iskept by us. A new note must be brought each timeborrower comes to obtain material. These patrons arelimited to 6-8 books at a time. The referral institution isresponsible for seeing that the borrower returns all books,pays any fines due, or pays for lost material. If borrowerdoes not pay, referral institution reimburses this Library.�Library H. oNormal.�Library I. oNormal circulation procedure.�Library J. oNon-restrictive, but there are some limitations asindicated below.�Question 3. If yes to circulation, is the circulation period thesame for community users as it is for academicpatrons? Explain.Library A. oYes; loan period is 3 weeks with 2 renewals.Popular collection (browsing) " 2 weeks with no renew-als. (Same loan period as for ... students).�Library B. oYes, except for faculty clients who have a one-year check-out period " actually, everything due end ofspring semester.�Library C. oArea Resident, 14 days; BorrowerTs fee $15.00individual, $100.00 corporate. Community College, 14days; BorrowerTs fee $15.00 individual.�Library D. oThree-week loan " same as for students.�Library E. oSame.�Library F. oNon-student users have a one month loan, sameas our students. They are subject to same fines & billscharges; recalls and other notification.�Library G. oSame as for undergraduate students. Material onreserve and audio-visual materials are loaned only to ...students, faculty and staff.�Library H. oSame as undergraduates, but 4-book limit.�Library I.oYes. Three-week circulation period is standardwith a three-day grace period " Exceptions: Graduatestudents/14 day grace. Faculty & staff/1 year grace.�Library J. oThis circulation period is 21 days for bothuniversity and ocity patrons.� However, City Patronsmust pay a $10.00 per year fee, they may not borrowbooks if they owe fines in any amount or have overduebooks, and they must be at least 18 years old or beaccompanied by parents if less than 18 and registering asa borrower. We are a little more strict with the CityPatrons than the students. For example, they may borrowno more than five books at one time, but students mayborrow as many as they need.�North Carolina Libraries

Question 4. Do you believe that the general (local) taxpayershould have access to tax-supported universityresources?Yes. No. Explain either answer.Library A. oYes.�Library B.. oYes.�Library C. oYes. Our primary responsibility is to providelibrary and information services that support the students,faculty, and staff of ..._ Once that responsibility can bedetermined to have been met, then we will attempt toassist members of the community. If there is competitionbetween the two groups for the same resources and/orservices the university community always has priority.�Library D. oYes. I believe that community users are entitledto in-house use of materials for free. Other services mayneed to be fee-based.�Library E. oYes. However, outside access to materialsownedby small institutions should be restricted.�Library F. "Yes. As per our mission statement we should bea resource to the taxpayers of N. C. Though we do insiston the primacy of our immediate communityTs scholarly,instructional & research needs.� (Mission statement wasnot included).Library G. oYes, but access is for use of materials within theLibrary, not for loan of materials nor for library servicesrestricted to students, faculty, staff such as ILL, computerdatabase searches, etc.�Library H. oYes. I believe in open access to information.�Library I. | No response.LibraryJ. oYes. Prohibition of use for taxpayers would beethically questionable and perhaps illegal if push came toshove. Generally, use by non-campus people has not beena significant drain on library resources, it is good forlibrary/community relations, and has not created prob-lems of any significance.�Question 5. If yes, should the services be fee-based or free?Explain.Library A. o$10.00 non-refundable fee for library card forcommunity patrons.�Library B. oFree, provided they are free to primary clientele.�Library C. oIf our primary clientele is charged for a servicethen the general public will be charged at least the samerate and, perhaps, more. In some instances, the generalpublic will be charged because of higher loss rates or theinability to influence them to honor obligations they havemade.�Library D. oFee-based. Universities are funded by FTEstudent counts. Unless funding formulas are changed totake community service into the formula, some servicesmust be fee-based.�Library E. oA small deposit would weed out the non-seriousLibrary F. oThey are and should be fee-based to discouragepossible misuse of our resources.�Library G. No response.Library H. oFee based. Students pay fees, in addition to their(or their parentsT) taxes to support the library, so commu-nity users should pay at least a cost-recovery fee for beingable to check materials out of the library.�Library 1. No response.LibraryJ. oWe think a fee for borrowing is reasonable. It7North Carolina Librariesshows the community borrower is genuine about usingthe resources, and perhaps lessens the chance of someoneregistering as a borrower, taking books, and never return-ing them. Any other service " copies, online searches,etc., are based on the same fees students pay. Our fees arecheap compared to many libraries. $10.00 a year toborrow books, 5 cents per page for copies; some academiclibraries charge as much as $100.00 per year for commu-nity borrowing privileges.�Question 6. Are you aware if the businesses and industries inyour area have their own libraries? Some do.Some donTt. What percentage do?Library A. oIam not aware.�Library B. oSome do.�Library C. oSome do. All of the very largest businessesappear to have libraries of some type. The medium-sizedand smaller businesses seem, without exception, to nothave libraries.�Library D. oDonTt know.�Library E. oSome do.� (Percentage) oDonTt know percentage.�Library F. oSome do.� (Percentage) oNot known to us.�Library G. oSome do.: (Percentage) oDo not know.�Library H . oNo.�LibraryI. oSome do.� (Percentage) oI have no idea.�LibraryJ. oSome do.� (Percentage) oImpossible to say,probably less than 1%.�Question 7. Does your local Chamber of Commerce cite theavailability of your resources when recruitingindustry to your area? Explain.Library A. oNo, but a good idea.�Library B. oI donTt know, but I doubt it.�Library C. oThe Chamber of Commerce emphasizes thepresence of the university as a positive feature that offers awide variety of collaborative opportunities for businessesconsidering moving to the area, but there is no specificreference to or emphasis placed on the availability of theuniversity library.�Library D. oDonTt know.�Library E. oDonTt know.�Library F. oN/A.�Library G. oDonTt know. Fairly sure University is cited inrecruiting/publicity materials promoting the ...area.�Library H. oDo not know.�Library leases?Library J. oNo. The University as a whole is one of thenotable resources, ... but as so far as industry recruitment,libraries are small change.�Question 8. Is the economy of your area affected by the olackof� or oaccess to� reference information availableto the community and its business leaders?Explain.Library A. oNo.�Library B. oNo.�Library C. oThere is no way to answer this question with anydegree of confidence. There is an assumption that manybusiness and community leaders do not know what theyFall 1993 " 123

do not know when it comes to the availability of informa-tion resources and support. Whether that lack of under-standing has an impact on the local economy is sospeculative that it is not worth worrying about.�Library D. oDonTt know.�Library E. oDonTt know.�Library F. oN/A.�Library G. oWould believe it is.�Library H. oDo not know.�Library I. | No response.Library J. oAgain, impossible to say. It would take sophisti-cated survey work to measure such effects. The locallibrary ... has an excellent business collection and is quiteactive in providing information to the business commu-nity. They even will provide free online searches tobusinesses.�Question 9. Do you or would you like to have a specialinformation sharing relationship with thebusinesses, government, or industries in yourarea?Library A. oYes. Informal sharing with lawyers and somecommunity businesses...�Library B. oNo.�Library C. oYes, if the right conditions existed. Given theseverely restricted resources available to the universitylibraries there is little opportunity to develop externalrelationships. If the university had the resources availableto support the campus community adequately then itwould be appropriate to explore the development ofrelations with other major communities in the area.�Library D. oI canTt respond unless I know specifics ofarrangement. We certainly are not staffed or funded to doa great deal of reference work for non-university users.�Library E. oNo. In order to accomplish a feat of this type,additional funding and staffing are needed.�Library F. oWe have excellent relations with regionalgovernment and business organizations. Some informal,others on an as needed basis. We generally deal withindividual members of those organizations per our liberalgranting of privileges ... oLibrary G. oYes.�Library H. oYes. We now do online computer searches forbusinesses on a cost-recovery basis. Also allow somecompanies ... to use corporate borrowing cards.�Library I. | No responseLibrary J. oYes. Such relationships would enhance thedepth of resources available to everyone involved. How-ever, our budget is limited, and to provide the extensiveresources needed to meet wide-ranging questions andresearch needs, we would need more funding for materialsand staff.�Question 10. How recently has your mission statement beenupdated.?Library A. o1991-1992.�Library B. No response.Library C. oThe mission statement was last updated in 1990and is reviewed every year.�Library Dit o2/87=Library E. oDonTt know.�124 " Fall 1993Library F. oN/A.�Library Grae2/2W/9ieLibrary He allish992%LibraryI. oUpdated in January 1992 to cover period July T92through June T94.�Library J. o1989, during the last SACS review.�Question 11. Under what conditions do you make yourservices available to school students and schoolfaculty? (non-academic).Library A. oNo cards are issued to public [school] students;they may use material within the library. Public schoolteachers may obtain a community borrowerTs card.�Library B. oInform those in the service community of theresources and services which are available to them.�Library C. oWe do not loan to any person under the age ofeighteen.�Library D. oAnyone may use materials in house. Librarycards may be purchased for $12.00/yr. by N.C. residentsover 18. We give library tours to school groups onrequest. We have reciprocal borrowing agreements withlocal community and private colleges. We do not dointerlibrary loan or database searching for non-universityusers.�Library E. oPolicy being reevaluated.�Library F. oN/A.�Library G. oLending agreements in place with secondaryschools, colleges, community colleges in the area.�Library H. oSee attached policy.� Policy states that oAdultNorth Carolina residents, (over 18 and out of high school)may purchase a borrowerTs card, valid for six months, for$5.00. The fee is waived for citizens over 65 years of age.�Library I. oTours of library by appointment only, andschool librarian must be with class or group. Tour doesnot include introduction to online catalog, indexes or CD-ROM. School librarian and teacher provide any instruction.�Library J. oSchool faculty have to pay the $10.00 annual feeto borrow books; students have to be accompanied by aparent and pay $10.00 to register for annual borrowingprivileges. Anyone can use materials within the libraryitself, but some form of ID is required for borrowingcurrent periodicals and some reference materials. Usually,students just want to work in the library, and donTt reallyneed to borrow the materials.�ConclusionOn the basis of the survey responses, it is apparent that thereexists within the public university libraries of this state a vastdifference in approaches and philosophies to serving users exter-nal to the college or university environment.The response indicates that some libraries do provide freeborrowing privileges; however, others charge a variety of fees.For residential borrowers, fees range from a low of $5.00 to a highof $15.00 per year. Some libraries extend services to high schoolstudents and even assist with projects, while others allow highschool students only in the company of their parents, teachers,or school librarians.Business borrowers of public academic libraries pay annualfees averaging approximately $100.00 (average of reported re-sponses). At least one public academic library reported that itprovides online searches for business on a cost-recovery basis. Italso allows some businesses to use corporate borrowing cards.North Carolina Libraries

This sampling (small based on the number of librariesincluded in the survey) gives evidence to the hypothesis thatsome state-supported academic institutions are providing someservices to community users who are not university or collegestudents and faculty. This sampling also gives evidence thatsome state-supported academic libraries are not providing freeborrowing privileges to residential and business users. This isapparent from their mission statements and circulation policies.It is evident that as the general economy declines and theneed for information increases, there must exist among librariesthe ability to extend services beyond their originally intendedcustomers. Academic libraries are in the best position to extendservices. Academic libraries, business, industry, and corporationsmust create alliances to share their resources;these alliances willallow each to have access to vital informational resources with-out stretching and snapping budgets in an attempt to acquireeverything.In so doing, taxpayers will be able to access informationwherever they can find it, especially from publicly supportedinstitutions.References1 Personal correspondence dated August 13, 1990 from localtax-supported university library director. (Prefer not to disclosename since all other libraries cited in study were not named.Available to editor only.)2 E. J. Josey, oCommunity Use of Academic Libraries: ASymposium,� College and Research Libraries (May 1967): 107.3 Tbid., 201.4 Barbara Best-Nichols, Resolution (North Carolina: SecondRegional GovernorTs Conference, 1990). This resolution wasrewritten and disseminated to all participants at the regionalGovernorTs Conferences from the State Library (September 12,1990).5 Edward W. Gormley, Resolution (North Carolina: First Re-gional Governor's Conference, 1990). This resolution was rewrit-ten and disseminated to all participants at the regional GovenorTsConferences from the State Library (September 12, 1990).6 Leland M. Park, Resolution (North Carolina: First RegionalGovernorTs Conference, 1990). This resolution was rewritten anddisseminated to all participants at the regional GovernorTs Con-ferences from the State Library (September 12, 1990).7 Blanche Judd and Barbara Scheele, oCommunity Use ofPublic Academic Libraries in New York State: A SUNY/CUNYSurvey,� The Bookmark (Winter 1984): 127.8E.J. Josey, oCommunity Use of Academic Libraries,� LibraryTrends (July 1969): 71.9 Lamar Alexander, oA Message from the Secretary,� America2000: An Educational Strategy Sourcebook (Washington, DC: U.S.Department of Education, 1991), [i].10 Tbid., 29.11 Josey, 198.12 Richard C. Quick, oCommunity Use " Dealers Choice� inoCommunity Use of Academic LIbraries: ASymposium.� College& Research Libraries (May 1967). 187.13 Werner Cohn, oPrivate Stacks, Public Funding,� AmericanLibraries 24 (February 1993): 184.14 Judd., 127.15 Lucretia McCulley, oPublic Use of Academic Libraries inVirginia.� Virgina Librarian. (April-June 1988): 11.16 Ronelle K. H. Thompson and Glenda T. Rhodes, oRecruit-ment: A Role for the Academic Library,� College and ResearchLibrary News (October 1986): 575.OXFORD UNIVERSITY PRESSAnnouncing new and exciting references...The Oxford Guide to Classical Mythology in the Arts"4 Phenomenal and monumental work of reference."The Library JournalAtlas of the WorldSecond EditionExquisitely designed, thoroughly updated, and packed with informative articles, graphs, and charts.Hailed by The New York Times as "extraordinary".A History of US"HakimTs history is wonderfully vivid and engaging."Albert Shanker - President, American Federation of TeachersThe New Shorter Oxford English DictionaryA landmark new dictionary that brings the authority of theOxford Dictionary Department and the vast scholarship of the OEDitself within the reach of individuals.Flora of North AmericaThe collaborative effort of more than 30 major U.S. andCanadian botanical institutions.Ask about our new ChildrenTs TitlesOxford University Press, 2001 Evans Rd., Cary, NC 27519Contact Paul Steiner (919) 677-0977X5282 Outside (919) 1-800-624-0153 X5282North Carolina LibrariesFall 199% " 129

Common Ground:The Rural Perspectiveby Virginia Orvedahl and William Wartmanhe common ground of social re-sponsibility that exists betweenany public library " small town,rural, or urban " is addressed inWhitney North SeymourTs book,For the People: Fighting for PublicLibraries. He states that othe task of cor-recting inequality� is the common ground,and goes on to explain that the inequalitycaused by poverty, illiteracy, unemploy-ment, or disability can be eased by theinformation and guidance available atpublic libraries.Rural libraries may need to work harderthan their urban counterparts both at bring-ing people into their buildings and at tak-ing their services off site. In any case, thegoal of serving all of the public is the same.Aclose working relationship must existbetween county, city, and school librar-ians in order to achieve an effective inte-grated approach to information delivery.One library cannot operate without thesupport of the others to meet user needs.Just as networking has integrated informa-tion access, so libraries in rural settingsmust share the philosophy of mutual co-operation if they are to meet their com-mon goal of correcting inequality.Once the needy cousins of al-ready-established urban libraries, ru-ral public libraries in North Carolinahave come into their own. They noware willing and able to meet the chal-lenges that are uniquely theirs, aswell as those common to every publiclibrary. The situation of the HalifaxCounty Library System and theRoanoke Rapids Public Library, as dis-cussed later in this article, is an ex-ample of how they are meeting thesechallenges.As early as 1917, in countieswhere a municipal public library ex-isted, the boards of education andcounty commissions authorized the126 " Fall 1993library boards to extend service to ruralareas.2 Eventually, the otravelling library�concept " the earliest form of thebookmoblie " was instituted. Today, theotravelling library� concept extends be-yond gravel and paved roads to cable andtelephone wire.One way or the other, rural publiclibraries always have had to go the dis-tance to reach their patrons. They have theinnate characteristic of serving fewer pa-trons in a larger geographic area than theirurban counterparts. This is supported byan analysis of the 1990 census data by theNorth Carolina Rural Economic Develop-ment Center.3 The center classified sev-enty-five of the one hundred counties inthe state as rural, accounting for forty-three percent of the stateTs population.Rural libraries in North Carolina servefewer than half of the stateTs population inan area that covers three quarters of thestateTs land mass.Technological advances allow rurallibraries to reach across the miles anddeliver their services. Many aspects of li-brary technology may seem simple, andalmost a given in larger, urban libraries;Rural libraries may needto. work harder thantheir urban counterpartsboth at bringing peopleinto their buildings andat taking their servicesoff site.but they have changed the informationhorizon for rural libraries.OCLC, the Online Computer LibraryCenter, Inc., has offered rural patrons anavenue to unlimited resources. Access toOCLC databases allows rural libraries toserve a greater variety of patrons, particu-larly those whose needs are not necessarilymet using the libraryTs collection.OCLC and other informational data-bases are available through the North Caro-lina Information Network (NCIN). Librar-ies that are part of the network have accessto an incredible variety of informationsources available through the state library,suchas: the regional job listings, extremelyimportant to rural isolated areas; statisti-cal information from the State Data Cen-ter; and other information retrieval data-bases. All that is required for access is acomputer, a modem, and telephone andtelecommunications software. North Caro-lina libraries are fortunate that the StateLibrary subsidizes the cost of a number ofnetwork services.According to Howard McGinn, someof the heaviest users of the NCIN are rurallibraries.4 The network has given librariesan opportunity to provide business andlocal government with up-to-the-minute information. It has not replacedtraditional library services, but oen-hanced� it, he adds. Rural libraries arenow competitive with their urban coun-terparts. Because of the North Caro-lina Information Network, rural librar-ies no longer have any excuse for notproviding an abundant variety of in-formation resources.Networking is not restricted totechnology in successful rural libraries.Multitype library cooperation allowsnot only for information sharing, butfor efficiency in operation. NancyLovekamp describes a cooperativeagreement between a public schoolNorth Carolina Libraries

district and public library system in westcentral Illinois.5 The acquisition policiesof the libraries complement one another.They share cataloging of new materials,and their computer hardware is compat-ible. Both systems have access to the Illi-nois Library and Information Network, astatewide computer network similar toNCIN.The quality of resources and servicesprovided in this rural Illinois area could beaccomplished only with constant com-munication between librarians and theirboards, according to Lovekamp. oIt is vitalthat this communication and cooperationcontinue if the citizens of this rural com-munity are to continue to receive qualitylibrary service in the future,� she adds.The North Carolina Rural EconomicDevelopment Center also reports that ru-ral counties in the state have 45 percentfewer college graduates and a 60 percentincrease in poverty.® Less educated, yes,but those in rural areas have as many, ifnot more, legitimate information needs.To meet these needs, a library must bemore than a storage space for books.It is significant to note that the censusdata counts only the years of schoolingwhen determining educational levels.Many people, particularly the older popu-lation, have educated themselves throughvarious informal methods including agri-Rural libraries in NorthCarolina serve fewerthan half of the state'spopulation in an areathat covers threequarters of the state'sland mass.cultural extension, literacy programs, andother noncredit community education pro-grams. These are all situations in whichthe public library may play a vital role.Rural areas traditionally have claimedan exemption to problems that plagueurban areas, such as infant mortality andcrime. According to the North CarolinaRural Economic Development Center, theinfant mortality rate is highest in theCoastal Plain of the state, which, with theexception of Cumberland County, is de-fined as rural by the Center. In that sameCoastal Plain, the North Carolina Depart-ment of Justice reports a crime rate as highNorth Carolina Librariesas that of some urban counties in thestate.7Don Dillman, a professor of rural soci-ology at Washington State University, asks,oIsn't it time that we stopped thinking oflibraries as repositories of information andbegan to think of them as access points tothe world?�8 Rural libraries faced with theabove demographics, geographic isolation,smaller budgets, and smaller collectionsalways have had a clear understanding ofthe necessity of going outside the librarybuilding to meet a patronTs informationneeds. Rural libraries always have beenaccess points for their patrons, whether byfurnishing local job listings and resuméwriting information, or by providing spacefor Women, Infants and Children (WIC)nutrition sites or local anti-poverty agencyprograms.While technology and cooperationare the conveyances of successful libraryservices, the public librarian still has thetask of letting people know what servicesexist for them. Marketing is a major re-sponsibility of any public library, rural orurban, if the library is to become a trueaccess point and meet patron needs.Using the traditional kinds of mediasuch as radio, television, and newspaperscan be effective. However, in rural areas,other information outlets such as puttingmaterial in grocery stores, churches, orpost offices, along with sending fliershome with school children, may provebeneficial. It is a presumption to thinkthat people in rural areas get theirinformation only from traditionalmedia sources.In addition to media mar-keting, the rural librarian mustalso become what Leah Griffithrefers to as a opolitical mar-keter.�? Making a case for therural public library to local gov-ernment and the libraryTs ownfunding unit is a never-endingtask that is essential for finan-cial survival, and the develop-ment of community status andappreciation for the public library.Marketing the libraryTs waresto other local government depart-ments in competition for localfunds can demonstrate the libraryTsimportance. This process also pro-vides an informational function aswell. It answers the questions: canthe library serve other informationneeds; and do these agencies haveservices to which the library canrefer patrons? Working as a team,local government agencies, includ-ing the library, can create a betterservice arena and promote eachother for the common good of serving thetaxpayer.Halifax County, the stateTs fourteenthlargest in geographic size, offers a twofoldapproach to the delivery of library ser-vices. The Halifax County Library Systemis headquartered in the town of Halifax,the county seat, with a population of 327.The system operates three affiliate librar-ies anda bookmobile. The Roanoke RapidsPublic Library is a separate municipal li-brary located in Roanoke Rapids, thecountyTs only city with approximately16,000 residents. Both library systems of-fer library privileges free of charge to allcounty and city residents.Turning first to the county system,perhaps the biggest challenge in meetinguser demand is providing necessary wide-spread geographic library access. The mostobvious approach to this service require-ment is the bookmobile. It is useful in itsflexibility of where and who it serves andwhat type of service it provides. Its pri-mary clientele are the elderly and thedisabled. It also serves children in four ofthe countyTs low-income housing units.The county library system, via the book-mobile, also provides small book collec-tions to six elementary schools. HalifaxCounty cannot afford to have a degreedreference librarian as part of the bookmo-bile staff, but this does not mean thatinformation needs of bookmobile patronsare not met. The staff forwards requests tothe main library where reference assis-tance is available.Technology and outreach services of-fer rural public library patrons access pointsMaking a case for the ruralpublic library to localgovernment and thelibrary's own funding unitis a never-ending taskthat is essential forfinancial survival, and thedevelopment of communitystatus and appreciation forthe public library.Fall 199% " 127

to the world, but it is solidarity at homethrough the public library system thatmakes it all possible. The advantages ofsmall town libraries becoming part of acounty or regional system are many. Theyinclude sharing personnel, resources, andcosts associated with information retrievalservices.As a unified group, a county librarysystem can present a stronger force topolitical entities when they are seekingfunding. Libraries, such as the HalifaxCounty System, that serve the disabledand the illiterate, as well as those in pov-erty, can also address these same issues inthe political arena. The public librarianwalks a fine line when promoting librariesas a system, while at the same time pro-moting autonomy within the individualbranches. Unlike fast food franchises, li-brary systems generally can have similarstandards and activities, but can delivertheir services in a personalized fashion tobest meet particular community needs.It is the rare small municipality thatcan or even wants to fund a library, pay aprofessional librarian, and buy the hard-wate, software, and expertise to provide thelatest information technology. The city ofRoanoke Rapids has made this commit-ment. An expanded, remodeled facilityopened in 1989, and full automation plansare well underway. The library is heavilyused and is well-funded as a department ofthe city government structure.There are obvious differences in thefocus and means of patron impact be-tween the city (Roanoke Rapids) andcounty (Halifax) library operations, yetcommon ground exists in the rural per-spective of service required. Both librariesdeliver information to the same basic popu-lation group. The socio-economic back-ground of the majority of the people beingserved is the same. Both libraries mustmake people aware of their offerings andpotential to be an important resource intheir lives. Both libraries must make theirgoverning and financially supporting bod-ies aware of their importance in their re-spective communities.Although situated in a rural librarycontext, the Roanoke Rapids Public Li-brary bridges the gap between outreachconcerns of the county system and theneed for a well-equipped library in the areaof densest population, industry, and com-merce. The two library systems, city andcounty, work together to meet the sharedgoals of being socially responsible institu-tions correcting inequality.References1 Whitney North Seymour, Jr. andEBSCOis serials serviceElizabeth N. Layne, For the People: Fightingfor Public Libraries (Garden City, New York:Doubleday and Co., 1979) 71-96.2 Thornton W. Mitchell, The State Li-brary and Library Development in North Caro-lina (Raleigh: North Carolina Departmentof Cultural Resources, Division of StateLibrary, 1983), 28-33.3 North Carolina Economic Develop-ment Center, North Carolina Rural Profile(Raleigh: North Carolina Economic Devel-opment Center, 1992).4 Howard F. McGinn, oElectronic Ser-vices for Rural Public Libraries: Meetingthe Challenge in North Carolina,� RQ 29(Summer 1990): 492-6.S Nancy Lovekamp, oCooperation inRural Libraries,� Illinois Libraries 72 (Febru-ary 1990): 144-145.6 See Note 3 Above.7 North Carolina Department of Jus-tice, State of North Carolina Uniform CrimeReport (Raleigh: North Carolina Depart-ment of Justice, 1991).8 Don Dillman, oCommunity Needsand the Rural Library,� Wilson Library Bul-letin 65 (May 1991): 31-33, 155.9 Leah Griffith, oPolitical Marketingof the Rural Library,� Wilson Library Bulle-tin 63 (May 1989): 44-47.(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.128 " Fall 1993EBSCOSUBSCRIPTION SERVICES6800 Versar Center, Suite 131Springfield, VA 22151-4148703-750-2589800-368-3290703-750-2442 FAXNorth Carolina Libraries

" eS "_""_"_"_"_""_"_" rr ER a iSSS cc eSDo Special Populations RequireSpecial Services?his article is about special popu-lations and library programs andservices. What are special popu-lations? Basically they are anygroups or individuals whoseneeds are different from thenorm. The thorny question is oWhat isnormal?� Normal varies from communityto community and individual to indi-vidual. For the sake of simplicity we willconsider the special needs of the handi-capped (both physically and mentally),the elderly, and the illiterate. Since we allknow our own situations better than weknow what is happening elsewhere, I hopeyou will forgive me for concentrating onHenderson County.Programming for special populationsin todayTs library may very well meandoing nothing special. The Americanswith Disabilities Act basically requires thatspecial populations be included in regularprograms. This helps keep a sense of ocom-munity�. Henderson County is very con-scious of being a community library, serv-ing the entire community. Isolating anyindividuals or groups with special needs isinsulting to them and keeps the libraryfrom fulfilling its basic mission of makingits programs and services available to allpeople of all ages and interests.A telephone survey was conducted ofthe public libraries serving western NorthCarolina, using Interstate 77 as the divid-ing line. Twenty library systems serve 1.5million persons in thirty-two counties inour region. We were able to speak with allbut three library directors in the region.The survey results are disappointing ifone expects to see much effort given tospecial populations. Special populationswere defined as minorities and those whoare handicapped, have literacy problems,are homebound, or suffer from age-relatedinfirmities and other such conditions thatmight hamper use of the library.North Carolina Librariesby William SnyderThe overwhelming response of the di-rectors of these libraries was that they dovery little to respond to special needs. Onlyfour of the thirteen libraries in the surveyindicated any effort to serve special popula-tions. In one case, the director indicatedthat the bookmobile went to the homes ofsome handicapped persons. Three othersstated that special needs were handledthrough outreach programs that also servedthe general public. Although most librarydirectors agree that the numbers includedin special populations are increasing, theydo little to reach out to serve special needsbecause of little or no increases in fundingthe past several years. In response to afollow-up question to eight directors con-cerning what a ten percent budget increasemight be used for, none indicated thatspecial populationsT needs would receivemuch consideration, perhaps only sensitiv-ity training for library staff.It is not totally clear why libraries inwestern North Carolina have not identi-fied special populations as de-serving of more attention. Per-haps many are so busy with tradi-tional services that they do notwish to take on any more. Onlyone library, Transylvania County,indicated that it included specialpopulations in its role identifica-tion or mission statement. Sev-eral, including Cleveland and Polkcounties, indicated that theymight address such issues in thefuture. Even the Americans withDisabilities Act has made littleimpact. Only three library direc-tors believe the A.D.A. will haveany impact other than physicalaccess considerations.With few exceptions, theselibraries at present prefer to offertraditional library services. Whenpossible, they provide somehomebound services, but for those who canvisit the library the tendency is to main-stream " if not by design, then by habit.Some services or programs that are of inter-est to special populations are so widespreadthat they have become accepted as tradi-tional. In particular, the inclusion of largeprint materials and high interest/low read-ing level materials is so common that manydirectors had to be reminded that they hadthem in their libraries.The real focus of this article is how onelibrary, the Henderson County library, hasresponded to many of the questions andpossibilities raised in the survey. Thislibrary did not, by design, decide to ad-dress the needs of special populations.Rather, the nature of its users and theirneeds required an ongoing examinationof the services and the patron requests thatled to those services. These circumstanceshave resulted in a library that responds tothose with special needs, but that responseis measured: measured to be tolerant of theIsolating any individuals orgroups with special needsis insulting to them andkeeps the library fromfulfilling its basic missionof making its programsand services available toall people of all agesand interests.Fall 1993 " 129

differences of those special populations,to be willing to go the extra mile to be ofservice, and always to treat special popula-tions as a part of the total population.The Henderson County Library is notmuch different than its neighbors. One ofthe few differences is that this library ac-knowledges and is preparing for antici-pated changes in response to new lawsprotecting the rights of the disabled. Onesuspects that all of us will be paying moreattention in the future.In considering services and programs,several areas of concern are common to allpublic libraries; only the details change.Since my most recent experience is in amedium-sized library that serves a retire-ment community, the details I must beconcerned with reflect the needs of thiscommunity. I have also worked in a smallrural county library. The services andprograms needed or desired in that com-munity required a different set of details,The requirements ofthis new law [A.D.A. ]force us to rethinkeverything we do,from book circulationto reference work tolibrary programming.but the underlying principlesremain the same. Since I ammost familiar with my currentlibrary, most of these observa-tions will reflect my current ex-perience. It is my hope that thebasic principles we use will trans-fer to other libraries.First, a word about theHenderson County Library andthe community it seeks to serve.Our population is older, bettereducated, and has a higher per capita in-come than most of North Carolina. Pres-ently 31 percent of our population is age55 or older. By the year 2000 this willincrease to 34 percent and by 2010 to 36percent. Some of this growth is part of thenatural aging of the population, especiallythe baby boom generation. But many ofour citizens are transplants " people whoworked in other areas and have movedhere to retire. They are well-educated,relatively affluent, and have the leisuretime to make heavy demands on the li-130 " Fall 1993brary for recreational as well as informa-tional needs. And they do receive the bulkof our attention.They also attract higher paying jobs tothe area. Studies indicate that our retire-ment community attracts service jobs thatrequire well-educated individuals. Thesejobs include doctors, bankers, lawyers, fi-nancial consultants, and other profession-als. These professionals are working-agepersons who have families to raise. Andbetter-educated parents seem to requirebetter library services for themselves andtheir children.Finally, better-educated, more affluentcommunities have the resources to do abetter job of offering programs and servicesto help those with special needs. Our seniorcitizens are especially valuable in this area.They give money, time, and expertise to avariety of agencies that help support theneeds of the physically handicapped, thementally disabled, the shut-in elderly, mi-norities, children at risk, and migrant farmworkers. Many of these groups would saythat more could be done, but the factremains that they receive more attentionhere than they would in a more rural, lessaffluent community. And many of thosewith special problems, and those who seekto help, turn to the library.How the library responds is deter-mined by its perceived role(s) in the com-munity and its mission statement. Al-though similar libraries serving similarcommunities may have defined the sameroles and have similar mission statements,what happens as these are implementedmay vary radically. And these roles andmissions must be subject to review and"what is reasonableaccommodation?" What isit, who will decide, andhow much will it cost?change as our communities change. Arecent conversation with the retired direc-tor of the library serving New Bern re-vealed that the retirement communitythere is rapidly growing and is similar tothat in Henderson County. If the trendcontinues, it will have a major impact onthat community. The library must be readytorespond to the changing demands placedonit. Changes in the economy and demo-graphics of other communities will re-quire that they, too, rethink what they aredoing and why they are doing it.The Americans with Disabilities Act willalso have a major impact. The require-ments of this new law [A.D.A] force us torethink everything we do, from book cir-culation to reference work to library pro-gramming. The law essentially states thatif the library offers a program or service, itmust make it equally available to all per-sons in the community who are qualifiedto receive the service and, if there are anybarriers to using the service, they must beremoved or reasonable accommodationmade. Beyond this, along list of questionswill clog our courts for years, the mostbasic one being owhat is reasonable ac-commodation?� What is it, who will de-cide, and how much will it cost?Roles and mission statements, more-over, are not created by the library alone.We have the major voice in defining thelibrary and its capabilities, but our govern-ing boards ultimately make the decisionabout what services and programs the li-brary will offer and at what level each timethey approve a budget. These governmen-tal priorities are also subject to change.Who can say what changes will be neces-sary ten years from now as Washington orRaleigh mandate programs or as our soci-ety changes and decides on new roles forthe library?Once the library has arrived at a mis-sion statement and defined its role in thecommunity, services and programs fol-low. In Henderson County, we defineourselves as a reference and popular mate-rials library that also acts as a preschoolersTdoor to learning and an independent learn-ing center. Our staffing, our budget, ourmaterials selection, and our programmingreflect these roles. The existence of a largenumber of individuals who are viewed asospecial populations� has influenced thedetails of how we go about fulfilling ourroles. The existence and relative size ofsuch groups will also influence any otherlibrary fulfilling its role in the community.If a library determines that servicesand programs beyond the provision of abasic collection of books and other mate-rials are relevant to the role of that library,it can choose the types of programmingoffered. Among the questions that mightbe asked are: Will programming be pro-duced in-house? Are there other agenciesor groups in the community that are ableto complement or replace library efforts,perhaps even do them better? In whatdepth will topics be covered? How manyprograms and at what frequency are ap-propriate? What is the anticipated size ofthe audience? What is the age level, edu-cational level, etc., of the targeted audi-ence? Always be ready to measure yourprograms against what you hope to ac-North Carolina Libraries

complish. Far too often we go beyond ourexpertise to do something simply becauseit seems to be a good idea without consid-ering how it fits into the mission of thelibrary.The key to our programming successin Henderson County has been involvingother groups, especially those with inter-ests in the targeted populations. Very fewof the programs we offer do not includethe help of others in planning, if not inactual implementation. This includes ourretirement community as well as the physi-cally and emotionally handicapped of allage levels. Among the groups we use, orwho use us, are Camp E-TOH-KALU (acamp for emotionally troubled youth),Something Special (a sheltered workshop),the N.C. Center for Creative Retirement,the Henderson County Better Speech andHearing Council, the Lions Club, theGolden K, and our own Friends of theLibrary, which has over two thousandmembers and funds many of our pro-grams. Similar organizations existin manycommunities.In the area of youth programming,more work involving special populationsis done for children than for young adults.At one time a special collection of highinterest/low reading level materials wasmaintained for young adults, but it wasseldom used. Currently these materialsare integrated into the regular YA collec-tion. The adult collection continues tooffer these kinds of materials as a specialcollection. Special lists are made availablefor teachers, tutors, and parents.The library always tries to mainstreamwhenever possible. In childrenTs programsthe library makes no effort to tell a parentnot to bring a child with special needs toany library program. Ifa child causes toomany disruptions, we may counsel a par-ent to make better efforts to control thebehavior of the child. We try not to labelthe individual, only the behavior. Onementally handicapped adult attends storyhour. She sits with the parents, but colorswith the children and enjoys the stories asmuch as anyone.The Sheltered Workshop is a frequentuser of the library. Each week at least eightto ten clients come to the library, wherethey receive their own cards and are treatedas any library user. We recently started aseparate story hour for the Workshop cli-ents, not because of their disabilities butbecause of the group size. Cal Shepardfrom the State Library is a good resourcefor ideas in this area. ;Some agencies are reluctant to exposetheir clients to the open atmosphere of thelibrary. We will, on a limited basis, makespecial provisions. A local camp forNorth Carolina Librariestroubled youth recently hosted a Hallow-een program provided by the library "library personnel went to the camp. Wedo encourage such groups to bring theirclients to the library as they become betterable to handle themselves, but have hadlimited success.The adult and reference areas are high-demand areas for the elderly. No pro-grams are specifically targeted to theirspecial needs but most offerings attractseniors. This population also has a defi-nite effect on materials purchases as theyare educated, well-travelled, have diverseinterests, and bring a lifetime of experi-ence with them. The book collectionincludes large print materials of all types.Subject matter in the non-fiction collec-tion covers a wide range, including bookson a variety of special needs (e.g., preg-nancy for disabled women, access forhandicapped travelers, etc.). The relativeaffluence of the retirement communityrequires large expenditures on retirementfinancial planning, investments, etc. Of-ten there are long lines of individualswaiting to use these materials.A popular program was presented by alocal senior citizen who surveyed localretirement centers, nursing homes, andrest homes to determine the quality of lifeoffered and costs of each. A large audienceenjoyed sharing his findings. The oLet'sTalk About It� reading/discussion seriespresented in conjunction with Duke Uni-versity always has a waiting list. Onceagain, it is not designed specifically forseniors, but they are always heavily repre-sented. Their academic, geographic, andtemporal experiences are always valuable.The Center for Creative Retirement alsohas been a co-sponsor of programs thatoften cross generational lines. The TravelClub series is unquestionably the mostwell-attended program the library spon-sors. Local citizens provide slides andnarrations of their travels, often to mostunusual locations. Programs which relateto health issues, current events, and hob-bies are quite popular.For those who cannot visit the libraryfor whatever reason, the homebound pro-gram steps in. Some clients in this pro-gram are temporary due to relocation orhospitalization. Others are longtime us-ers. One lady has been receiving largeprint mysteries for ten years and the li-brary staff has never met her! She isbedridden and her providers leave booksat the door for her. Services also are pro-vided to local nursing homes. Delivery isoften made by one of the many libraryvolunteers who take the time to get toknow the individuals and their interests.The library also assists individuals infilling out applications to receive servicesfrom the Library for the Blind and Physi-cally Handicapped. We lend cassette play-ers to patrons who are awaiting deliveryfrom Raleigh to see if the transition frombooks to books-on-tape can be made bythe individual. An ever-growing collec-tion of books-on-tape is also available inthe library. The library maintains a collec-tion of hearing devices as well as includingan infrared television amplification de-vice and a telephone amplification hand-set. These items were provided by theBetter Speech and Hearing Council to helpindividuals determine usefulness prior topurchase. When initially developed, theservice was possibly the first ofits kind andwas described in a national publication onhearing impairments, Shhhhhhh..... Forthe visually impaired, the library has anEdnalite illuminated magnifying glass, aVisualtek monitor and enlarging device,and , most recently, a Kurzweil OpticalScanner that reads pages of text aloud.Little has been said about program-ming to combat illiteracy because of a con-scious decision that this is not an appropri-ate role for this library. We support literacyprograms by housing and making availablea collection of special materials of value totutors and students. We also have severalsmall study rooms where groups of two tosix persons can work. These rooms are usedfor tutoring by our local literacy council.The library board and library staff havedecided that it is the role of the library tosupport educational efforts but not to teach.Library resources are too limited to engagein areas outside our expertise.In summary, when serving specialpopulations, focus on three principles.First, decide whether or not programmingis appropriate for your library and, if so,the kinds of programs you will offer. Sec-ond, donTt doit alone. There are too manytalented individuals and groups in thecommunity who have the talent andknowledge to make your efforts a success.Make resources and support available. AsLee Iacocca says, oLead, follow, or get outof the way.� Sometimes itTs better to laythe groundwork and get out of the way.Lastly, include your special populations inyour regular programs. And be prepared tochange. Technology is ever-changing andso is the law. Between what vendors pro-duce for ADA compliance and what thecourts decide must be done, libraries willface challenges for some time to come.One last thought: donTt have negativethoughts about ospecial� populations andtheir ospecial� needs. One day any one, ifnot all, of us may find ourselves facingsimilar challenges.Fall 1993 " 131

Examining the Roleof the School Librarian inDeveloping Social Responsibilityby Constance A. Mellonhe library field has a long history of concern with thetopic of social responsibility. For over twenty years,the ALA Round Table on Social Responsibility hasdiscussed and debated the role libraries should play inrelation to current social issues. National, regional,and local library groups consistently take an activestand on a wide variety of social issues directly and indirectlyrelated to the functioning of a library in a free society. Schoollibrarians have an especially important role to play in the area ofsocial responsibility. Not only is it our professional heritage, butas educators we constantly interact with and influence thecitizens of tomorrow. Because this is so, we must define our roleand its parameters carefully.The issue of social responsibility in the context of the schoollibrary is extremely complex. Schools, unlike other settings inwhich libraries are found, separate the young from their parents.This allows school librarians, along with teachers, an unparalleledopportunity to influence the thinking of the next generation, andsociety is well aware of that fact. Schools are constantly scrutinizedand consistently criticized; regardless of what decisions educatorsmake, someone will be loudly and publicly unhappy. Further-more, the question of accepting social responsibility, as an indi-vidual and as a profession, is very different from developing socialresponsibility in the young.This essay explores the role of school librarians in developingsocial responsibility. It begins by examining the traditionalstance of school librarians and how that stance relates to socialresponsibility; it then raises some questions about the conflictbetween philosophy and reality. The focus then moves to adiscussion of values education and its newer corollary, prosocialbehavior. The final part of the essay suggests that librarians, byincorporating prosocial concepts into school media programs,can become active partners in developing social responsibility.To explore this topic effectively, wemust begin with a definition for theterm, osocial responsibility.� Social re-sponsibility, as used in the literature oflibrarianship, is closely connected to asecond term, osocial issues.� The origi-nal petition to establish an ALA RoundTable on Social Responsibilities of Li-braries defined social issues as othe ma-jor issues of our times " war and peace,race, inequality of opportunity and jus-tice, civil rights, violence ...� and socialresponsibility as othe responsibilities of132 " Fall 1993... the profession of teach-ing calls on us to try toproduce not merely goodlearners but good people.libraries in relation to these issues.�! From the field of psychol-ogy comes a definition that broadens the concept of socialresponsibility: oassist[ing] others who depend on us and needhelp.�2 These definitions provide a lens through which toexamine the traditional stance of school librarianship.A Tradition of Social ResponsibilitySince the first set of school library standards was published in1920, school librarians have followed agreed-upon guidelinesinto which social responsibility was deeply woven: maximumaccess for all users; materials that cover appropriate topics andpresent diverse viewpoints; user guidance and instruction. Theseguidelines, separately analyzed, provide a forum for most of thepoints that arise when librarians discuss social responsibility.However, as I began to examine these guidelines through the lensof social responsibility, I was forced to acknowledge the problemsschool librarians face as reality conflicts with philosophy.Maximum access for all users is part of the American ideal ofequal opportunity. It implies the need to provide physical accessto the disabled and intellectual access to those for whom lan-guage, format, or conceptual approach may prove a barrier. It alsoincludes networking to access materials beyond the limitationsof an individual school collection. Most school librarians readilyaccept the ideal of maximum access; however, its daily applica-tion is far from simple. Consider, for example, the task a singlelibrarian might face as she attempts to help the learning differentidentify information in a format they can understand, to guidethose who read and comprehend well below grade level, to exciteand stimulate the intellectually gifted, to translate or providematerials for children from homes whose language is not English,and to assist the physically disabled to retrieve and use thematerials they need. Social responsibility implies that all groupsdeserve equal attention. School librarians recognize and ac-knowledge this fact. The difficultylies in the reality of the situation;maximum access presents problemsof time and money "both of whichare in short supply in school librar-ies. The obvious question is this:how can priorities be set? Settingpriorities when there is insufficienttime and money may itself haveimplications that relate to socialresponsibility.Developing a collection of ma-terials that covers appropriate top-North Carolina Libraries

ics and presents diverse viewpoints is a major touchstone of thelibrary field. In school libraries, however, social responsibilitymay conflict with the need for neutrality and balance. Schoollibrarians, unlike public librarians, are preparing collections foruse by children " children who, because of the nature ofschooling, will be allowed to select materials without the inter-vention of a parent. Does a balanced collection imply a fullrepresentation of materials on every topic touched by the cur-riculum? If children are reading The Diary of Anne Frank, shouldbooks that present the Nazi perspective be made available? Whatmaterials do sex and AIDS education require? How many ofsocietyTs problems can, and should be, reflected in the schoollibrary collection? Sexual preference, substance abuse, the sexualand physical abuse of children, gangs, the violence that isbecoming a part of American life in even the smallest towns:these issues touch the lives of many students. A typical class willinclude children who are abused or neglected, children whoseparents abuse alcohol or drugs, and children who have experi-enced violence in the home, on the street, or even in the halls ofthe school. Should all these topics be represented in the librarymedia collection? School librarians face similar questions everyday as they struggle to provide a balance of materials that will bestallow children to explore and learn.The need for a balanced and neutral collection, and formaterials to educate the young on social issues, is further compli-cated by the problems of censorship. We live in a complexsociety, a society in which there may not always be a clear viewof oright� or owrong.� For every social issue there are dissenters,and dissenters " like all parents " feel strongly about theeducation of their young. Parents object to their children beingpresented with ideas that contradict what they learn at home.Thus, regardless of the strength of the selection policy and thesupport of the media advisory committee, censorship is a recur-ring problem for school librarians.Providing maximum access to a balanced collection is oneaspect of developing social responsibility through library mediaprograms. Students may become more socially responsible be-cause they have access to materials that help them identify,examine, and understand social issues from varying perspectives.The influence of maximum access and a balanced collection can beconsidered as indirect. User guidance and instruction, however,offer school librarians the chance to interact directly with students.Information Power, the national guidelines for school library mediaprograms, emphasizes the impact that librarians can have ondeveloping social responsibility in students:Students are encouraged to realize their potential asinformed citizens who think critically and solve prob-lems [and] to observe rights and responsibilities relatingto the generation and flow of information and ideas ...3The direct interaction of user guidance and instruction can createopportunities for school librarians to teach and model some ofthe more enduring social values suggested by the term oprosocialbehavior.�Values Education and Prosocial BehaviorIn the 1970s, there was a surge of interest in values education thatresulted in a wide variety of publications. One problem with thisearly literature relates to the definition of the terms ovalues� andovaluing�:Throughout the values education literature, values hasbeen defined as everything from eternal ideas to behav-ioral actions, while valuing has been considered the actof making value judgements, an expression of feeling, orthe acquisition of and adherence to a set of principles.4North Carolina LibrariesThe problems experienced in defining the terms values andvaluing reflect the problems experienced when a complex societyattempts to define oright� and owrong.� An examination of theseproblems supports the need for balanced collections and for acareful examination of the concept of values before incorporatingwhat might be strong personal biases into instruction.There are some enduring social values that most peoplewould accept as appropriate to foster in a school setting. In theirrecently published book Reclaiming Our Schools,S Wynne andRyan suggest three such values: character, academics, and disci-pline. Character is described as oengaging in conduct immedi-ately helpful to others�; academics as student learning based onhigh standards, well-defined expectations, and appropriate sup-port and supervision;7 and discipline as onot doing wrong things.�®It is important to point out that Wynne and Ryan do not take astand on specific social issues such as sex education, AIDS education,and drug education. Their reason for this is enlightening:Weare infinitely more concerned with the general preva-lence of sound moral instruction in a school or classroomthan with systems of problem-oriented instruction inschools that are otherwise moral vacuums. We believemoral schools will comfortably devise ways of handlingimmediate, topical moral issues. Conversely, schoolswithout sound moral norms may well misapply the mostwholesome problem-oriented instruction.?Wynne and Ryan stress three important social values foreffective schooling, yet only two of these values " academics anddiscipline " have consistently received emphasis in the educationliterature. Therefore, it seems worthwhile to delve a little moredeeply into the third value, character. As Wynne and Ryan pointout, a conscious effort at educating for character can be osomewhatcontroversial.�Prosocial Behavior: Educating for CharacterThe literature on values education, often confusing and conflict-ing, has given way to a clearer concept: educating for prosocialbehavior. Prosocial behavior has been defined as ovoluntaryactions that are intended to help or benefit another individual orgroup of individuals.�10 As Eisenberg and Mussen explain,Although it may be assumed that all human beings havethe potential for acquiring prosocial behavior, the behav-ior itself " the forms and frequency of prosocial actions" must be learned.!1In his article, oCaring Kids: The Role of the School,� AlfieKohn equates educating for prosocial behavior with teachingchildren to care. He begins by quoting the philospher, MartinBuber: oEducation worthy of the name is essentially educationof character.� Kohn goes on to clarify this statement by claiming,He did not mean that schools should develop a unit onvalues or moral reasoning and glue it onto the existingcurriculum. He did not mean that problem childrenshould be taught how to behave. He meant that theprofession of teaching calls on us to try to produce notmerely good learners but good people.!2Developing Prosocial Behavior in the School LibraryThe current emphasis in schools on cooperative learning pro-vides an excellent environment for encouraging prosocial behav-ior. School librarians can design cooperative library activitiesthat draw on a variety of cognitive styles: linguistic, spatial,interpersonal, analytic, global. Properly structured, these activi-ties decrease competition and give children an opportunity toengage in such basic prosocial behaviors as sharing, collaborat-Fall 199% " 133

ing, and interdependence. Literature-based programs also pro-vide an opportunity for teaching prosocial behavior. However,as Lamme and Krogh point out, oMerely reading books includingmoral values is not enough.� They recommend obuilding onchildrenTs natural inclinations to identify with different aspectsof stories� through othoughtful discussion, writing, reflecting,and sharing of books ....�13The librarianTs role in developing prosocial behaviors is three-fold: initiating, encouraging, and modeling. In working withchildren " individually, in small groups, and in large groups "librarians can be mindful of opportunities to initiate prosocialbehavior. When prosocial behavior occurs, either in designedactivities or spontaneously, librarians can acknowledge and en-courage the behavior. Finally, librarians can model prosocialbehavior through helpfulness, kindness, and consideration.Library media programs offer many opportunities for devel-oping social responsibility, examining values, and encouragingprosocial behavior. However, many of the writers who deal withthese topics believe that most educators act on the basis of thevalues that they hold. School librarians should begin by explor-ing, articulating, and understanding their own values; only thencan they be coherently applied.References1 Patricia Schuman, oSocial Responsibility " A ProgressReport,� School Library Journal 114 (June 15, 1989): 498.2 Nancy Eisenberg and Paul H. Mussen, The Roots of ProsocialBehavior in Children (Cambridge: Cambridge University Press,1989); Si3 American Association of School Librarians and the Associa-tion for Educational Communications and Technology, Informa-tion Power: Guidelines for School Library Media Programs (Chicago:American Library Association, 1988), 32-33.4 Douglas P. Superka, Christine Ahrens, and Judith Hedstrom,Values Education Sourcebook: Conceptual Approaches, Materials Analy-ses, and an Annotated Bibliography (Boulder, CO: Social ScienceEducation Consortium, 1976), xiii.5 Edward A. Wynne and Kevin Ryan, Reclaiming Our Schools:A Handbook on Teaching Character, Academics, and Discipline (NY:Macmillan, 1993).6Ibid., xviii-xix.7 Ibid., Xx.CRIDIG elles9 Tbid., xiii.10Nancy Eisenberg and Paul H. Mussen, The Roots of ProsocialBehavior in Children (Cambridge, England: Cambridge UniversityPress, 1989),3.11 Jbid., 6.12 Alfie Kohn, oCaring Kids: The Role of the Schools,� PhiDelta Kappan, 72, no.7 (March 1991): 497.13 Linda Leonard Lamme and Suzanne Lowell Krogh, withKathy A. Yachmetz, Literature-Based Moral Education: ChildrenTsBooks and Activities to Enrich the K-5 Curriculum for TeachingValues, Responsibility, and Good Judgment in the Elementary School(Phoenix, AZ: Oryx Press, 1992), 11.Bringing You theWorld of Small Press and Videoe 1500 Pressese Adult Non-Fictione All in Stocke Annotations Servicese 7000 Titlese Preview/Approval Planse Electronic Ordering1-800-323-4241 © Toll Free ¢ 708-295-1556 © FAXQUALITY BOOKS INC.@@ a dawson companyJoun Hiccins, SALES REPRESENTATIVE134 " Fall 1993North Carolina Libraries

LO A AA A A AFrom Censorship to Intellectual Freedomto Empowerment:The Evolution of theSocial Responsibility of the American Public Library;A Bibliographical Essayby Plummer Alston Jones, Jr.oThe great end of life is not knowledge but action.�o ask the question: oDoes the American public library havea social responsibility?� is, of course, rhetorical. Yes, thepublic library has and has had a social responsibility sincethe establishment of the American Library Association(ALA) in 1876. Indeed the very word opublic� implies botha societal dimension and context. The more appropriatequestions in a critical examination of the social responsibility of thepublic library are: oIs there universal agreement within the libraryprofession on what constitutes social responsibility? Has the libraryTssocial responsibility evolved over the years?�In 1974, just two years shy of the ALA Centennial, EvelynGeller wrote a provocative Library Journal article entitled oIntellec-tual Freedom: Eternal Principle or Unanticipated Consequence?�!The impetus for GellerTs research was her fascination as to why ALAfound it necessary to frame a Library Bill of Rights in 1939. Gellerwanted to know if there were differences in the materials selectionpractices in American public libraries before and after its promul-gation. Thus, while ostensibly tracing the evolution of the conceptof intellectual freedom as it pertains to the selection of materials forAmerican public libraries, GellerTs article presents in the process anhistorical and analytical synopsis of how the library professionTsconcept of social responsibility has changed.Beginning her quest for answers, Geller turned to the worksof library historians for evidence to substantiate her hypothesisthat the promulgation of the Library Bill of Rights was a water-shed in the history of American librarianship. From SidneyDitzionTs Arsenals of a Democratic Culture (ALA, 1947), a history ofthe early years of Americanlibrarianship through 1900, Gellerlearned that the American publiclibrary, having started out with anelitist philosophy of service, onlygradually became more democraticas its social responsibility began toencompass the entire community.Libraries, which were supportedmore or less as alternatives to tav-erns and the streets, were viewed asinstitutions preventing crime andsocial disorganization. Librariansviewed themselves as arbiters ofNorth Carolina LibrariesLibraries, which weresupported more or less asalternatives to taverns andthe streets, were viewed asinstitutions preventing crimeand social disorganization." Thomas Henry Huxleymorality with a public trust to keep libraries free of, and theirclienteles unexposed to, books deemed improper, immoral, orfalse. Librarians, who perceived themselves and were perceivedby others as being good conservatives sharing the moral values oftheir trustees, seldom ran into censorship difficulties. Indeed, avigilant censorship of collections was a duty librarians did notshirk. Censorship before selection and even after the fact wastheir public trust, their social responsibility.2Geller examined also Book Selection and Censorship (Universityof California Press, 1959), a study of materials selection practices inCalifornia public and school libraries by Marjorie Fiske (later,Lowenthal), for further evidence supporting her hypothesis thatthe philosophy of librarianship embodied in the 1939 Library Billof Rights represented a direct departure from the philosophy ofservice described by Ditzion.3 Fiske noted that in the 1930s librariestook on a osocial service� mission, a radical departure towardserving the changing needs of all segments of the communityrather than merely imposing elitist values on the few who usedlibraries. Librarians in urban settings and particularly those servingimmigrant clienteles cast their roles after those of the communitysocial workers with whom they often worked hand in hand.4In the aftermath of World War II, Fiske concluded that theincreasing level of education of the average American, the call formulticultural materials, and the need for materials at many readinglevels worked together to effect the democratization of libraries. Intheir desire to attract the underserved in their communities,librarians odeveloped a greater tolerance of what they may for-merly have rejected as ~mere trashT.�5For further elucidation of theevolution of the public libraryTs re-sponse to the social responsibility ofmaterials selection, Geller turned tothe works of Dorothy Broderick andMichael Harris. Broderickin her 1971Library Journal article entitled oCen-sorship Reevaluated� reckoned thatthe concept of anti-censorship orintellectual freedom was an abdica-tion rather than an affirmation ofprofessional (read, social) responsi-bility. According to Broderick, li-Fall 1993 " 135

brarians, in adopting a neutral stance in the selection of materialsfor public libraries, broke their ocovenant with the commu-nity.�© Supporting a similar conclusion, HarrisTs 1973 LibraryJournal article, oThe Purpose of the American Public Library: ARevisionist Interpretation of History,� posited that public librar-ians around the turn of the century abdicated their role as moralarbiters by adopting a opassive approach� to library servicewhereby in the guise of neutrality they could remain uninvolvedin social concerns affecting their communities and the countryat large.�Geller thus found ample evidence in complementary andeven conflicting sources to support her hypothesis that the socialresponsibility of the library was never static, but dynamic. Thesocial responsibility of the library had evolved from censorship,which did not have a negative connotation in the early years ofAmerican librarianship, to intellectual freedom, which is thedynamic today. The Library Bill of Rights heralded not only anew social responsibility for the library but a reversal of its formerrole. Coincidentally, Geller noted with a tinge of irony that theALA Intellectual Freedom Committee was founded in 1940, oneyear after the passage of the Library Bill of Rights, to guard againstfurther attempts at censorship of library materials. Furthermore,GellerTs conclusion, which not only proved her hypothesis butalso answered the question posed in the title of her article, wasthat libraries assumed the social responsibility of intellectualfreedom as the unanticipated consequence of becoming neutralor passive in censorship issues.8The majority of subsequent library literature addressing thesocial responsibility of the library rests on the implicit assump-tion that the preservation of intellectual freedom is the socialresponsibility of the library. Along with these articles based ona conservative stance, there are also notable articles either intro-ducing other social responsibilities of libraries or radicallyreinterpreting the concept of intellectual freedom to encompassnot only the materials selection process, but also advocacy ofsocial issues. More precisely, there is decided movement towardthe empowerment of public library clienteles to use informationto change their social conditions for the better.In 1975, one year after the appearance of GellerTs article,Robert N. Broadus published an editorial entitled oOn LibrariansTResponsibilities to the Public� in which he reaffirmed that oacontinuing problem of society and the individual is the relationof professional experts to the clienteles who finance them.�Broadus stated that librarians as professionals must constantlyweigh in their selection decisions the merits of demand versusvalue, but ultimately both should be considered.?During the year of the ALA Centennial, Patricia Glass Schumanedited an anthology of essays entitled Social Responsibilities andLibraries (Bowker, 1976). SchumanTs essay oSocial Responsibility:An Agenda for the Future� was a watershed in which she espousedthe view that the social responsibility of libraries included notonly selection but action. Schuman saw librarians as ochangeagents� and lauded as well as encouraged the social-conscious-ness-raising efforts of the ALA Social Responsibilities RoundTable (SRRT) founded seven years earlier in 1969. Schumanadvocated rhetoric and action. For her, intellectual freedom wasonly part of the libraryTs social responsibility.Some librarians felt that intellectual freedom and socialresponsibility were squarely at variance to each other,without realizing that intellectual freedom is part ofsocial responsibility. Social responsibility proponentswere not espousing the suppression of access, but ratherthe ideal that libraries must work for equality of accessfor all people, not just say they do.10From this point onward in the library literature on the136 " Fall 199%libraryTs social responsibility, the distinctions among the con-cepts of censorship, intellectual freedom, and social action beginto blur. By 1980, attorney Howard N. Meyer was editorializing inthe Interracial Books for Children Bulletin that oNeutralism IsnTtNeutral.� Meyer warned against the misuse of the term ocensor-ship� when applied to the use of selection guidelines to avoidpurchasing childrenTs materials which perpetuate sexism andracism. Meyer was not advocating censorship after the fact butin the selection process. Nothwithstanding his wholehearteddefense of intellectual freedom, he elaborated that othe wordcensorship, incessantly applied as a pejorative, was the tool toarouse sentiment against change.�11 MeyerTs article combinesthe value aspect of BroadusT editorial and the action aspect ofSchumanTs essay.Shirley EchelmanTs 1982 address oThe Right to Know: TheLibrarianTs Responsibilities� given at the Twenty-first AnnualSymposium sponsored by the Rutgers Graduate School of Libraryand Information Studies was later reprinted in a 1984 anthologyentitled The Right to Information: Legal Questions and Policy Issues(McFarland, 1984). Echelman covered much of the same terri-tory as GellerTs 1974 article and gave an update on what hadoccurred in the eight-year interim. Rather than seeing intellec-tual freedom as the libraryTs sole social responsibility, Echelmancommented on othe dual role of libraries as agencies of socialchange and [emphasis added] intellectual freedom.� EchelmanTsreasoning echoed SchumanTs in her view that intellectual free-dom without advocacy of social action and willingness to changeare unacceptable. !2Incorporating EchelmanTs reasoning, articles throughoutthe 1980s and 1990s which addressed the libraryTs social respon-sibility implied the need for the advocacy of social change "gradual, constant, and, if necessary, even radical. Svea GoldTs1988 American Libraries article on child abuse presented ways thatlibarians could help prevent this societal problem.!3 An articlepublished that same year by Sandy Berman asked the provocativequestion, oWhy Should Librarians Give a Damn?� BermanTsanswer to his own question was in effect a no less provocativeplea for librarians to support change actively by providingalternative sources of information: oIf we truly give a damn andstart to behave pro-actively, it just could make a difference. If wedonTt the trend toward stifling conformity and regimentationwill only worsen.� 14By the 1990s ALA had demonstrated its advocacy in thepolitical arena as well as the social. Zoia HornTs 1990 Library Journalarticle urged fellow librarians to continue the boycott of SouthAfrica until othe free flow of information is a reality.�15 A LibraryJournal news items on the Iraq Conflict that same year warned thatolibrarians must again face the wartime issues of free informationflow and the professionTs moral stand.�16 1990 also saw the birthof the Progressive Librarians Guild (PLG) which seeks amongseveral goals and initiatives oto provide a forum for the openexchange of radical views on library issues, to support activistlibrarians as they work to effect changes in their own libraries andcommunities, [and] to monitor the professional ethics oflibrarianship from a ~social responsibilityT perspective.� 17In a 1991 issue of Library Journal Terry Link presented a guidefor osocially responsible investing� entitled oDo the Right Thing:Are You Putting Your Money Where Your Heart Is?�18 LinkTsarticle is interesting in that with it and other articles like it theprofession would seem at first glance to have come full circle backto the value-laden judgmental mindset of librarians before 1939.But there is a significant twist here. The attempt is to include, notexclude, citizens in making the vital decisions which will affectin a socially responsible way the lives of all Americans.It is apparent that librarians are beginning to lose theirreluctance to get involved in social and political issues othat do notNorth Carolina Librariesi BIE ceocennte alien eign ne prendre SRO AS SUE ogo E SE Re ey er aOR RMON EE Ce TER ee

involve libraries per se� or odo not obviously bear a direct relation-ship to librarianship.�19 Librarians are only just beginning toempower themselves, but this self-empowerment is the necessaryfirst step toward empowering others. The library profession hasmoved in a century and a quarter from a mindset of censorship toa defense of intellectual freedom, and, ultimately, to the begin-nings of empowerment. Still, we have a long way to go.Perhaps the public libraryTs responsibility lurks somewherewithin the question ofa British librarian, Peter Jordan, who askedas early as 1975: oIf libraries do not exist ultimately to improvethe quality of life, what do they exist for?�29 Or, to bring thematter closer to home, Marilyn Miller, a North Carolina libraryeducator, affirms the existence of two, not one, socialresponsiblities of public libraries.In January 1993, during her tenure as ALA President, Milleraddressed and offered support and encouragement to ALA mem-bers who were demonstrating at the Midwinter Conference inDenver in protest against the anti-gay and lesbian legislationpassed in Colorado. Miller proclaimed unequivocably that oALAhas a long tradition of supporting human rights and intellectualfreedom.�21May the American library profession continue to examineand refine our tradition of social responsibility and through theAmerican public library evolve toward the empowerment of all.References1 Evelyn Geller, oIntellectual Freedom: Eternal Principle orUnanticipated Consequence?,� Library Journal 99 (15 May 1974):1364-67.2 Sidney Herbert Ditzion, Arsenals of a Democratic Culture; ASocial History of the American Public Library Movement in NewEngland and the Middle States from 1850 to 1900 (Chicago: ALA,1947), cited in Geller, oIntellectual Freedom,� 1365-66.3 Marjorie (Fiske) Lowenthal, Book Selection and Censorship; AStudy of School and Public Libraries in California (Berkeley: Univer-sity of California Press, 1959), cited in Geller, oIntellectualFreedom,� 1366.4Plummer Alston Jones, Jr., oAmerican Public Library Serviceto the Immigrant Community, 1876-1948; A Biographical His-tory of the Movement and Its Leaders: Jane Maud Campbell(1869-1947), John Foster Carr (1869-1939), Eleanor (Edwards)Ledbetter (1870-1954), and Edna Phillips (1890-1968),� PhDdissertation, University of North Carolina at Chapel Hill, 1991.See especially Chapter VI: The Librarian as Social Worker:Eleanor (Edwards) Ledbetter, 1870-1954, 361-428 passim.5 Lowenthal, Book Selection and Censorship, quoted in Geller,oIntellectual Freedom,� 1366.6 Dorothy M. Broderick, oCensorship Reevaluated,� LibraryJournal 96 (15 Nov. 1971): 3816-18, quoted in Geller, oIntellec-tual Freedom,� 1367.7 Michael H. Harris, oThe Purpose of the American PublicLibrary: A Revisionist Interpretation of History,� Library Journal98 (15 Sept. 1973): 2509-14, cited in Geller, oIntellectual Free-dom,� 1366-67.8 As an interesting aside, Geller, a doctoral student at thetime her article was published, later expounded upon her find-ings in her dissertation (Columbia University, 1980) and later hermonograph (Greenwood Press, 1984). See, Evelyn Geller, oIdealsand Ideology: The Freedom to Read in American Public Libraries,1876-1939,� PhD dissertation, Columbia University, 1980; andForbidden Books in American Public Libraries, 1876-1939: A Studyin Cultural Change (Westport, CT: Greenwood Press, 1984).9 R. N. Broadus, oOn LibrariansT Responsibilities to thePublic,� Catholic Library World 47 (Nov. 1975): 182-84, quote ison page 182.10 Patricia Glass Schuman, oSocial Responsibility: An AgendaNorth Carolina Librariesi nena aanfor the Future,� in Social Responsibilities and Libraries; A LibraryJournal/School Library Journal Selection, comp. and ed. by PatriciaGlass Schuman (New York: R. R. Bowker, 1976), 369-77, quote ison pages 370-71.11H. N. Meyer, oConstitutional Responsibilities of Librar-ians: Neutralism IsnTt Neutral,� Interracial Books for ChildrenBulletin 11, no. 6 (1980): 12-13, quote is on page 13.12 Shirley Echelman, oThe Right to Know: The LibrarianTsResponsibilities,� in The Right to Information, ed. by Jana VarlejsUJefferson City, NC: McFarland, 1984), 54-69, quote is on page 56.13 Svea Gold, oChild Abuse: The LibrarianTs Role,� AmericanLibraries (Feb. 1988): 104+.14 Sandy Berman, oWhy Should Librarians Give a Damn?�Collection Building 9, no. 1 (1988): 41-42, quote is on page 42.1S Zoia Horn, oBoycotting South Africa: ALA at the Crossroads,�Library Journal 115 (15 June 1990): 38-41, quote is on page 41.16 "Iraq Conflict Creates Library Concerns; As Desert ShieldTurns to Desert Sword, Librarians Must Again Face the WartimeIssues of Free Information Flow and the ProfessionTs Moral Stand,�Library Journal 115 (Dec. 1990): 18-19, quote is on page 18.17 "Progressives Meet at ALA Midwinter; New Group Em-braces Socially Responsible and Ethical Perspectives,� LibraryJournal 115 (15 Feb. 1990): 116.18 Terry Link, oDo the Right Thing: Are You Putting Your MoneyWhere Your Heart Is?� Library Journal 116 (1 Nov. 1991): 57-60.19 Debra Stevens, oSocial Responsibility and Librarianship: ADilemma of Professionalism,� Canadian Library Journal 46 (Feb.1989): 17-22, quote is on page 17.20 Peter Jordan, oLibrarians and Social Commitment,� Assis-tant Librarian 68 (Apr. 1975): 62-66, quote is on page 62.21"Midwinter by the Numbers; Important Issues and Eventsof ALATs Denver Meeting Came with Call Numbers,� AmericanLibraries 24 (March 1993): 222-30, 259-65, quote is on page 222.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 Dealer"""_"_"=""""sSS Se]MINOLTA~Raleigh ¢ Charlotte ¢ Asheville * WilmingtonCall Toll Free - 1-800-532-0217Fall 1993 " 137

Social Issues in Libraries:A Bibliographic Guide to Programs andPolicies of the 1990sby Suzanne WiseAmerican society is changing. American libraries have a long and distinguished history of adapting tosocietal changes by providing not only traditional services to empower the general public, but also out-reach services to the underserved and special populations. American librarians of the 1990s also must bepart social worker, part educator, and part guidance counselor as they help library users cope with societalchanges. Librarians must continue to be proactive, to reach out to the community and convince citizensthat they need library services, and, then, to odeliver the goods.�The following annotated, categorized bibliography serves as a guide to programs and policies of the1990s from libraries of all types. It does not purport to be exhaustive, but rather representative andextremely practical. It includes essays, articles, monographs, and government documents. North Carolinalibrarians should be cheered to know that libraries across the country are successfully meeting the chal-lenges posed in serving a diverse and expanded public in an ever changing society.General Overview of Services to Special PopulationsAlloway, Catherine Suyak, ed. The Book Stops Here: New Directions in Bookmobile Service. Metuchen,NJ: Scarecrow Press, 1990.Includes a section on special uses of the bookmobile " rural service, urban areas, older adults,children and schools, migrant farm workers, Native Americans, and correctional facilities.Katz, Bill, ed. oThe Reference Library User: Problems and Solutions.� Theme issue of The ReferenceLibrarian 31 (1990): 1-151.Section II of this issue, oSpecial Populations in the Library,� describes programs and discussespolicies for meeting the needs of the deinstitutionalized, older adults, and the learning disabled.Lesley, J. Ingrid. oLibrary Services for Special User Groups.� In The Bowker Annual Library and BookTrade Almanac, 25-37. 37th ed. New Providence, NJ: R. R. Bowker, 1992.Innovative services to immigrants, latchkey children, the unemployed, the homeless, and thedisabled.Services to Preschool Children and Their CaregiversJones, Trudy, and Sally Schwarzlose. oThe Changing Preschool World: One LibraryTs Efforts to Workwith Local Agencies to Serve the Preschool Community.� Illinois Libraries 72 (Feb. 1990): 176-78.Roving readers and materials delivery to day-care homes.Krell, Denise, and Connie Pottle. oServices for Adult Caregivers of the Very Young Child.� Journalof Youth Services in Libraries 3 (Winter 1990): 134-38.Program ideas and service models for adults who live or work with children aged birth to five.Marino, Jane, and Dorothy F. Houlihan. Mother Goose Time: Library Programs for Babies and TheirCaregivers. New York: H. W. Wilson, 1992.Practical guide to infant programming.Services to Latchkey and Daycare ChildrenAdamec, Janet. oHomework Helpers: Making Study Time Quality Time.� Wilson Library Bulletin 65(Sept. 1990): 31-32.Library volunteers help latchkey children with homework after school.138 " Fall 1993 North Carolina Libraries

Bush, Margaret A. oExtending Our Reach: Library Services for Special Groups of Children.� InLands of Pleasure: Essays on Lillian H. Smith and the Development of ChildrenTs Libraries, edited byAdele M. Fasick, Margaret Johnston, and Ruth Osler, 71-83. Metuchen, NJ: Scarecrow Press, 1990.Identifies types of children who need library programs (daycare, latchkey, recent immigrants,etc.) and offers illustrations of programs currently in place.Dowd, Frances Smardo. Latchkey Children in the Library and Community: Issues, Strategies, andPrograms. Phoenix, AZ: Oryx Press, 1991.A comprehensive treatment of the social issue of latchkey children and library servicesdesigned to help them.Strickland, Charlene. oIntergenerational Reading: Encouraging the Grandlap.� Wilson LibraryBulletin 65 (Dec. 1990): 46-48, 164-65.Senior citizen volunteers help with childrenTs services.Services to Youthful OffendersOiye, Julie Ann. oFull Time, Multi-Media Service to Juvenile Hall Patrons.� In The Voya Reader,edited by Dorothy M. Broderick, 201-5. Metuchen, NJ: Scarecrow Press, 1990.King County, Washington, supports a library in its Youth Services Center.Sasges, Judy, and Mary Moore. oJuvenile Hall Library Service on a Part-time Basis.� In The VoyaReader, edited by Dorothy M. Broderick, 193-100. Metuchen, NJ: Scarecrow Press, 1990.The Stanislaus County Free Library in Modesto, California, offers library services to juvenilesin the countyTs youth detention center.Services to Senior CitizensGross, Ron, and others. How to Serve Seniors in Your Community By Meeting Their Needs for MentalStimulation, Delight, and Empowerment: Lively Minds Manual. Uniondale, NY: Nassau LibrarySystem, 1990. ERIC document ED 338 233.A public library systemTs weekly continuing education programs designed for older adults.Services to the Physically and Mentally ChallengedDay, John Michael. oGuidelines for Library Services to Deaf People: Development andInterpretation.� [FLA Journal 18, no. 1 (1992): 31-36.Policy and service considerations for patrons with the oinvisible handicap.�oLibrary Services for Persons with Handicaps.� Special theme issue of I/linois Libraries 72 (Apr.1990): 311-410.Brief descriptions of a number of programs.Powell, Faye. oA Library Center for Disabled Students.� College & University Research Libraries Newsno. 5 (May 1990): 418-20.Description of a program at Portland State University.Rosen, Leslie, and others. oEnabling Blind and Visually Impaired Library Users: INMAGIC andAdaptive Technologies.� Library Hi-Tech 9, no. 3 (1991): 45-61.Describes technological advances such as the database management system INMAGIC beingused by the library of the American Foundation for the Blind.Wright, Kieth C., and Judith F. Davie. Library ManagerTs Guide to Hiring and Serving Disabled Persons.Jefferson, NC: McFarland, 1990.Covers staff development and physical facilities as well as public services.Services to MinoritiesBoydston, Jeanne M. K. oHiring Practices, Equal Employment Opportunity and Affirmative Actionin ARL Libraries.� Journal of Library Administration 14, no. 4 (1991): 17-35.A survey of ways ARL (Association of Research Libraries) libraries develop a candidate pool(including advertising in a wide variety of minority/ethnic special interest publications) andreview applications.Speller, Benjamin F., Jr., ed. Educating Black Librarians: Papers from the 50th Anniversary Celebrationof the School of Library and Information Sciences. North Carolina Central University. Jefferson, NC:McFarland, 1991.Includes essays on recruiting minority students, recruiting and retaining minority librarians inacademic libraries, and the role of library schools in the recruitment of international students.North Carolina Libraries Fall 1993 " 139

Services to Immigrants and Migrant WorkersCraver, Kathleen W. oBridging the Gap: Library Services for Immigrant Populations.� Journal ofYouth Services in Libraries 4 (Summer 1991): 123-30.Describes public library services to the immigrant community.Jones, Plummer Alston, Jr. oCultural Oasis or Ethnic Ghetto?: The North Carolina ForeignLanguage Center and Statewide Multilingual Public Library Service.� North Carolina Libraries 50(Summer 1992): 100-105.Describes a special public-supported library providing on a statewide basis foreign languagematerials for speakers of foreign languages, including immigrants and migrant workers inNorth Carolina.Plessner, Joan. oThe Fruits of Their Labors.� American Libraries 23 (Mar. 1992): 256-57.Public library services to Hispanic farmworkers.Services to the HomelessLesley, J. Ingrid. oThe Homeless in the Public Library.� In Libraries and Information Services Today,12-22. Chicago: American Library Association, 1991.Discusses the social phenomenon of the homeless and library programs throughout thecountry designed to help this special population. Article quotes former North Carolinalibrarian Patsy Hansel, who believes it is appropriate oto designate the (public) library as areferral agent for persons with survival information needs if the library has the resources andthe commitment to do the job well.�Services to Gays and LesbiansGough, Cal, and Ellen Greenblatt. Gay and Lesbian Library Service. Jefferson, NC: McFarland, 1990.While the emphasis is on collection development issues, policies for displays and meetingrooms are also discussed. Excellent appendices of core resources, publishers and bookstores,and AIDS literature. Contains ALA Policies on Sexual Orientation and the Library Bill of Rights.BROADFOOT'S OF WENDELL6624 Robertson Pond Road ~ Wendell, NC 27591 .Phone: (800) 444-6963 * Fax: (919) 395-6008 EES AE A¢ NC BOOKS ¢ AUDIOVISUALS e¢ BLACK HISTORY MATERIAL © for rue youna, op, & IN-BETWEENSpring & Fall Catalogs " Are you on our mailing list?Two Locations Serving Different Needs JGenealogists & Reference LibrariansRequest the Latest Catalog of Source Material from:- BROADFOOT PUBLISHING COMPANY1907 Buena Vista Circle ~ Wilmington, NC 28405Phone: (919) 686-4379 * Fax (919) 686-4379Now Available " NORTH CAROLINA CONFEDERATE MILITIA OFFICERS ROSTER edited and completelyindexed by Stephen E. Bradley, Jr. " CHRONICLES OF THE CAPE FEAR RIVER by James Sprunt "BETHELTO SHARPSBURG (2 vols.) by D. H. Hill "NORTH CAROLINA REGIMENTS (5 vols.) by Walter ClarkBeing Reprinted "THE COLONIAL AND STATE RECORDS OF NORTH CAROLINA (30 vols.)"The most important genealogical and historical source for North Carolina since 1790."140 " Fall 1993 North Carolina Libraries

Services to the UnemployedMartins, Ed. oJOBLINC: Job-Help Bus Delivers Needed Information.� Tennessee Librarian 43 (SpringOOM) eaeMemphis-Shelby County Public LibraryTs mobile job information readiness center goes to thehigh unemployment neighborhoods and to businesses that are laying off workers, where staffhelp prepare resumes and cover letters, and answer questions about job openings and otherjob-related subjects.AIDS ProgramsCowen, Sue, and R. Wright Rix. oStarting Up Your Own HIV/AIDS Collection: A Case Study.�Reference Services Review 19, no. 2 (1991): 39-44, 76.The County of Los Angeles Public Library worked with government and nonprofit organiza-tions to establish an AIDS information center. Includes an annotated bibliography.Shay, Anthony. oAIDS Education in the Los Angeles Public Library.� Library Journal 115 (Oct. 15,1990): 59-60.The Los Angeles Public Library AIDS Anti-Discrimination Task Force, composed of libraryemployees at all levels, developed a comprehensive education program on AIDS as a prevent-able epidemic and its impact on the workplace. All library employees have participated in theprogram.Intellectual FreedomAmerican Library Association. Office for Intellectual Freedom. Intellectual Freedom Manual. 4th ed.Chicago: American Library Association, 1992.The old standby has been updated. Contains policy statements on access, circulation, exhibitspace and meeting rooms, freedom to read, library record confidentiality, materials selection,challenged materials, and labeling of materials.Literacy ProgramsSalter, Jeffrey L., and Charles A. Salter. Literacy and the Library. Englewood, CO: LibrariesUnlimited, 1991.This excellent handbook discusses illiteracy, its causes and effects, and what libraries can doto combat it. Includes sections on materials for adult new readers and suggestions forprograms. Appendices of organizations, sample material, and a bibliography.Segel, Elizabeth, and John Brest Friedberg. oWidening the Circle: The Beginning with BooksModel; Prevention-Oriented Literacy Program Affiliated with the Carnegie Library ofPittsburgh.� Horn Book 67 (Mar./Apr. 1991): 186-89.The library works with agencies such as Head Start, well baby clinics, teen parentingprograms, drug and child abuse programs, and homeless shelters to distribute a packet ofthree paperback books and a coupon to get another free book at the library.Talan, Carole. oFamily Literacy: Libraries Doing What Libraries Do Best.� Wilson Library Bulletin 65(Nov. 1990): 30-32, 158.Promotes library literacy programs which are family-centered and intergenerational.MUMFORDRELIABLE WHOLESALER SINCE 1977¢ Over 90,000 Books in Stock ¢ Discounts up to 70% Off¢ Over 10,000 Titles ¢ Now Two Adjacent Warehouses¢ 15 Years of Service "N othing like seeing ¢ Sturdy Library Bindings¢ oHands On� Selection for yourself. � ¢ 100% Fill¢ Pre-School Through Adult * Cataloging/Processing AvailableMUMFORD LIBRARY BOOKS, SOUTHEAST, INC.7847 Bayberry Road ¢ Jacksonville, Florida 32256North Carolina Representative " Phil May(904) 737-2649 1-800-367-3927North Carolina Libraries Fall 1993 " 141

WY ca edctiou gaaEditor's Note: North Carolina Libraries presents this feature in recogngition of the increase in excellent unsolicited manuscripts that meritpublication, but are not necessarily related to each issue's specific theme.What Our Children Are Dying To Know:AIDS Information Dissemination and the Libraryby Jim ZolaoAt a hearing last week, book opponents argued that [two controversial books] promote a lifestyle against GodTsteachings and that innocent children should be protected from reading them.�" oKids Books On Homosexuals Will Remain on Library Shelf,� News and Record, Oct. 24, 1992.oT donTt want to die because I donTt know ... I donTt think it's fair to us for adults to hide all this from us.�" Melissa Roberts, a seventh grader quoted from oChildren Seek More Education On AIDS,�ne only needs to go as far as the morning newspaper torealize that Acquired Immunity Deficiency Syndrome(from hereon AIDS) is a major issue in the world today.Naturally, major world issues have a way of filtering intoevery aspect of society. The dissemination of accuratecurrent information on AIDS is a monumental task. Just to stayahead of the rumors and misinformation is beyond the scope ofthe layperson. What sources can we trust? Dr. Stephen Gluckmanof Cooper Hospital in Camden, N.J. recently conducted a surveyof thirty-three AIDS hotlines and found that the hotlines ooftengive out information thatTs misleading, oversimplified, or justplain wrong.�! If librarians are the gatekeepers to the world ofinformation, they must be able to gather the most current andaccurate information available in order to inform the public. Butis this enough?One of the most common misconceptions about AIDS is thatit is a problem confined to large urban areas. Guilford County,North Carolina accounts for only five percent of the stateTspopulation, yet twelve percent of the stateTs AIDS cases occurhere. That means twelve cases per 100,000 people.2 But thestatistics just reveal the surface of the problem. Despite hope, therealistic chances for a cure in the near future are slim. Therefore,the only viable weapon in the war onAIDS is the dissemination of informa-tion on ways to avoid contracting thedisease. This being the case, librariesmust become the major battlefield inthe war on AIDS.3Few people would disagree with theconcept that the key to minimizing thespread of AIDS is through public aware-ness and access to accurate information.And yet, when the issue is focused on theteaching of AIDS education to children,the pots begin to boil. Why? Perhaps theoverall problem stems from an image of142 " Fall 1993... the key to minimizingthe spread of AIDS isthrough public awarenessand access to accurateinformation.News and Record, Oct. 25 1992.children as the innocent lambs and the adults as the shepherds.There is a pairing of the concepts of innocence and ignorance thathas followed children through history. The problem with theconcept of safeguarding the innocence of children is that it isvirtually an impossible task because they live in the modern globalvillage where information bombards them from every angle.For libraries, the issue of AIDS information dissemination forchildren needs to be broken down into several categories. First ofall, there are two primary areas of access for childrenTs books, theschool and the public library. Although the materials availableand the patrons served in the two localities may be the same,circumstances determining the collection policies of schoollibraries and childrenTs collections in public libraries are vastlydifferent. The second consideration in a discussion of AIDSinformation dissemination for children is the ages of the childrenbeing informed. The distinguishing milestone in an examinationof access to AIDS information in childrenTs departments of publiclibraries is the childTs ability or inability to read. Most AIDSeducation in public schools begins in the seventh grade. Theissues involved with older children (those more likely to beinvolved with high-risk behavior in terms of exposure to AIDS)are quite different from those of the younger children. In fact, thevery notion that younger children arenot getting information in the class-room makes the availability of informa-tion in the library that much more im-portant. It is imperative to examine theinformation needs of those children whoare able to read on their own, but are notyet receiving classroom AIDS education.During the Reagan administration,U.S. Surgeon General C. Everett Koopmandated the teaching of AIDS educa-tion in Public schools. In July 1988, theNorth Carolina General Assembly en-acted a law requiring AIDS preventionNorth Carolina Libraries"

be taught in school. Yet a 1989 survey reveals that 80 percent ofelementary libraries in the U.S. had no fiction titles dealing withAIDS and 52 percent of elementary libraries surveyed had nonon-fiction titles.4 Educated speculation provides a variety ofreasons for the weakness of school collections in this area. Thefirst thing to consider is that children are not voting citizens andtherefore do not wield power in a society that respects advocacy.Young children, when viewed as the innocent lambs, are notconsidered AIDS risks. Therefore, in times when overall fundingis tight, and where childrenTs resources are funded by what is left,the gathering of AIDS material maynot be a high priority for childrenTslibrarians. Then, factoring in thepossibility of a book challenge orsome fundamental groupTs sabotage,along with the lack of sources andthe currency problems, the dearthof AIDS materials for children mightbe explained, but not justified. Fi-nally, there is a possibility that theattitudes of the librarians towardsthe subject might be keeping thebooks off the shelves.51In the case of school libraries, itis virtually impossible to separate theissue of AIDS classroom curricula andthe dissemination of AIDS informa-tion in the library. School libraries should support and expand onthe classroom curriculum. Yet, in the formulation of curricula onAIDS education in the Greensboro Public School system, everydepartment has been included " English, mathematics, socialStudies, science, health and even physical education " except forthe library.® The results of these curriculum decisions can have far-reaching effects on the library collection. In New York City, theBoard of Education enacted a measure stressing sexual abstinencein the school curriculum. The ramifications of this ruling enablethe school board to censor or ban materials that they feel fail toStress abstinence.� Book challengers are given the strength ofpolitical approval.It could be argued that the issue of AIDS information inchildrensT libraries is just a rehashing of the old sex educationdebate. But there are some major differences. Not only are youngpeople concerned about AIDS as a life and death issue ; they are alsoconsidered by some to be a HIV high-risk group.T The problem isNot just sex, however. In an article in The Journal of Moral Education,Kenneth R. Howe identified these compound issues:It is only one step from talking about risky behaviors, totalking about the victims of AIDS, social policy, compas-sion, and constitutional rights ... more generally, thecontroversies surrounding AIDS ought not to be ducked.Evasiveness only contributes to artificiality of school-ing, and results in missing an opportunity for sometimely and important education. Students ought to betaught how to cope with controversy and disagreement,rather than presented with a model of how to ignore it.9Unlike the case of sex education, few voices deny that AIDSeducation is important. While the value of AIDS informationdissemination is hard to contend, controversies develop over theapproach and extent of the information made available.There are basically two camps concerned with the inclusionof AIDS materials in childrenTs library collections. Kenneth R.Howe has labeled these two approaches opaternalist� and oneu-tralist.� Paternalism is based on the view that ochildren, say,through high school age, are simply not competent to master allof the information about AIDS, including the uncertainty, neededNorth Carolina LibrariesIn fact, the very notionthat younger children arenot getting information inthe classroom makes theavailability of informationin the library that muchmore important.to make responsible judgments o1° So the paternal approach is toprotect children from themselves by censoring the informationmade available and by advocating abstinence. One of the mainproblems with the paternal approach, besides the unrealisticbelief that ignorance is bliss, is that children today receiveinformation from many sources " peer networks, print andtelevision media. Denying them the access to reliable informa-tion in an open educational setting may simply lead to a distrustof schools and libraries.The alternative approach to AIDS information dissemina-tion, according to Howe, is neutralism.This is based on a respect for adolescentautonomy and on the reservation of moraljudgment. While the conservative pater-nalist believes in abstinence, the neutralistbelieves that the teaching of safe sex isnecessary since all avenues of the issueneed to be presented. One group believesthat abstinence should be taught as anabsolute value, while the other group be-lieves in teaching protective prevention.[This would be a non-issue if both absti-nence and safe sex were presented in theavailable materials.] But the paternalistsbelieve that abstinence should be the onlyapproach, and therefore materials thatmention safe sex are viewed as osheepclothing for the lupine purveyor of libertarian perversions.�11 Inorder for librarians to resist challenges from these paternalists, itis necessary for them to understand the basis for these beliefs.There are a few underlying contentions that recur in thearguments against the neutralist approach to AIDS education.The first fundamental belief is that there is a strong relationshipbetween the communication of information and the changing ofbehaviors. 12 Itis hard to argue against this point. Yet the paternallogic continues by arguing that safe sex information owill beineffective and counter-productive because it will implicitlysanction sexual permissiveness " the primary cause of AIDS.�13This argument relies heavily on the innocent child theory.Allowing the thought of anything but abstinence to enter thechildTs mind will lead to corruption, the breakdown of moralconsensus, and thebreaking of implicitrules. These implicitrules existed beforeAIDS, but the paternal-ists are using the threatof AIDS to enforce theadvocacy of abstinencebefore marriage and fi-delity during marriage.That is not to saythat the other side, theneutralists, advocatepremarital sex and in-fidelity. They argue thatokids who come fromOpen-communicationsituations do betterwith risk-taking behav-ior.�14 The questionthat needs to be askedconcerning the neutral-ist position is just howfar the librarian shouldgo. Can the librarianThe issue ... is notwhether we shouldpass out condoms, orpromote one extremeor the other. The realissue is how we answerthis question " if noteducation and openinformation ©dissemination, thenwhat are thealternatives?Fall 199% " 143

remain truly neutral, supplying the information in a non-restric-tive manner? Should they be expected to do more? It is far morelikely that a public librarian (versus a school librarian) would beable to become an AIDS information advocate. As early as 1987,an article in School Library Journal called on all childrenTs librar-ians to become involved to the fullest extent:Clearly, both school and public libraries have an opportunitytoplay animportantrolein the collection of materials andthedissemination of information about AIDS. School librarianscan assist administrators and other officials in collection anddisseminating information. Public librarians can completebibliographies, add information to vertical files, hold forums,show videotapes, provide pamphlets and coordinate out-reach programs.15The idea of the outreach program was taken a step further ina 1991 American School Board Journal article on rural areas andAIDS information dissemination in which it was proposed thatbookmobiles be used to reach rural areas in order to teachchildren ways to prevent AIDS.16As with most controversial issues, the essence of the problemtends to get clouded by fringe controversies. The issue in AIDSinformation dissemination for children is not whether we shouldpass out condoms, or promote one extreme or the other. The realissue is how we answer this question " if not education and openinformation dissemination, then what are the alternatives? FrancesBradburn writes in The Wilson Library Bulletin:No longer can our discomfort simply confuse our chil-dren; it can kill them. No longer can we adults afford theluxury of debating whether or not we want our childrensexually educated. oWhen� perhaps; but never againowhether. � For, you see, AIDS is killing our children.17Tired of makingpermanent loans?"i CheckpointTTomorrow'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) 848-0937Ralph M. Davis, Sales RepresentativeP.O. Box 144Rockingham, NC 283791-800-545-2714144 " Fall 1993If librarians believe that they are advocates for children, thenthey must continue to promote the dissemination of accurate AIDSinformation to the fullest extent: not only how to avoid contract-ing the virus, but information that will dispel the fears and prejudicesabout the victims of the disease, as well. Familiarity, sympathy, andunderstanding are the keys to battling AIDS. Children have a rightto know, especially when their lives are at stake.References1 oSurvey: AIDS Lines Often Wrong, o News & Record, Oct. 5, 1992.2oNation Has A Duty To Strike Back At AIDS, o News & Record,OG Fg.3 Leonard Kniffel, oAIDS War: Information The Weapon,Libraries The Battleground,� American Libraries, XXIII, No. 5(1992): 348.4 Vandelia L. Vanmeter, oSensitive Materials In U.S. PublicSchools,� School Library Media Quarterly, XIX, (Summer 1991): 223-227%5 W. Bernard Lukenbill, oAIDS Information Services In Ameri-can Public Libraries: A National Comparison Of Attitudes Held ByPublic Library And AIDS Service Directors,� Library And Informa-tion Science Research, XII, (April/June, 1990): 183-216.6 oAIDS Program to Emphasize No Sex, Drugs,� GreensboroNews & Record, March 2, 1988.7 oCritics Decry New AIDS Education Rules As Censorship,�New York Times May 29, 1992, B3.8 Susan G Millstein, oRisk Factors For AIDS Among Adoles-cents,� New Directions For Child Development, (Winter 1990): 3-15.9 Kenneth R. Howe, oAIDS Education In The Public Schools:Old Wine In New Bottles,� The Journal Of Moral Education, XXIX,(May, 1990): 124-138.10 Jbid.11 William J. Wood, oTeach The Children Well,� America,CLVI, (May 16, 1987): 397-400.12 Tbid.13 Sidney Callahan, oDoes the AIDS Crisis Justify Explicity,Sex Education, Ads,� Health Progress, LX1X, (Jan./Feb. 1988): 18.14 Dr. Tim Lane, Greensboro News & Record, March 29, 1988.15 Julie M. Mueller and Virginia Moschetta, oAIDS Informa-tion Sources,� School Library Journal, XXXIV, (Sept. 1987): 126-130.16 Doris Helge and Jonathan Paulk, oToo Small For AIDS,�American School Board Journal, CLXXVIUI, (April, 1991): 40-42.17 Frances Bradburn, oSex, Lies And Young Readers At Risk,�Wilson Library Bulletin, (Oct. 1990): 34-38.~ Greensboro AIDS pitsoThe Greensboro Public Library has received a grant for- $4,000 from a coalition of the community, organizations, and_ institutions for the purpose of establishing a Public LibraryAIDS Project. The funds will be used to distribute packets ofAIDS education materials at libraries in Greensboro and High- Point and to establish an AIDS. Resource Corner at the ChavisLifelong Learning Library. -_ The Library has named an. Advisory Corfnittes composedof librarians, AIDS activists, educators, and business leaders,_ which will advise the library on specific activities in its AIDS�- education campaign. Current plans include the production| and distribution of bookmarks, bibliographies, and a localresources list. An AIDS Program Kit containing books, videos, adiscussion guide, and other ma erials will alse be a forthe t use of community program developers._ Future plans include sponsoring a program featuring anthor who has written on ened Bet Poe Sees toage youth about AIDS.North Carolina Libraries

\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:e One source orderinge Triple checks on all orders¢ 30 day delivery or status report of order guaranteed¢ Subject listings of books¢ Customized paperworke Standing order plane 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.roeBOOK 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!ViNorth Carolina Libraries Fall 1993 " 145. ~"

146 " Fall 1993PoIntLibraries: All Things to All Peopleby Carol H. Reillyibraries can no longer stand apart from the social issues that affect their patrons.Libraries cannot afford to remain merely neutral institutions while the communitiesthey serve are struggling with delinquency, teen pregnancy, violence, homelessness,unemployment, poverty, illiteracy, substance abuse, intolerance of racial and culturaldifferences, and other concerns.Human service and education professionals, political and business leaders, plannersand advocates are seeking or designing new approaches to prevent " as well as remedy " someof these social problems. Individuals of all ages and abilities are searching for health care, daycare, housing, vocational, and other options so that they can become financially and sociallyindependent. Families are looking for support to deal with domestic troubles and to help theirchildren become successful.Libraries must not only be aware of these trends and issues, but also must redefine theirmission to become active participants in community problem-solving.I believe that library administrators and staff should use the concept of Information andReferral (I&R) as a starting point for evaluating their goals and for developing training, service,and marketing strategies in response to social issues.Libraries should view their connection to community resources as essential in providingthorough, accurate service to their patrons. Employees at every level should be taught to think ofthemselves as community information providers having access to a universe of knowledge muchbroader than the library. Given appropriate training, employees can become comfortable injudging when to recommend or call on resources beyond the library, even if they do not havetheir own in-house I&R staff and database.Involvement by administrative and branch staff in interagency networks and communityplanning efforts enables libraries to cope with changing demands resulting from societal prob-lems. Using I&R contacts, librarians can:1. Find out more about information and help available to latchkey children, parents oftroubled teens, homeless people, the unemployed, people with different communica-tion needs, and other groups who may be visiting or calling the library.2. Become indispensable in meeting the information needs of local professional col-leagues and decision-makers.3. Encourage and participate in multi-agency alliances which may help everyonestrengthen existing services, create innovative programs, make better use of currentresources, or identify new volunteer, staff, and funding sources.For example, by forming a partnership with the local teen helpline, tutoring and mentoringprograms, PTA, Cities-in-School office, or youth council or other groups, library employees maybe better able to work with children and teens who have academic and behavioral problems, orfind volunteers who can help them.Library employees can gain valuable ideas for collection development, booklists, displays,programs, and cooperative outreach efforts from such groups as public health agencies, parenteducation groups, information sources on the Americans with Disabilities Act, task forces dealingwith issues such as AIDS and teen pregnancy, career counselors, the AARP, and the Bar Association.By using their unique skills and tools, librarians can provide valuable assistance to govern-ment officials, human service planners and advocates, neighborhood development groups, andcitizens seeking services for themselves and their families. They can build a computer file onsupport groups whose meetings are mentioned in the newspapers, offer to track down hard-to-find articles and statistics, facilitate interagency training and community information exchangeactivities, and collect or compile resource guides to local day care providers, summer camps, joblistings, scholarships and grants, and translators and interpreters.All of these I&R-related activities are well within the traditional role of libraries, but theyplace libraries in the mainstream of social responsibility to their patrons and their community.North Carolina Libraries

But It's Not What They Paid For!by Harry Tuchmayer, Column Editorhe other day, I was approached by an individual who demanded that the library maintaina permanent display that warns citizens of the coming environmental catastrophe. In fact,this is the second time we have been approached by the same individual as he travels upand down the East Coast of the United States. You see, he and the organization he repre-sents know that olibraries traditionally respond to public demand� so he wants to oper-suade libraries ... to influence (that) public demand.� Now I care about the environment,but where do I draw the line between political activism and professional responsibility?Unfortunately, many of the serious issues facing society today " teen pregnancy, homelessness,intolerance etc. " are more than just social concerns; they are highly volatilepolitical issues. As publicly supported institutions, many libraries increas-ingly will find themselves in the middle of community debates that are notcut and dried. In this environment, libraries will be expected to provideinformation to support, justify, and help formulate any number of possiblesolutions to a problem. And in order to meet community needs, libraries willbe expected to perform their traditional role of information provider free ofbias or interpretation. In short, libraries will become more important to theentire community, not because we made it our mission to solve a singleindividualTs problem, but because we never wavered from our overallmission of collecting uncensored materials representing all points of view.How can an organization which has consistently resisted all attempts tocensor ideas or opinions do anything other than ostand apart from the socialissues which affect (our) patrons�? If we donTt, we run the risk of alienatingthe very people (not to mention the taxpayers) who rely on us to providethe community with the information necessary to solve all of its problems.This doesnTt mean that we must turn our back on those in need, nor does itmean that libraries canTt offer some sort of information and referral service.It does mean, however, that libraries must be careful in how they structurethis service so as not to cross the line separating referral from endorsement.A fully staffed, well trained, and competent reference departmentalready serves many of the same functions as a good I & R service. Thedifference is that libraries traditionally shy away from endorsing or suggest-ing the use of one service over another. I know that referring someone toCrisis Line is not the same thing as sending a patron to one bookstore overanother. Unfortunately, itTs no longer that simple. When you suggest theservices of a group like Planned Parenthood instead of Life Line, you mightrun the risk of infuriating a special interest group in your community.Libraries should view theirconnection to communityresources as essential inproviding thorough,accurate service to theirpatrons." Reilly... libraries cannot andshould not serve as allthings to all people." TuchmayerGiving patrons the number of an Information and Referral service might seem like needless doublework, but maintaining some distance from the issue does insure the libraryTs autonomy.Librarians have always been taught that good reference service does not mean serving as thepatronTs legal advisor, doctor, financial consultant, or contractor. Yet in order to provide effectiveInformation and Referral services, librarians would be cast in these very roles. Basically 1 & Rpractitioners must serve their oclients� much like a good social worker handles his caseload, witha level of involvement that cannot be part of the reference transaction. Like it or not, librariescannot and should not serve as all things to all people. When those ~thingsT require us to changefundamentally the nature of library services, we lose sight of our mission and ultimately run thetisk of diluting our effectiveness.It is precisely because libraries have been successful in promoting themselves as impartialinstitutions essential in a democracy that we must shy away from social activism. As much as ithurts, transferring that call rather than answering it is exactly what libraries were created for. ... Oh,by the way, the contact number for the Environmental Action Alert Group is ..North Carolina LibrariesFall 199% " 147

Those of you who went to the UNC CAUSE Conference on theInternet in July 1993 at UNC-Greensboro, will no doubt recallthe three current main uses of the Internet: intercomputer mailtransfer (called e-mail or net-mail); intercomputer file transfer orremote file access (called FTPing or File Transfer Protocol); anddiscussion group mailings (called listserves but also referred toby some as Internet junk mail). In this column of Wired to theWorld, (or as some now call the Internet, Weird to the World,)I will discuss how to join a listserve, more specifically the SchoolLibrary Media & Network Communications Listserve (LM_NETfor short). {ThatTs LM underline (shift dash on most USAkeyboards) NET.}LM_NETThousands of listserves are in existence today. They covertopics from beekeeping to the latest hard rock music group.Most hobbies, as well as current exotic research activities, havea discussion forum going. Typical discussion group topicsinclude: hurricanes, BASIC programming, biochemistry, theGrateful Dead, Japanese food, government documents, maps,public services issues in libraries, rare books, library materialconservation, photography, genealogy (called ROOTS ofcourse), Windows, Excel, rare bird alert, cats (called FELINE),African Americans, Anglican (Episcopal Church), Bill Clinton,Austin Jane Austin), automobiles, and last but not least, theInternet. Discussion groups on Bitnet are called listserves.Other Internet systems call their discussion groups by othernames, for instance CompuServe calls its groups forums.Another major group is called Usenet News. These othersystems require individual accounts or Internet feeds to yourcomputer for you to read them. Most Bitnet sites have anelectronic list of current Bitnet listserves. LaUNChpad at theUniversity of North CarolinaTs Office of Instructional Technol-ogy provides free Usenet/Bitnet feeds to the world (Telnetopen 152.2.22.80)To sign on to a discussion group, you must send an e-mailsubscribe message to the appropriate listserve computerrequesting that your name be placed on the distribution listand that mail be sent to your Internet connected computer.Most sign ons are handled electronically by the listservecomputer. This is one of the main features of the listservesystem: it functions automatically without the need forhuman intervention. This has allowed the discussion groupsto exchange mail at a very low cost per message unit, com-pletely unattended. When you post a message to one of thediscussion groups, the listserve computer sends it automati-cally to anyone who has signed on to the group. Again this isall done without the aid of a human being. To sign on to theLM_NET discussion group, send an Internet message to:LISTSERV@SUVM.bitnet, the Listserve computer at SyracuseUniversity. In the body of the message, type the word SUB-SCRIBE LM_NET (followed by your name) for example:148 " Fall 1993" by Ralph Lee ScottSUBSCRIBE LM_NET Ralph Scott. The computer will auto-matically add your name to the routing list and send you aconfirmation message.Some listserves require that you reply with an ook� to theconfirmation message; others do not. A few lists still havehumans that cull the requests to be added to list and only allowsign ons to whomever they feel has a need to be on the list.This type of listserve, however, is rare. Most are open to all whowant to join in the discussion. After you have signed on, mostlistserves will send you a set of instructions governing theoperation of the list. How to turn your mail on and off, how tounsubscribe, how to prevent your name from displaying in thepublic directory of members, and how to access the list archivesand index are typical instructions received.The LM_NET listserve has been in existence for about twoyears. Topics cover a wide range of material of interest toschool media personnel. Recent discussions on the list in-clude: charging faculty and students for lost materials; re-quests for collection development information on CD-ROMs;oLunchtime in the Library;� a call for papers for the RhodeIsland/New England Educational Media Association jointconference; someone looking for o~A Conncticut [sic] Yankeein King Arthurs CourtT starring Danny Kaye;� library/mediagrades for elementary school students; the length of messagesto be submitted (some people object to reading long message" others just throw them away if they donTt have the time);request for experiences with the Horace Mann InsuranceCompany; notice of a new North Carolina Department ofPublic Instruction report on oLibrary Automation: Impact onStudents;� virtual reality in the library; the paradigm shift toocurling up in bed on a cold night with a cup of hot chocolateand a laptop upon which you read your favorite book;"Internet access to United Press International (UPI) andAssociated Press (AP) dispatches; and more discussion oflunchtime in the library.Other Internet NewsTesting has begun in a limited number of areas in sendingfacsimile documents over the Internet. The system currentlyrequires a local geographic ocell� for storage and distributionof the facsimile message which can be either text or graphics.The areas currently included in the test are: Washington, D.C.;Silicon Valley and parts of the San Francisco Bay area, Califor-nia: and all of Japan, Australia, the Netherlands, and Ireland.At present the ocell� computers are connected to computer-controlled facsimile machines which then dial up your localfacsimile machine via a local phone call, thereby eliminatinglong distance facsimile toll telephone charges. This same tech-nology could be applied to digital voice transmission over theInternet. Needless to say this has interesting implications for longdistance telephone carriers. Stay tuned to Wired to the Worldfor more interesting and useful information on the Internet.North Carolina Librariesz=

From North Carolina Newsto NationalIssues toInternational AffairsNEWSBANK HAS IT ALL ON COMPACT DISCTHE NEWSSQBSERVERFu iv FER P ON! SDEROM ©:D NEWSBANKCoverage of local, regional, state and U.S /world news Full-text coverage of todayTs key issues and events from overfrom one of North CarolinaTs leading newspapers. 40 major U.S. newspapers and wire services worldwide.Together, these CD-ROM resources give you instant access to news from withinthe state, across the nation and around the world.© MONTHLY UPDATES keep you currente UNIFORM SEARCH SOFTWARE makes multidatabase research quick and easy BACKFILES enable you to build extensive news archives on CD-ROMThe Raleigh News & Observer coverage ranges from feature articles to locally-writtencolumns and editorials, while CD NewsBank provides articles chosen by informationspecialists based on research value and in-depth reporting.Call NewsBank TODAY to learn more about these complementary databases:1-800-762-8182Be sure to ask about the SPECIAL OFFER on current year subscriptions and backfiles.NewsBank, inc, 58 Pine Street, New Canaan, CT 06840-5426North Carolina Libraries Fall 1993 " 149

NORTH CAROLINABrakeDorothy Hodder, Compilerhat particular features set Anne Tyler apart from other writers? Is it herpreoccupation with eccentric characters who lead apparently ordinarylives? Her sharp eye for detail? Her ear for the unspoken, which speaks tothe reader unable to put into words those very same feelings? Theseabilities as well as others are delineated by Elizabeth Evans, who examinesTylerTs fiction in her recent critical work, Anne Tyler.Evans is the author of books about Eudora Welty (an important influence on Tyler),Thomas Wolfe, and May Sarton, so she is experienced and adept at presenting themesand motifs that are well substantiated by textual examples. When appropriate, shebolsters her findings with quotations from Tyler that further elucidate the significance ofspecific themes. Although Evans carefully examines TylerTs use of humor and theimportance of family life in most of the authorTs works, she is most adroit in her empha-sis on the qualities of endurance and everyday courage that pervade TylerTs oprimaryemphasis in fiction,� presenting further evidence from Tyler herself who would likereaders oto get lost in my charactersT lives for a while.�Overall, Evans is a conscientious, meticulous scholar, integrating the views of otherknowledgeable reviewers of TylerTs work. Focusing her research on the family image shebelieves to dominate TylerTs fiction, Evans considers a multitude of relationships:mothers and daughters, husbands and wives, parents and children, and even orelativesfrom afar.� As Evans accurately notes, despite the eccentricities of numerous characters,relationships are portrayed realistically as people face conflicts and problems.On only one point does it seem necessary to question EvansT juxtaposition ofconclusion with textual example, primarily because Evans herself scrutinizes TylerTsfemale characters. oThe Company of Women� is the longest chapter in her book, withinwhich she studies the Tyler midlife viewpoint, the Tyler perspectiveon marriage, and the essential Tyler philosophy that quiet enduranceElizabeth Evans. constitutes not compromise, but realistic courage. Many of TylerTswomen provide justification for EvansT assertions, but not all. Thus itAnne Tyler. is disconcerting to see her include in this group Mary Tell (CelestialNew York: Twayne Publishers, 1993. 173pp. $22.95. Navigation) whose personal transformation is surely a testament toISBN 0-8057-3985-8. TylerTs own belief that not every woman is powerless to assumeresponsibility for her life. EvansT statement that oone has to assume...the pattern of a woman dependent on a man for financial securitywill repeat itself� (in reference to MaryTs situation) is weakened byMaryTs own words: oYou know, Jeremy...ITm managing on my ownnow. ITm not depending on a soul. ITm doing it on my own.�Yet EvansT book will not leave the Tyler fan disappointed. Shecarefully answers the question regarding Anne TylerTs unique qualities by providing us withrefreshing views on those brilliant vignettes (family dinners, church services, relative visits)that already captured our loyalty upon first reading the stories and novels. The book is avaluable addition to any library that collects TylerTs works. With a brief chronology of theauthor's life to date, extensive notes and references, and a helpful, annotated bibliography,EvansT offering provides useful information for the teacher, student, or enthusiastic readerof Anne Tyler. TylerTs association with North Carolina during her student days will makethis book of interest to large North Carolina collections." Betsy EubanksDurham Academy Middle School Library170 " Fall 1993 North Carolina Libraries

n T. R. PearsonTs sixth novel, he combines his unique gift for outrageous charac-terization with a modern day who-done-it. The action takes place in a smallhamlet somewhere between Roanoke, Virginia and Mt. Airy, North Carolina. Thenarrator is an unnamed police officer who says of himself, oI think too much ... Ieat too many fried foods and wear the same socks too often, watch more televi-sion than a sensible man should and breathe more dog wind than anybody oughtto, but mostly I just think too much when I should know better.� The story unfolds as hethinks through the brutal murder of a fellow officer. There is little evidence to lead thehero to the killer, except for a sordid Polaroid photograph of a young woman found inthe wallet of the dead man. The murder investigation uncovers atown full of unusually passionate local residents involved in sexfor fun, sex for hire, and sex so powerful it provokes murder.¥ The reader is introduced to slutty sisters, womanizing hus-C ry Me A River. bands, middle-aged adulterers, teenage exhibitionists, men withNew York: Henry Holt and Company, 1993. 258 pp. shocking fantasies, and a mysterious sex queen who describes$22.00. ISBN 0-8050-2200-7, herself as just a ogirl who canTt say no.� Despite their low-lifeperversions, Pearson manages to give them some respect. Asupporting cast of relatives, townsfolk, and colleagues providecomic relief to the grisly business at hand.Mystery lovers looking for a quick read will not find it here.T.R. PearsonTs propensity for storytelling provides many digressions into the lives of fortyor more characters, plus an unforgettable dog. Instead one finds full-blown, no-holds-barred Southern storytelling. The good plot and literary quality of PearsonTs writing makeCry Me A River a good selection for academic and public libraries.T.R. Pearson." Beverly TettertonNew Hanover County Public Libraryhis book is great fun to read. If you like intrigue, humor, or suspense, this bookhas it. In addition, Neely has a remarkably vivid prose style"you can almostsee the wrinkles in BlancheTs dress. The pacing is flawless, the main character isunforgettable, and the setting is well-researched.As the story opens, Blanche White is sentenced to thirty days in theDurham County jail for bouncing checks. She is totally unprepared for thisverdict, but is helpless to change it until a commotion in the hallway leads to an unex-pected opportunity for escape. Although the town of Farleigh is not oNew York, or evenRaleigh or Durham, and certainly not Chapel Hill,� there are still places to hide in plainsight. Blanche takes advantage of her chance to make what sheTslearned about life and about herself pay off, and quickly finds shehas another mountain or two to move before the road smoothsBarbara Neely. out.Someone is killed in the wealthy household where she isBlanche on the Lam. working and hiding from authorities. Of course, she would ratherNew York: St. MartinTs Press, 1992. 180pp. $16.95. mind her own business and not get involved; but since she is theISBN 0-312-06908-1. most likely suspect unless she uncovers the real killer, our reluc-tant sleuth puts her nose to the grindstone. With the help of anarray of interesting characters, the realistic plot moves along at arhythmic speed to an inventive ending.Barbara Neely delivers what she promises. Readers will enjoy BlancheTs first adven-ture and want to read more about her and the small southern town of Farleigh, NorthCarolina. Recommended for popular collections at public libraries and all libraries withNorth Carolina collections." Barbara DeLonUniversity of North Carolina at Chapel HillSS nc A ETONorth Carolina Libraries Fall 1993 " 151- "

"The barbarians arenTt at the gates. We're the barbarians.�o says North Carolina Blue Ridge private investigator Randall Gatsby oGat�Sierra as a commentary on society and on his own life. His statement is also amajor theme of Richard HillTs crime/suspense novel, What Rough Beast?It is September, and a high school friend whom Gat has not seen foralmost twenty years calls to hire the PI. Would Gat look for her old boyfriend,talk with him, and make sure he is all right? Would he find out if a conversionfrom drugs and violence to Jesus and salvation is real? Gat would, and he travels backhome to Florida to begin his investigation.The case takes Gat from hurricane-lashed Sarasota, Florida, to the drought-strickenRichard Hill.What Rough Beast?Woodstock, Vermont: The Countryman Press, Inc.,1992. 210 pp. $20.00. ISBN 0-88150-283-3.Sacramento Valley, California; from memories of his rebelliousteenage years in the Sixties to confrontation with the demons of hisadult decisions and mistakes. Along the way, GatTs missing personsearch becomes entangled with a nationwide manhunt for theKampground Killer, an ordinary, harmless-looking psychotic on anassault and mutilation spree. It leads to the storming of a drugstronghold and ends in death in his own backyard.A transplanted Floridian like Gat Sierra himself, author RichardHill lives in Wilmington, North Carolina, and teaches writing at theUniversity of North Carolina. He has contributed to numerousjournals and publications and is currently at work ona screenplay. What Rough Beast? isa welcome entry in the crime/suspense genre and to North Carolina fiction." Kathryn L. BridgesCharles A. Cannon Memorial Library, Concordorothy Cole Auman and her husband, Walter Auman, both descendants ofNorth Carolina pottery-making families, died in a freak automobile accident in1991. The accident occurred at a time when the Aumans were contemplatingbringing to a close their long-time careers as owners and primary potters of theSeagrove Pottery in Randolph County, North Carolina. This book documentsand honors their contribution to the continuation of pottery making in thearea and the state, as well as to the preservation of the traditions and artifacts of the craft.The AumansT contributions were many. Their own production, which is amplydescribed and illustrated in the book, sold widely and developed a loyal following. Theypromoted their own and other area potteries, participated in exhibitions, and encouragedtraining of young potters in traditional methods. They also acquired an extensive collec-tion of early and contemporary North Carolina pottery, which they exhibited for manyQuincy Scarborough and Robert Armfield.The Walter and DorothyAuman Legacy.Fayetteville, North Carolina: The QuincyScarborough Companies, 1992. 104pp. Paperback.$18.75, discounts for quantity purchases. Orderdirect from authors Quincy Scarborough and RobertArmfield, Post Office Box 67, Fayetteville, NC 28302(919) 483-2040 or (919) 483-2507. No ISBN, Libraryof Congress cataloging is forthcoming.years in a museum attached to their shop and, in 1983, sold to theMint Museum of Art.Although the book is written as a personal tribute by the authors,historians and those interested in North Carolina crafts will find it avaluable resource. The authors, long-time students of North Carolinapottery, summarize the history of the craft from its origins in Colonialtimes. They describe the various adaptations potters made throughthe years to meet their clienteleTs changing needs and tastes, andplace the Cole and Auman family potters within the context of thathistory. Personal reminiscences and anecdotes by and about theAumans, supplementing references to printed materials, documentthe story of their life-long involvement with this important manifes-tation of North CarolinaTs artistic heritage.There are seventy black-and-white and seventeen color illustra-tions; footnotes, often of personal interviews by the authors with thesubjects; and a two-and-one half page bibliography. The book wasprivately printed in an edition of one thousand copies; it is notwithout typographical errors.[Quincy Scarborough is also the author of North Carolina Decorated Stoneware: TheWebster School of Folk Potters, published in 1986. Copies are available from the author for$20, plus $2 postage. N.C. residents please add 6% sales tax.]{SS RR RIS152 " Fall 1993" Gay Mahaffy HertzmanNorth Carolina Museum of Art (retired)North Carolina Libraries

egends and tales of pirates and buried treasure of all types abound throughoutthe United States and are especially prevalent in the Southeast. This probablyis true because this area of the country was the headquarters for a largenumber of pirates, it served as the battlefield for most of the Civil War action,and Southerners always enjoy a good story. SouthernersT fascination with lostgold mines, pirate treasure, and other lost or buried fortunes continues evennow. Both of these books focus on a wide range of stories concern-ing treasure and pirates, and concentrate on the southeastern UnitedStates.W. C. JamesonTs Buried Treasures of the South is the fifth volumeW.C. Jameson. in the Buried Treasure Series. Each book concentrates on a differentBuried Trea sures of th e South. area of the United States (the American Southwest, Texas, etc).: ; Buried Treasures of the South, is arranged alphabetically by state fromLittle Rock, Arkansas: August House Publishers, Alabama to Virginia. At the beginning of each state section, a map1993. 224pp. Paper. $9.95. ISBN 0-87483-286-1. illustrates where the four or five legends about that state took place.In the section about North Carolina five tales range from lostNancy Roberts. Spanish treasure ships off the Outer Banks to BlackbeardTs treasure toBlackbeard and Other Pirates of " 710% Chetokee silver mine._ Nancy Roberts, on the other hand, concentrates exclusively onthe Atlantic Coast. pirates, giving a little biographical background and then relatingWinston-Salem: John F. Blair, 1993. 204pp. several stories about each one. She has included eighteen piratesISBN 0-89587-098-3. from Blackbeard to Anne Bonny to William Fly.Both books focus on popular subjects and contain short,readable segments. The books are recommended for middle andhigh school collections as well as public libraries where these topicsare of interest. Their use as reference books, however, will be limitedas both books have bibliographies but no index." Diane KesslerRiverside High School, Durhamhis book is not a typical hiking guide. Rather, it is a literary, historical, andgeographic exploration of eighteen trails in North Carolina. Having subjec-tively chosen these trails as a representative sample of four regions in the state,Manning describes three aspects of each trail. First, he includes a map, a briefroute description, total mileage, and a ranking for the hikeTs level of difficulty.Second, he discusses the natural and cultural history of the area. Finally,Manning includes facts such as where to write or call for additional informa-tion, accommodations and/or campgrounds, and a selected bibliography.It is within ManningTs narrative that the charm of this book lies. His language iscaptivating and his descriptions draw upon various fields of interest. For example, in thesection on the Mount Mitchell Trail, Manning relates a historicaltale about Elisha Mitchell and his quest to measure the mountainrange accurately. This story is interspersed with a naturalistTsobservations about the trail, done in a conversational manner, as ifAfoot in the South: one were walking along with the author. The diversity of ManningTs° knowledge is amazing, and this diversity is also reflected in the briefWalks in the N atural Areas of bibliographies at the end of each section. Manning seems just atNorth C arolina. much at home discussing history as geology or botany. He haspreviously written for Field and Stream and the Washington Post, andWinston-Salem: John F. Blair, 1993. 256 pp. $12.95 has edited the newsletter, WalkerTs World.ISBN 0-89587-099-1. Undoubtedly, there are more comprehensive and detailedbooks on North Carolina hiking trails. The maps and directionscould include more road details. However, it is difficult to imagine aguide that both the hiker and non-hiker alike could enjoy more. Buy the book for itstrail information, but more importantly, because it is a joy to read. It would be anappropriate purchase for both public and academic libraries.Phillip Manning." Barbara MillerFayetteville Technical Community CollegeSRS a SRNorth Carolina Libraries Fall 1993 " 153.

his is a tale that has grown in the telling: the question is, should it have?Economic necessity has forced the Fletcher family to move from Vigor,Indiana, to Steuben, North Carolina. The change is a hard one for all of them.Step, the father, is trapped for long hours in a job he hates from the first day.DeAnne, his wife, is very pregnant with their fourth child and trying to cope withthe kids, the neighbors, a large number of church commitments, and a house inill repair. As for eight year old Stevie, it takes his parents a while to notice that he is havingan even harder time than they are. Always a quiet child, he is having problems at home,school, and play; he is becoming dangerously withdrawn, retreating into a world ofcomputer games and invisible friends. Caught up first in their ownproblems, then in StevieTs, the Fletchers take a long time to registerthe fact that a number of young boys are missing from the SteubenOrson Scott Card. area, and to realize that Stevie has known this all along and is,himself, in danger.Lost B oys. Lost Boys began one Halloween night with an impromptuHarperCollins, 1992. 448 pp. $20.00. storytelling for a group of Watauga College students at AppalachianOST BASioA NOVELORSONSCOTTCARD~BESTSELLING AUTNOR OF EMDER'S GAMEaT OETA TEE EE TER ET154 " Fall 199%ISBN 0-06-016693-2. State University. Later, it was published, under the same title, as ashort story. (Originally in the October 1989 issue of The Magazine ofFantasy And Science Fiction, also in the anthology Maps In A Mirror: TheShort Fiction Of Orson Scott Card, Tor, 1990, as well as others.) Now itTsa more-than-full-length novel, and that is where the problem lies.The power of the original story is in its universality: it has that eerie oTwilight Zone�quality of just enough detail and character development to ground the reader in realitybefore a subtle shift of focus occurs, the laws of nature become skewed, and horrorgradually creeps in to overwhelm. Now we know too much about too many characters,and none of this extra knowledge or these extra people is necessary. The minutiae of thecharactersT religious lives and the ins-and-outs of the computer business, while interest-ing, do not enhance our sense of dread nor feed our growing apprehension that some-thing very bad is going to happen to good people. Placing the moral dilemmas andethical conflicts of the book so specifically within the confines of a particular religionseems to limit their applicability.This is not to say that the book is done poorly; in fact, far from it. Mr. Card is a finewriter, particularly of science fiction and fantasy, as witnessed by the Hugo, Nebula,Science Fiction Writers of America, World Fantasy, and Locus awards he has won. Thisbook, too, is well-crafted. It simply lacks the impact of the story, taking 448 pages toaccomplish a fraction of the effect achieved in about twenty. It is a bit of a back-handedcompliment, I know, but the story is so perfect, it is hard to get past it. Perhaps those notfamiliar with or so impressed by the short story will appreciate this novel more. Mr. Cardhas expanded successfully upon his short fiction before (notably, in EnderTs Game,Songbird, and the oTales of Alvin Maker� series) and become increasingly popular doing it.This book will circulate in high school and public libraries." Samantha HuntNew Hanover County Public Libraryargaret, narrator of Kaye GibbonsT newest book, Charms for the Easy Life,says of her indefatigable and indestructible grandmother, Charlie Kate,"T became fascinated with her mind, enamored of her muscular soul.�Her words echo in the thoughts of the reader who will wish to linger inthe life of Charlie Kate, an unlicensed physician who commands therespect of titled and reputable citizens.Three generations of women " Charlie Kate, her daughter Sophia, and SophiaTsdaughter Margaret " live together olike bachelors� in Wake: County, North Carolina, during the first part of the twentiethKaye Gibbons. "_ century just prior to World War II. The vital force in their bondedCharms for the Easy Life. existence is Charlie KateTs work, in which they all participate. ANew York: G.P. PutnamTs Sons, 1993. 254 pp.self-taught healer, Charlie Kate treats illnesses, delivers babies,$19.95. ISBN 0-399-13791-2. removes warts, prepares the dead for burial, and offers advice(wanted or not) on such topics as sex, cleanliness, and men.Traveling from town houses to swamp huts, Sophia and Margaretassist their matriarchal leader with operations, cleaning unkempthomes, collecting medicine, and delivering food. When not on call,North Carolina Libraries

the three consume the written word from literary novels to medical journals, hold livelydiscussions on issues and ideas, and become active in community organizations.Sophia proves to be strong and resourceful. Margaret matures into a perceptive, wise,and alluring young woman. Yet it is Charlie Kate who captures oneTs imagination. Withthe granddaughter, the reader wonders oat all her complexities and inconsistencies.� Sheis a dichotomy: at one moment miserly, then benevolent; scientific, then supersititious;KAYE GIBBONSstubborn, then conciliatory. Yet she never loses her integrity.Charms for the Easy Life should have great appeal for todayTs readers from agefourteen up. Although set in the 1930s and 40s, many of the women in this book areofree thinkers� involved in issues still confronting modern humanity. Charlie Kate willfind her way into her readersT memories, as have the main characters in two of GibbonsTother award winning books, Ellen Foster and A Virtuous Woman. These memories will beconsistent bringers of pleasure."Annette G. HallNoble Middle School, Wilmingtonack in the mid-eighties, Jerry Bledsoe drove across North Carolina on U.S. 64and wrote From Whalebone to Hot House, a book about what he saw along theway. In Blue Horizons, Bledsoe again uses the on-the-road approach. This timehe chooses as his route the Blue Ridge Parkway, and this time he makes the tripon two wheels, astride the jelly seat of his mountain bike. (Make that sixwheels, as BledsoeTs wife rides along, too, meeting him for lunches, escortingJerry Bledsoe.Blue Horizons: Faces and Placesfrom a Bicycle Journey Along theBlue Ridge Parkway.Asheboro, N.C.: Down Home Press, 1993. 150 pp.$11.95. ISBN 1-878086-05-7.Lori Finley.Mountain Biking the Appalachians:Brevard, Asheville,The Pisgah Forest.Winston-Salem, N.C.: John F. Blair, Publisher, 1993.144 pp. $9.95. ISBN 0-89587-100-9.Lori Finley.Mountain Biking the Appalachians:Highlands, Cashiers.Winston-Salem, N.C.: John F. Blair, Publisher, 1993.133 pp. $9.95. ISBN 0-89587-101-7.Elizabeth and Charles Skinner.The Best Bike Rides in the South.Old Saybrook, CT: The Globe Pequot Press, 1992.248 pp. $12.95. ISBN 1-56440-015-8.him through tunnels, and driving him to each nightTs lodging.)Travel narratives can provide thoughtful commentary and goodentertainment, but Blue Horizons doesnTt do that. Certainly thecircumstances of the journey give Bledsoe the chance"middle-agedman faces challenging task in beautiful surroundings. But Bledsoetakes the easy way out. He trivializes the element of physical effort:oWell, I licked you, you big mother, I said to the mountain.T� " ashe crosses one of the tallest peaks. He skimps on the historicalsketches, and his writing about natural history is cursory andpedestrian. In fact, neither biking nor the Parkway ever really seemto engage BledsoeTs interest.Worse yet, BledsoeTs profiles, supposedly his journalisticstrength, are formulaic. Ya gotcha colorful old couple on theporch; ya gotcha colorful waitress; ya gotcha colorful railroadman;ya gotcha colorful ranger; ya gotcha colorful innkeeper. . .Finally, BledsoeTs style of recording his subjectsT every colloqui-alism is tiresome. The folks are talkinT and dancinT and lookinT, andthe fish are bitinT and jumpinT. When Sam the orchardist speaks ofopicking� cherries instead of opickinTem,� he made this reader wantto jump up and shout oHallelujah!�Oh, well. Bledsoe has plenty of fans, and libraries will seedemand for Blue Horizons. But, surely some readers will notice thatBledsoe is not pedaling any more; heTs just coasting along.Now, on to the real biking books. Finley and the Skinners dowhat they set out to do, and they do it well. All three books includethe features one expects in a trail guide: clear maps, detailed traildescriptions, climatological data, difficulty ratings. The authors alsoinclude non-technical information: for example, FinleyTs historicaland botanical digressions are especially well-done.The differences? FinleyTs writes to mountain bikers only. Thetrails she describes are not all difficult; some are appropriate forchildren. But anyone who rides these trails should have an all-terrainbike. The Skinners, on the other hand, cover trails for racing andtouring bikes as well. FinleyTs books are intentionally narrow in theirgeographic coverage, while the Skinners cover the entire South. Notable in the SkinnersTbook is an appendix which lists cycling organizations and sources for maps. All three booksare recommended for libraries that serve bikers.EER ee mace se RANorth Carolina Libraries" Becky KornegayWestern Carolina UniversityFall 199% " 159

umbee Indian Histories examines why Lumbee identity has occasioned somuch struggle and how the Lumbee shape or produce their own history.Sider asserts, onone of the reasons ... usually given for the contestability...can withstand even a few hours of close investigation� (p.xxii). The book isa culmination of twenty-five years of effort " evident in the depth ofanalysis, in the bibliographic essay, oSources and Perspectives,� and in theempathy and respect for Lumbee people. Sider wrote a dissertation on Lumbee politics,worked in Robeson County as an activist in 1967-8, helped incorporate the LumbeeRegional Development Association, and consulted on the Lumbee Petition. He focuses on1968-73 (a critical period), but ranges back to the Colonial period and up to an August 1,1991 Congressional hearing. Sider provides the first extensive,scholarly analysis of the Tuscarora Movement and brings freshinterpretation to topics also covered in other works. Henry BerryGerald M. Sider. Lowry, for instance, is shown as a oshape-changer.�Lumbee Indian Hi stories; Race, Before the Lowry Wars, the Lumbee were omulattoes� or ofreepersons of color�; after, they were beginning to be viewed as Indians.E thnicity, and Indian I de ntity in Excerpts from contemporary documents skillfully reveal complexitiesthe Southern United States. and seeming contradictions. A substantial list of goods stolen fromHector McLean in 1865 (a period the Lumbee called othe starvingPort Chester, NY: Cambridge University Press, 1993. 309 _ times�) is juxtaposed with Mary Norment'Ts description of app. $49.95. ISBN 0-521-42045-8. oScuffletown shanty� and its opuny� crops. Rich with facts, parallels,and analysis, this book brings Lumbee history and oppressions toAdolph L. Dial. _Jife. In 1967 a farmer turned a $25 profit for burying hisThe Lumbee sharecropperTs child. In 1935, a Lumbee farmer said he workedthirty years to obtain his twenty-eight-acre farm.Indians of North America Series. New York: Chelsea Two important themes reverberate. One is the impact ofHouse, 1993. 112 pp. $17.95. ISBN 1-55546-713-X. economics and the politics of production. The second are episodesOther Publications of Interest156 " Fall 1993of Lumbee divisiveness (over Indian schools in 1888; Siouan vs.Cherokee in the 1930s; and Lumbee vs. Tuscarora in the 1970s) thatstem from an underlying unity and that help them distance them-selves from the domination they battle. In some passages, a convo-luted writing style obscures the analysis; and several typographicalerrors remain. Still, Lumbee Indian Histories ranks, along with BluTs The Lumbee Problemand Dial and EliadesT The Only Land I Know, as a major contribution to Lumbee literature.It will undoubtedly shape future scholarship and thought to the same extent.Adolph DialTs The Lumbee, meant for ages twelve to sixteen, can also serve as athorough, up-to-date introduction for college students or general readers. Besides TheOnly Land I Know, Dial has written several articles on the Lumbee. He founded andchaired Pembroke StateTs American Studies program, helped establish the Lumbee Bank,served on the American Indian Policy Review Commission, and was the third Indianelected to the General Assembly. A finely crafted writing style makes this brief bookreadable though it is dense with information. The well-chosen photographs (somedating back to 1865) are a major asset. Historical topics covered include tribal origins(decidedly favoring the Lost Colony Theory), the effect of the stateTs Free Negro Code,and an exceptionally clear summary of the Lowry Wars. A view of Lumbee life emergesfrom accounts of struggles for separate schools; churches and church associations; beliefsabout the supernatural; and community gatherings, such as the 1958 Klan routing, theOld Main controversy, the Robesonian hostage-taking, and the murder of Lumbee lawyerJulian Pierce. Includes a brief bibliography, a glossary, and an index." Glenn Ellen StarrAppalachian State UniversityThree possibilities for popular folklore collections:Southern Mountain Folksongs: Folk Songs From the Appalachians and the Ozarks,compiled and edited by W.K. McNeil, is a collection of music and lyrics to non-narrativetraditional songs, with introductions and bibliographic and discographic notes to eachsong. (1993; August House Publishers Inc., P.O. Box 3223, Little Rock, Arkansas 72203;235 pp; cloth, $24.95; ISBN 0-87483-284-5; paper, $12.95; ISBN 0-87483-285-3.)Raising With the Moon: The Complete Guide to Gardening " and Living " by theNorth Carolina Libraries

i CC __.-___-Signs of the Moon, by Jack R. Pyle and Taylor Reese, will help the astrology enthusiast(almanac in hand) to schedule all stages of gardening, fishing trips, haircuts, dental work,and other tasks. This is not a comprehensive introduction for newcomers to the subject.(1993; Down Home Press, P.O. Box 4126, Asheboro, NC 27204; xii, 147 pp; paper, $13.95;ISBN 1-878086-18-9.)In Lift Up Your Head, Tom Dooley: The True Story of the Appalachian Murderthat Inspired One of AmericaTs Most Popular Ballads, John Foster West re-examines thelegal documentation about the famous question of who killed Laura Foster, and doubtsthat Tom Dula did it. (1993; Down Home Press, P.O. Box 4126, Asheboro, NC 27204;xix, 134 pp; $13.95 plus $1.50 postage and $.70 North Carolina tax if bought in the state;ISBN 1-878086-20-0.)Two new editions of guides to areas of state law have been published by the Instituteof Government. The fifth edition of Ben F. Loeb, Jr.Ts Fire Protection in North Carolina,originally published in 1966 and last updated in 1985, is a reference to municipal,county, rural, and volunteer fire protection law. (1993; Institute of Government, CB#3330 Knapp Building, UNCCH, Chapel Hill, NC 27599-3330; v, 216 pp; cloth, $12.00;ISBN 1-56011-255-7; paper, $8.50; ISBN 1-56011-251-4; North Carolina residents add 6%sales tax.) Arrest, Search, and Investigation in North Carolina, by Robert L. Farb, wasoriginally published in 1986, with a 1989 supplement. The second edition reflectschanges in statutes and case law, and includes a new chapter on the rules of evidence incriminal cases. (1993; Institute of Government, CB# 3330 Knapp Building, UNCCH,Chapel Hill, NC 27599-3330; vii, 443 pp; cloth, $25.00; ISBN 1-56011-222-0; paper,$15.00; ISBN 1-56011-221-2; North Carolina residents add 6% sales tax.)In The Impact of Historic Preservation on New Bern, North Carolina: From TryonPalace to the Coor-Cook House, Colin W. Barnett details the history of preservation inNew Bern and its economic impact on the city. This should be of interest in any citywith an historic district. Illustrated. (1993; Bandit Books, Inc., P.O. Box 11721, Winston-Salem, NC 27611-1721; 137 pp; paper, $12.95; ISBN 1-878177-04-4.)Available in paperback: Tim McLaurinTs novel WoodrowTs Trumpet, a tragedy aboutthe suburbification of Piedmont North CarolinaTs farm country (first published in 1989by W.W. Norton, but no longer available in hardcover) (1993; Down Home Press, P.O.Box 4126, Asheboro, NC 27204; 256 pp; paper, $11.95; ISBN 1-878086-25-1.) William J.WalshTs Speak So I Shall Know Thee: Interviews with Southern Writers, was originallypublished in 1990 by McFarland & Co. and is still available from them. Walsh is aGeorgian, as are many of the authors he selected, but nine with North Carolina ties areincluded out of the total thirty-one. Interviews average ten pages in length. This shouldbe a useful source for students writing about contemporary authors. (1993; Down HomePress, P.O. Box 4126, Asheboro, NC 27204; xi, 316 pp; paper, $14.95; ISBN 1-878086-21-9.) Last, but not least, The Prehistory of North Carolina, edited by Mark A. Mathis andJeffrey J. Crow, has been reprinted by the North Carolina Division of Archives andHistory. Originally published in 1983, the book contains expanded versions of papersabout North CarolinaTs past before the introduction of written history, which werepresented by archaeologists at a 1980 symposium in Raleigh. (1993; Historical Publica-tions Section, Division of Archives and History, 109 East Jones Street, Raleigh, NC 27601-2807; 206 pp; paper, $10.00 plus $2.00 for postage; ISBNO-86526225X.)Libraries serving businesses who do business with the federal government may find aneed for the 1993 Directory of Certified 8(a) Contractors, which lists firms certified bythe Small Business Administration as osmall and disadvantaged� and eligible to competefor certain contracts in seven Southern states including North Carolina. (1993; TennesseeCenter for Research and Development, 830 Corridor Park Blvd, Suite 200, Knoxville, TN37932; 742 pp; paper, $90.00; ISBN 0-9636853-0-9.)A new North Carolina publisher is Sverdlik Press, based in Durham. Their first bookis a collection by Henry Yuko titled The Triumph and Other Stories. For more informa-tion write to Lenora Sverdlik at Sverdlik Press, PO Box 52084, Durham, NC, 27717.Correction: Class of the Carolinas, listed in this space in the Summer 1993 issue,ISBN is 0-9634240-0-9. When ordering, add $2.50 in postage and handling for the firstcopy, and .25 for each additional copy.(SR eS nr RN SES SE PS PSB I SE SCE AEE CEASENorth Carolina Libraries Fall 1993 " 157

Self-Help for North Carolinians:The Right Pamphletby Barbara S. AkinwoleAs information providers, we are acutely aware that many of our library users rely heavily onpamphlets and other ephemera offering timely advice and assistance on a wide range of socialissues. In many cases, the right self-help pamphlet, with the right address and telephone number,just might be the answer to a plea for help. Some of these pamplets are made available via agenciesthat voluntarily send them to libraries; others have to be requested. Six such pamphlets wererandomly selected for review from a display in a Wake County Public Libraries branch. Five of thesix are locally published and represent Raleigh-and Wake County-based organizations, one of whichis affiliated with an international organization. The sixth is produced by a national organization.All are helpful and relevant for North Carolinians.Librarians should obtain and preserve self-help materials produced in their own particularlocales. Library patrons need self-help pamphlets in the present, but keep in mind also that todayTscompiled by Plummer Alston Jones, Jr.ephemera will serve a need in the future; the information they contain will be of interest to localhistorians. Self-help pamphlets document the responses of North Carolina communities andlibraries to social issues.La Leche League [pamphlet]. (Raleigh,NC]: La Leche League of WakeCounty, 1993. 6 sides.The cover of this pamphlet depictsthe silhouette of a mother tenderly caress-ing her newborn infant. Background in-formation is given first to acquaint thereader with the La Leche League, an inter-national organization of volunteers whosupport breast-feeding mothers. Leaguevolunteers visit libraries, pediatriciansT andother doctorsT offices, and places thatwomen frequent, where they leave twentyor more pamphlets. Follow-up visits aremade periodically to determine the quan-tity needed to satisfy the demands at eachlocation. Specific topics addressed by theLeague are listed in the pamphlet in addi-tion to the announcement of conferences.Meeting dates, places, and times forLeague meetings all reflect the sensitivityof the planners to the hectic schedules ofworking parents and parents-to-be.Prominently displayed on the back coverof the pamphlet is an advertisement forthe company that provided funding forits printing " what else, but a diapergift or benefit. [Louisiana French]service! For more information about theLeague, individuals can telephone one ofseveral Wake County numbers listed onthe back cover of the pamphlet.Nursing Mothers of Raleigh:Mothers Sharing With Others[pamphlet]. Raleigh, NC: NursingMothers of Raleigh, [1993]. 6 sides.Like the La Leche League, NursingMothers of Raleigh offers support and as-sistance to women who want to nursetheir babies. This is a Raleigh-based groupmade up of former members of the LaLeche League, who formed a separategroup because of philosophical differ-ences. While the League is more diversi-fied in the services it offers, Nursing Moth-ers is just that, a group of experiencedmothers who share a mission to educatenew mothers. The purpose and meetingtimes and dates of Nursing Mothers areincluded, along with a list of experiencedmothers with their telephone numbers.A special feature of this pamphlet is achart of osigns to look for.� Pamphletsare mailed to library information andreferral departments after permission is158 " Fall 1993received from library administrators.Successful Stepfamilies, ASupport Group for Stepfamilies[pamphlet]. Raleigh, NC: SuccessfulStepfamilies, [1993]. 6 sides. Contact:Successful Stepfamilies,P. O. Box 97171, Raleigh, NC 27614.Telephone: (919) 676-7768.This is a very timely brochure, espe-cially considering the increase in the num-ber of stepfamilies in America as docu-mented within the last ten years. Mem-bers of stepfamilies meet at a local churchin the Raleigh/Wake County area on thefirst and third Tuesdays of each month totalk among and about themselves. Thegroup was formed by a husband and wifeteam with special needs " needs thatwere not being met through conventionalfamily support group activities. The goalsof this organization are explained care-fully in the pamphlet, which also in-cludes a list of additional resources forstepfamilies with telephone numbers oflocal contacts. The pamphlets are placedin libraries only after permission is grantedby library administrators.North Carolina Libraries

Quit Smoking, A Resource Guide[pamphlet]. Raleigh, NC: ASSISTWake to Health/COMMIT to aHealthier Raleigh, [1992]. 8 sides.Telephone: (919) 250-4555 (WakeCounty Department of Health).Although the smoking issue is stillquite controversial, this pamphlet describesnumerous agencies that are prepared tohelp you quit smoking. This four-partpamphlet gives the agency locations, pro-gram descriptions, and cost for servicesprovided in the first three sections. Thefourth section details the benefits of giv-ing up smoking. As an added incentive,the pamphlet tells how to secure otherSelf-help materials and how to contactprivate practitioners for individualizedconsultation. The locally based organiza-tion responsible for this informative pam-phlet is Project ASSIST (Americans StopSmoking Intervention Study), aseven-yearprevention project, formed in partnershipwith the Wake County Health Depart-ment, to study and prevent tobacco use.One of the ProjectTs staff members hadcontacted the administrative office of theWake County Public Libraries to requestpermission to place the pamphlets inbranches throughout Wake County.Services That Strengthen Familiesand Their Members [pamphlet].Raleigh, NC: Family Services Center,[1993]. 6 sides. Contact: FamilyServices Center, 401 Hillsborough St.,Raleigh, NC 27603. Telephone: (919)821-0790.This publication is produced by a lo-cal Family Services Center, a private, non-profit United Way agency serving the Ra-leigh/Wake County area. Domestic, edu-cational, and economic assistance provid-ers are highlighted in succinct, but infor-mative paragraphs which denote the pur-pose of each organization, the rationalefor its existence, and fee-based services itprovides. The services of this organizationcan be beneficial to every family memberin both crisis and non-crisis situations.Copies of this pamphlet are distributedroutinely to public agencies, includinglibraries, in the service area.African Americans Saving AfricanAmericans [pamphlet]. Minneapolis,MN: National Marrow Donor Program,[1992]. 6 sides. Contact: NationalMarrow Donor Program, 3433 BroadwaySt. NE, Suite 400, Minneapolis, MN55413. Telephone: 1-800-654-1247.This nationally distributed pamphletis informative and very openly addressesa critical need"the need for more Afri-can Americans to become marrow do-nors. It is well written and timely, detailingthe who, why, what, and how of the Na-tional Marrow Donor Program. Other spe-cial pamphlets are published for Spanish-,Chinese-, and Korean-speaking patrons.To receive these pamphlets, libraries mustcontact the National Program office. Li-braries usually base their orders on thedemand for this type of information intheir particular locales.North Carolina LibrariesVILS INCT/S GOOD NEIGHBOR POLICY:To offer exceptionalisioneamworkeadershipNY ervicein library automation to libraries next dooras well as across the country and around the world.At VILS, we believe good neighbors make good partners.VILS Inc., 1800 Kraft Drive, Blacksburg, VA 24060 ¢ Tel: 800-468-8857 ¢ Fax: 703-231-3648Fall 199% " 159

NortTH CAROLINA LIBRARY ASSOCIATIONMinutes of the Executive BoardApril 23, 1993The Executive Board of the North Carolina Library Association met onApril 23, 1993, at 9:30 a.m. in Founders Hall on the campus of GuilfordCollege.The meeting was called to order by President Janet Freeman and theBoard was welcomed by Dr. Herbert Poole, Director of the Library. Dr.Poole provided an interesting history of Guilford College and suggesteda tour of the library and the campus.Executive Board Members and Committee Chairs present at themeeting included:Allen Antone, David Fergusson, Cheryl McLean, Nancy Bates,Martha Fonville, Meralyn Meadows, Frances Bradburn, JanetFreeman, Sandy Neerman, Doris Anne Bradley, Beverley Gass,Nona Pryor, Waltrene M. Canada, Jim Govern, Vanessa Ramseur,Wanda Cason, Benjie Hester, Susan Squires, John Childers,Gwen Jackson, Steve Sumerford, Eleanor Cook, Pat Langelier,Catherine Van Hoy, Anne Marie Elkins, Gene Lanier, AliceWilkins, Sally Ensor, Cristina Yu.Also in attendance were Jane Barringer, Immediate Past President ofthe North Carolina Friends of Public Libraries; John Welch, Acting StateLibrarian; Al Jones, Conference Program Chair and Chair-elect of theCollege and University Section; Elinor Swaim, former Chair of the StateLibrary Commission; Augie Beasley, Chair-elect of NCASL; and CarolSoutherland, Martha Davis, Dale Gaddis, and Chuck Mallas of the Long-Range Fiscal Planning Task Force.President Freeman called for the approval of the minutes of the lastmeeting. It was moved by Pat Langelier and seconded by Gwen Jacksonthat the minutes be approved as circulated. The motion carried.Treasurer Wanda Cason presented the treasurerTs report reflectingthe first quarter of 1993 including expenditures and remaining balances.It was moved by Pat Langelier and seconded by Anne Marie Elkins thatthe report be accepted. The motion carried.Martha Fonville, Administrative Assistant, distributed a report thatrevealed NCLA membership at 1,989. She noted that persons who hadnot renewed their membership that expired December 31, 1992 had beendropped from the count. She also announced receiving the first contrib-uting membership of $100.00.President Freeman introduced Carol Southerland, Chair of theLong-Range Fiscal Planning Task Force, and other members of the TaskForce and thanked them for their diligence in completing the report. Sheinformed the Board that the report would be introduced at this meetingasa first reading for clarity and understanding, but not for debate or Boardaction. She asked the Board members to discuss the report and recom-mendations with their constituencies and be prepared to deliberate andvote at the July meeting. After some discussion, this plan of action wasagreed upon with the recommendation for an extended July meeting.Carol Southerland presented the report of the Task Force whichconsisted of eleven recommendations, with rationales, pertaining toAssociation procedures, income and allocations, and committees. Thereport included such recommendations as adopting a clearer format forreporting the financial status of the Association; adopting more stringentfiscal procedures to keep the Association in compliance with IRS regula-160 " Fall 1993tions; expanding orientation of NCLA Board members; purchasing alaptop/notebook microcomputer and software for use by the NCLATreasurer; maintaining an unrestricted reserve fund equal to at least 10%of biennial operating expenses; and collecting dues annually and adjust-ing dues structure accordingly.Discussion ensued as each recommendation was presented and theBoard was advised to get input from their membership and submitadditional recommendations to Martha Fonville prior to the July meeting.SECTION AND ROUND TABLE REPORTSChildrenTs Services Section Chair Benjie Hester reported that 60 peopleattended their recent output measures workshop and that the Sectionhad three representatives at the ALA Legislative Day.Susan Squires of the College and University Section solicited re-sponses to the previously distributed survey of its membership. Informa-tion received will be used to plan the biennial conference program. Sheintroduced Al Jones, Chair-elect of the Section.Community and Junior College Libraries Section Chair Alice Wilkinsannounced the program entitled oCollection Development Media forCommunity and Junior College Libraries,� to be held at the biennialconference. She also announced that Nancy Rountree represented theSection at ALA Legislative Day.Sally Ensor, Chair of the Documents Section, distributed a reportthat detailed the upcoming spring workshop focusing on federal andstate depository issues. Additionally, plans are underway for a programon access to government information during the biennial conference.There was no report for the Library Administration and Manage-ment Section in the absence of Chair Larry Alford.Nona Pryor, Chair of the North Carolina Association of SchoolLibrarians, noted in her report that combined efforts of the NC Associa-tion for Educational Communications and Technology (NC-AECT) andNCASL continue. The Association conference plans include a leadershippreconference and a grant writing workshop. She introduced NCASLChair-elect Augie Beasley.North Carolina Public Library Trustees Association Chair JohnChilders did not have a report.James Govern, Chair of the Public Library Section, noted that theSectionTs Executive Board had not met since his last report and thus hehad no new information. He reminded the Board about the upcomingworkshop on services to older adults and the SectionTs conferenceprograms.Reference and Adult Services Section Chair Allen Antone had noreport.There was no report for the Resources and Technical Services Sectionin the absence of Chair Michael Ingram.New Members Round Table Chair Cathy Van Hoy had no report.North Carolina Library Paraprofessional Association Chair MeralynMeadows noted conference plans and national and regional news in herreport. She announced that SELA unanimously approved the request forthe formation of a paraprofessional round table.Vanessa Ramseur, Chair of the Round Table for Ethnic MinorityConcerns, noted that their last meeting was held February 24, 1993, inWinston-Salem. Plans are being made for the biennial conferenceNorth Carolina Libraries

program including the Road Builders Award. She noted that she repre-sented the Round Table at Legislative Day.There was no report from the Round Table on Special Collections.Anne Marie Elkins, Chair of the Round Table on the Status ofWomen in Librarianship, noted that Laura McLamb was selected asspeaker for the conference program. She announced that the RoundTable will discontinue its conference reception and publish a maximumof three issues of Ms Management in the current year.COMMITTEE AND OTHER REPORTSAIDS Materials Awareness Committee Chair Frances Bradburn discussedthe prospective conference program.Archives Committee Chair Cheryl McLean noted that the Commit-tee met on April 19, 1993, and prepared a memorandum regarding thetypes of materials solicited and how to transfer records to the archives.Additionally, she distributed a brief inventory of records previouslyreceived.Conference Committee Chair Gwen Jackson reminded the group ofthe 1993 Biennial Conference scheduled for October 19-22, 1993, at theBenton Convention Center. She noted that pre-registration packets willbe mailed by August 15th and should be returned by September 13th.Deadline for exhibitors is May 1st.Doris Anne Bradley, Chair of the Constitution, Codes and Hand-book Revision Committee, reminded the Board of several items. Shenoted that the Committee is reviewing the organization and content ofthe NCLA Handbook. She also reminded Section and Round Table Chairsto submit proposed constitution and bylaws changes to the Committeefor review.Finance Committee Chair Beverley Gass noted that the Committeereviewed 13 conference grant applications at its March 19th meeting.Ten proposals were funded in the amount of $11,653.08, while addi-tional information was needed from three proposals. She announcedthat the next Committee meeting was scheduled for June 17th.Governmental Relations Committee Chair Nancy Bates detailedseveral bills being introduced in the General Assembly affecting publiclibraries: Senate Bills 534, 594 and 596. She noted that more than 500citizens participated in Library Legislative Day in Raleigh. Noting that shehad been contacted concerning a pre-conference on GovernmentalRelations, she found that several Board members felt it to be worthwhileand recommended involving the new Secretary of Cultural Resources.Gene Lanier, Chair of the Intellectual Freedom Committee, distrib-uted a report covering the period February 1993 through April 15, 1993,detailing presentations and participation by the Chair and challenges tomaterials in North Carolina. He announced that the Intellectual Free-dom Committee will work with the Audiovisual Committee of the PublicLibrary Section in planning a conference program.Literacy Committee Chair Steve Sumerford observed how GovernorHuntTs emphasis on family literacy complements the work of the LiteracyCommittee.Marketing and Public Relations Committee Chair Sandy Neermanannounced that the Committee is continuing the program of marketing.They have developeda strategy and prepared press releases. She envisionsthe work as a long-range effort.Nancy Bates, Chair of the Nominating Committee, announced thatballots soon will be mailed.Membership Committee Co-chairs Ed Shearin and Helen TugwellWere absent. It was announced that June 15th is the deadline forHonorary and Life Membership Nominations.Eleanor Cook, Chair of the Publications Committee, announcedthat the first issue of the NCLA Newsletter had been published and thatcomments about the publication had been positive. She remindedSections, Round Tables, and Committees to use the NCLA logo.There was no report from the Scholarships Committee.Cristina Yu, Chair of the Technology and Trends Committee,announced an upcoming workshop and informed the Board that theCommittee holds its meetings on-line.NC Libraries editor Frances Bradburn announced the release of thespring 1993 issue of the journal after some technical difficulties. She alsoannounced that the NCL Editorial Board had met to discuss changes tothe journal. There will be no more than 56 pages, consisting of fivearticles and one bibliography.ALA Councilor Pat Langelier will attend her last council meeting asNorth Carolina LibrariesNCLATs representative at ALA in New Orleans. She invited Boardmembers to drop in on the meetings.SELA Representative David Fergusson noted that he attended aleadership workshop in March and that Arkansas has joined SELA.There was no old business to be brought before the Board.Upon the call for new business, Al Jones, Conference ProgramCommittee Chair, informed the Board that conference planning wasprogressing quite well. He distributed a conference schedule as of April12S:Reporting from the State Library, John Welch, acting State Librarian,thanked David Fergusson for organizing the Legislative Day Activities.He announced the kick-off of the Summer Reading Program and furthernoted that applications for the State LibrarianTs position are beingaccepted through June 30th.Regarding the formation of an Executive Committee, PresidentFreeman solicited the BoardTs input as to the restrictions on this Commit-tee. She explained that the Executive Committee would act when therewas not sufficient time for the entire Board to convene. Once the specificsare outlined, the Constitution, Codes and Handbook Revision Commit-tee will draft changes to the by-laws.President Freeman announced receipt of a letter from ACRL askingfor state associations to support the possibility of holding the EighthNational Conference in their state in 1997. Charlotte is one of theproposed cities. It was moved by Frances Bradburn and seconded by PatLangelier that NCLA endorse ACRLTs proposal to hold the 1997 confer-ence in Charlotte. The motion carried.President Freeman announced that the next Board meeting will beon July 16th at the High Point Public Library and invited Chairs-elect toattend this meeting.The meeting adjourned at 12:30 p.m.Respectfully submitted,Waltrene CanadaSecretaryTAB 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 1-800-487-2278Fall 1993 " 161

ABOUT THE AUTHORSBarbara S. AkinwoleEducation: B.A., Saint Augustine's College; M.L.S.,North Carolina Central UniversityPosition: Reference/Business Services Consultant,State Library of North CarolinaBarbara Best-NicholsEducation: B.S., North Carolina Central University;M.L.S., North Carolina Central UniversityPosition: Serials Librarian & Adjunct Lecturer, NorthCarolina Central UniversityPlummer Alston Jones, Jr.Education: B.M., East Carolina University; M.S., DrexelUniversity; Ph.D., University of NorthCarolina at Chapel HillPosition: Director, Elon College LibraryHoward F. McGinnEducation: B.A., Villanova University; M.S.L.S., DrexelUniversity; M.B.A., Campbell UniversityPosition: Director, Emporia Public Library, Emporia, KSConstance A. MellonEducation: B.A., Hiram College; M.S.L.S., SyracuseUniversity; Ph.D., Syracuse UniversityPosition: Associate Professor of Library Studies &Educational Technology, East CarolinaUniversityVirginia OrvedahlEducation: B.A., University of Wisconsin, Madison;M.A.L.S., University of Wisconsin, MadisonPosition: Director, Halifax County Library SystemCarol H. ReillyEducation: A.B., East Carolina University; M.L.S.,University of North Carolina at Chapel HillPosition: Referral & Advocacy Director, Wake CountyHuman Services Office (Employed by WakeCounty Public Libraries 1970-1992)William SnyderEducation: B.S., East Carolina University; M.L.S., EastCarolina University; Graduate, Institute ofGovernment County Administrators Program &University of Miami (Ohio) Basic & AdvancedAdministration ProgramPosition: Director, Henderson County Public LibraryWilliam WartmanEducation: B.A., East Carolina University; M.L.S.,University of KentuckyPosition: Director, Roanoke Rapids Public LibrarySuzanne WiseEducation: B.A., University of South Carolina; M.S.L.S.,University of Kentucky; M.A., AppalachianState UniversityPosition: Reference Librarian & Associate Professor,Appalachian State UniversityJim ZolaEducation: B.A., University of North Carolina atGreensboroPosition: M.L.S. Student, University of North Carolinaat Greensboro162 " Fall 1993e sae the at inASCIl. Please consult editor forreceipt, a manuscript wil be amici ics by theeditor. Following review of the manuscript by the editor andat least two jurors, a decision will be communicated to thedefinite publication date cannot be given since anyGnas will be added toa edrias bankManuscripts jor a particular issue must beed at oas See before the is issue eSNorth Carolina Libraries

SSS SERS SSSR SS SSS TS SSS RSS SSS SSS TSS A RSEPRESIDENTJanet 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 Learning ResourcesLearning Resources Ctr.Carteret Community College3505 Arendell St.Morehead City, NC 28557-2989Telephone: 919/247-3134Fax: 919/247-2514Helen M. TugwellCoordinator of Media ServicesGuilford County Schools120 Franklin Blvd.Greensboro, NC 27401Telephone: 919/271-0640Fax: 919/271-0789ALA COUNCILORPatricia A. LangelierLibrarian, Institute ofGovernmentCB 3330 - Knapp BuildingUNC at Chapel HillChapel Hill, NC 27599Telephone: 919/966-4130 or919/966-4139Fax: 919/966-4762North Carolina LibrariesSELA 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.Raleigh, NC 27605Telephone: 919/856-6723Fax: 919/856-6722COLLEGE np UNIVERSITY SECTIONSusan M. SquiresReference LibrarianCarlyle Campbell LibraryMeredith College3800 Hillsborough St.Raleigh, NC 27607-5298Telephone: 919/829-8382Fax: 919/829-2830COMMUNITY anp JUNIORCOLLEGE LIBRARIES SECTIONAlice WilkinsHead LibrarianBoyd LibrarySandhills Community College2200 Airport Rd.Pinehurst, NC 28374Telephone: 919/692-6185ext. 135Fax: 919/692-2756DOCUMENTS 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: 919/757-6280Fax: 919/757-6283PUBLIC LIBRARY SECTIONJames GovernDirector Stanly Co. Pub. Library133 E. Main St.Albemarle, NC 28001-4993Telephone: 704/983-7321Fax: 704/983-7322REFERENCE anp ADULT SERVICESAllen AntoneHead of Reference Belk LibraryAppalachian State UniversityBoone, NC 28608Telephone: 704/262-2822Fax: 704/262-3001RESOURCES anp TECHNICALSERVICES SECTIONMike IngramTechnical Services LibrarianSmith LibraryHP-2 High Point CollegeHigh Point, NC 27261-1949Telephone: 919/841-9152Fax: 919/841-5123Nort CAROLINA LisprAry ASSOCIATION 1991-1993 ExECUTIVE BOARDROUND 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 RamseurHickory Grove BranchPublic Library of Charlotte andMecklenburg County7207 E. W. T. Harris Blvd.Charlotte, NC 28227Telephone: 704/563-9418Fax: 704/567-9703ROUND 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 LIBRARIANSHIPAnne Marie ElkinsDivision of State Library109 East Jones St.Raleigh, NC 27601-2807Telephone: 919/733-2570Fax: 919/733-8748Fall 1993 " 163

EDITORIAL STAFFEditorFRANCES BRYANT BRADBURNJoyner LibraryEast Carolina UniversityGreenville, NC 27858-4353(919) 757-6076(919) 757-6618 (FAX)frabra@joyner.lib.ecu.eduAssociate 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 EditorDOROTHY DAVIS HODDERNew Hanover Co. Public Library201 Chestnut StreetWilmington, NC 28401(919) 341-4389Lagniappe/BibliographyCoordinatorPLUMMER ALSTON JONES, JR.Iris Holt McEwen LibraryElon CollegePO Box 187Elon College, NC 27244(919) 584-2338IndexerT MICHAEL COTTERJoyner LibraryEast Carolina UniversityGreenville, NC 27858-4353(919) 757-6533Advertising Manager/PointCounterPoint EditorHARRY TUCHMAYERNew Hanover Co. Public Library201 Chestnut StreetWilmington, NC 28401(919) 341-4036ChildrenTs 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) 962-8366Community and Junior CollegeBARBARA MILLERPaul H. Thompson LibraryFayetteville TechnicalCommunity CollegePO Box 35236Fayetteville, NC 28303(919) 678-8253DocumentsMICHAEL VAN FOSSENReference DepartmentDavis Library CB #3912University of North CarolinaChapel Hill, NC 27599(919) 962-1151Library Administration andManagement SectionJOLINE EZZELLPerkins LibraryDuke UniversityDurham, NC 27706(919) 660-5880New Members Round TableEILEEN MCCLUSKEY PAPILEInformation Services LibrarianCumberland Co. Public Library6882 Cliffdale RoadFayetteville, NC 28314(919) 864-3800N.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) 455-7350Public LibraryCAL SHEPARDDivision of State Library109 East Jones St.Raleigh, NC 27601-2807(919) 733-2570Reference/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/Minor-ity ConcernsBELINDA 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) 942-1416Wired to the World EditorRALPH LEE SCOTTJoyner LibraryEast Carolina UniversityGreenville, NC 27858-4353(919) 757-6533TrusteesJOHN CHILDERSDepartment of PsychologyEast Carolina UniversityGreenville, NC 27858(919) 757-6280164 " Fall 1993| Name [_] New membership [_] Renewal Membership no. |a Position Library |ie Business Address |: City or Town State Zip Code .2 Phone No. Mailing Address (if different from above) |x CHECK TYPE OF DUES CHECK SECTIONS: (one included in basic dues; each additional section $7.00) |FULL-TIME LIBRARY SCHOOL STUDENTS ChildrenTs Services New Members |= (one biennium only) " $15.00 Ref. & Adult College & Univ. |&Q "" RETIRED LIBRARIANS " $20.00 Comm. & Jr. College Documents || " " NON-HBRARY PERSONNEL: Paraprofessional Public Libraryi (a) Trustees; (b) oFriends of Libraries� members; 6s eT isch PiAsies |Z (c) Non-salaried " $25.00 P cea os |= LIBRARY PERSONNEL Status of Women Ethnic Minority Concerns l= Earning up to $15,000 " $25.00 eee Renee! ee ae Resource and Technical Servicess Earning $15,001 to $25,000 " $40.00 Library Administration & Management, AMOUNT ENCLOSED 5 |S INSTITUTIONAL (Libraries and library/education- Mail to: North Carolina Library Association, | related businesses) " $75.00 c/o State Library of North Carolina, |, CONTRIBUTING (Individuals, associations, firms, etc. 109 East Jones Street, Raleigh, NC 27601-1023 |ee interested in the work of NCLA) " $100.00 24North Carolina Libraries

NEW BOOKS FOR FALL 1993Passalong PlantsSteve Bender and Felder RushingForeword by Allen LacyA light-hearted but horticulturally soundguide to passalongs"those botanicalfavorites that survive for decades bybeing handed from one gardener toanother. The authors describe 17 suchplants and offer tips on organizing plantswaps, giving information in theinformal, chattymanner ofneighbors.2096-2, Oct,$29.95 Tr cloth4418-7, Oct.$16.95 Tr paper8 x 9, 82 colorphotosNatureTs ChampionB. W. Wells, Tar Heel EcologistJames R. TroyerEcologist B. W. Wells (1884-1978) taughtthousands of North Carolinians to ap-preciate the stateTs diverse plant life longbefore conservation became a popularcause. He not only provided the firstscientific descriptions of the forces thatshaped the Tar Heel stateTs ecosystemsbut also championed nature outside aswell as inside academic circles.2081-4, Aug., $24.95The Picture ManPhotographs by Paul BuchananEdited by Ann HawthorneIntroduction by Bruce MortonPaul Buchanan (ca. 19710-1987) was anitinerant photographer who wanderedfour North Carolina mountain countiesfrom 1920 until about 1951. The strikingimages in this book are posed pictures,but the subjects did the posing, leavingus a portrait of Appalachian families asthey saw themselves.2119-5, Oct., $24.95 Tr cloth4431-4, Oct., $12.95 Tr paperapprox. 100 b&w photographsback in printFrom Laurel Hill toSilerTs BogThe Walking Adventures of a NaturalistJohn K. TerresNew Introduction by Peter S. WhiteNew Afterword by the AuthorJohn Burroughs Medal for DistinguishedNature Writing, 1971The eloquent observations of this notedauthor and former editor-in-chief of Au-dubon magazine, who spent nine yearsexploring the Mason Farm wildlife reservein Chapel Hill, North Carolina.oBecausethis book is a work of art we are heldin its spell in a timeless world.�"May Sarton, New York TimesBook Review4426-8, $16.95 Tr paperA Chapel Hill BookOctober4432-2, Nov.,back in printThe Foxfire Book ofAppalachian Toys andGamesEdited by Linda Garland Page and Hilton SmithFor those who are tired of worn-outbatteries and electronic toys and foranyone curious about the playtimes of anearlier generation, this book is a welcomeguide. oDelightful. ... The first-person,anecdotal instructions and recollectionsadd a special touch.�"Booklist4425-X, Oct., $16.95 Tr paper165 illus.The Mystery ofBeautiful Nell CropseyA Nonfiction NovelBland SimpsonTells the dramatic story of nineteen-year-old Nell CropseyTs disappearance fromher riverside home in Elizabeth City, NC,in November 1901. Bland Simpson artfullyreconstructs this true whodunit frominterviews, court records, and newspaperaccounts, creating a colorful account toldin three first-person voices.2120-9, Nov.,$22.50 Tr cloth$12.95 Tr paperISBN prefix O-8078-THE UNIVERSITY OF NORTH CAROLINA PRESSPOST OFFICE BOX 2288, CHAPEL HILL, NC 27515-2288TOLL-FREE ORDERS: PHONE (800) 848-6224, FAX (800) 272-6817

EZOT-LO9LZ PUTJOILD YWON ~YsToTeyoars saUOf ISeY GOT ~LUTTOIRD YON Jo ATeIqrT 93e1$CILSANOAL NOLLOAMAOD SSTAaddVNOLLVIDOSSY AUVUAIT VNITOUVO HLYON AHL AO NOLLVOITANd TVIOMAO mmm SIRVUGI VNIJOUW) HINOWinter 1993 Conference IssueSpring 1994 PreservationDr. Marcella Grendler, Guest EditorSummer 1994 Libraries and the EconomyJohn Welch, Guest EditorFall 1994 The Virtual LibraryGary Hardin, Guest EditorWinter 1994 Money Changing in the LibraryHarry Tuchmayer, Guest EditorSpring 1995 Sex and the Library n fpsDr. Pauletta Bracy, Guest Editor ZviSummer 1995 _ Resource Sharing :Barbara Miller, Guest Editor Gaeta =Fall 1995 School Libraries (Diane Kessler, Guest Editor aWinter 1995 Conference Issue co | :Unsolicited articles dealing with the above themes or any issue of interest to North Carolina librarians ageare welcomed. Please contact the editor for manuscript guidelines and deadlines. % geQNorth Carolina Libraries, published four times a year, is the official publication of the North ie Ge :Carolina Library Association. Membership dues include a subscription to North Carolina o So) iLibraries. Membership information may be obtained from the Administrative Assistant of 2NCLA. Subscription rates are $32.00 per year, or $10.00 per issue, for domestic 3 aS 5subscriptions; $50.00 per year, or $15.00 per issue, for foreign subscriptions. Backfiles are Lea amaintained by the editor. Microfilm copies are available through University Microfilms. ZzNorth 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.FOVLSOd SNNOLLVZINVDYO LIOUd-NONa ""