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North Carolina Libraries
Spring 1996
LIBRARY - PERIODICALS
EAST CAROLINA UNIVERSITY
JUST PLAIN |
haste By
Patricia Polacco
FAM
ret a
HE
faba) ah
geil)
The library media specialistTs role and
Program are key to helping students,
teachers, and other school and
community leaders develop the
knowledge, skills, and attitudes
required to flourish in the information
age.
" Marilyn Miller
= page 5
The whole is greater than
the sum of its parts.
ohe new force in Library automation
SIRS - Canada
9630 Trans Canada Highway
Montréal, Québec, Canada H4S 1V9
1-800-232-SIRS
e-mail: info@sirs.com
SIRS - U.S.
RO. Box 2348
Boca Raton, FL 33427-2348
Volume 74, Number 1
ISSN 0029-2540
TR AQ TER por
ORT SGEIVED
2 WAT 17 1996
ROLINA
®
braries
EAST CAROLINA UNIVERSITY
gees = SCHOOL LIBRARIES
Guest Editor, Diane Kessler
©
Spring 1996
The Media Specialist in the Millenium: The Challenge, Marilyn Miller
The Media Specialist in the Millenium: Accepting the Challenge, Diane Kessler
ON w
Discovered in North Carolina: An Overview of Research Related to School Library
Media Programs, Pauletta Bracy
19 What We Wish They Knew When They Got Here: An Academic LibrarianTs
Perspective, Cindy Levine
22 The Media Specialist as Change Agent: A Bibliography, Carol Hall and Diane Kessler
mmm ICS appearence aE SE RET TET REA POP,
From the President
N
2.4 Point: Keep School Libraries Open After Hours, David Fergusson
25° Counter Point: Public Libraries Should Be School Libraries, Harry Tuchmayer
26 Wired to the World, Ralph Lee Scott
27 About the Authors
28 North Carolina Books
36 Lagniappe: Integrating the North Carolina Computer Skills sical
Gerry Soloman "
ie G
39 NCLA Minutes (eis
Advertisers: Baker & Taylor, 21; i }
Broadfoot's, 15; j
Checkpoint, 37; a j
Current Editions, 11; j /
Journal of Tar Heel Tellers, 13; \ j j
Mumford Books, 18; 4
uality Books, 27;
sn ent acer Cover: Photos by Caroline Kenning, Pearsontown Elementary school, Durham, yee
Southeastern Books, 17; North Carolina Libraries is electronically produced. Art direction and design by Pat Weathersbee of TeamMedia,
UNC Press, back cover Greenville, NC.
a
\
From the President
Dave Fergusson, President
anTt you just imagine Louis Farrakhan, Henry Kissinger and Reba McEntire
sittinT together on the front steps of the Jamestown Public library, or of D. H.
Hill Library, just talkinT libraries and saying how libraries put ~em where they
are today? Well, I canTt either " but maybe itTs not too far off. You will read
about what Richard Wells and othen have been asked to do below.
I know that you are probably excited about the next millennium but the next bien-
nium is already here and is looking good. The Executive Board of the North Carolina
Library Association met the other day, February 15-16, in Winston-Salem, and indica-
tions are that the Association will both grow stronger as owe approach that olT millen-
nium,� and will be helping libraries as they fight to do the same.
ITm an N.C.L.A. optimist because being optimistic is very easy with all of our strengths.
If you had to read the interview Frances conducted with me in your Winter 1995 North
Carolina Libraries, perhaps because you were stuck in the dentistTs chair with nothing
else to read, I hope you noted my enthusiasm for the work the Marketing Committee
has begun. I am pleased to report that the Executive Board reached similar conclusions
after several long sessions devoted to some solid consensus-building.
Trying not to ore-invent the wheel,� the Board spent the first afternoon of the orienta-
tion/planning workshop with former President Patsy Hansel reviewing the priorities of
the 1991-93 biennium and the 1993-95 Vision Statements reported upon so eloquently
by Past President Gwen Jackson in the conference program. Much of what was envi-
sioned has been accomplished, but the feeling remained that there is work to be done
toward getting libraries recognized as o... the prime information source empowering
the people ...� (1993-95 Vision Statement) and toward, as someone said, making
libraries a universal household word " the very first thing that comes to mind.
The following focus statement was agreed upon:
The focus of the North Carolina Library Association during the 1995-
97 biennium is to enhance the image that libraries are an essential
service, in order to increase the support, funding, importance and
effectiveness of libraries. A major strategy to achieve this goal will be
a comprehensive marketing campaign.
Please note the reference to oimage.� While we all know the true meaning of life is
sure to be found in the library, we are contending with too many other influences in
our culture to not be more proactive. (A real buzz word there! Sorry.) We all speak up
for libraries every day, and we do a great job. But no one group is really extolling our
libraries to those who do not know us. N.C.L.A. has that responsibility which this
resolution addresses.
The Publication & Marketing Committee, chaired by Richard Wells, is developing the
comprehensive campaign, which will expressly focus on complimenting activities of
our sections and round tables. Every kind of library should receive more support from
more people who know more about libraries.
On a separate note, our strength is always our membership. The more of us there are,
the stronger we become. The amount of productive work accomplished by members
within the sections, round tables or committees of their choice is what makes N.C.L.A.
a remarkable organization.
Barbara Akinwole and Jackie Beach chair the Membership Committee this biennium,
and they are already working hard to increase our ranks. J donTt see why they should
because if we can each recruit a new member, or if even half of us do, our organization
will be enormous. Why not do this: make a bet with an N.C.L.A. member who is a
good friend. First one to recruit a new member gets dinner at WilburTs Barbecue or at J.
Basul NobleTs, or Hornets tickets, or a flowering cactus, a Shih Tzu ... you name it! Give
it a try, and good luck!
2 " Spring 1996 North Carolina Libraries
Piet 5
)
ES ee ee a
The Media Specialist in the Millenium:
here is an imperative for
change in school library media
programs today. The subject is
indeed a serious one because
media specialists should be
thinking about preparing them-
selves to function as twenty-first
century media persons in school sys-
tems that are themselves restructuring.
Some of what is stated here will be re-
flected in the new national guidelines
that are scheduled for publication in
1998. I hope that, after reading this,
School library media personnel will be
oncouraged to (1) consider their priori-
ties for involvement in the instruc-
tional program so that students may
be more effective learners; (2) think
about their role in the integration and
the administration of technology in
the Curriculum; and (3) be motivated
towards more personal professional
development in the learning of new
Skills and abilities necessitated by their
efforts in points one and two.
As my years in school librarianship
have drawn to a close, I have done a
Steat deal of thinking about develop-
Ments and trends in the field. For 43
years I have devoted the majority of my
Waking hours to running a school li-
brary, to trying to motivate others to
change their practices, and to prepa-
"Ing librarians, the majority of whom
have sought positions in school library
Media centers. I have done this as prac-
Utioner, supervisor, teacher, researcher,
and activist in professional associa-
tions. What I have learned after these
43 years is that the bell is tolling the
North Carolina Libraries
The Challenge
by Marilyn Miller
end of the school library movement as
we have known it, and, perhaps, as
some of us had wished it would remain.
We have to deal with the fact that
not only are we coming to the end of a
century; we are coming to the end of
an era. Until now, ownership of capital
goods has been the designation of
power. In the future, however, power
will come from knowing how to access
information, how to use information,
how to create information, and how to
disseminate information. If it is true
that preoccupation with information
and with its access, transmission, and
creation will shape the new era, then
there will be captains of information,
not captains of industry, because al-
though there is talk of information be-
ing a commodity, no one can own in-
formation.
Futhermore, I would like to think
that the power brokers of the twenty-
first century will be the in-
formation specialists " the
librarians"and not the
bankers and the stock bro-
kers of the world. If we rec-
ognize and adjust to the idea
of a new era, a cultural shift,
and a revolution of great im-
port in which the masses be-
come the creators as well as
the consumers of informa-
tion, then we will have our
work cut out for us. For a
while we may continue to
live in the world of books
and in the expanding world
of the Internet where 25 mil-
lion users now reside. The world of the
Internet and/or virtual library access
will certainly dominate in the twenty-
first century. It is my belief that school
library media professionals could make
a difference in how effectively these
technologies are used in schools.
What do we use for a road map as
we prepare for the twenty-first cen-
tury? Since the appearance of the first
school library standards in 1945, our
library media programs have used na-
tional standards to define our philoso-
phy as a set of goals towards which we
strive. The statement of school library
philosophy which is being developed
now will be expressed in two basic
parts: one will be an updating of the
American Association of School Librar-
ians (AASL)/Association for Educational
Communications and TechnologyTs
(AECT) Information Power; the sec-
ond will be a set of models and
... the bell is tolling the
end of the school library
movement as we have
known it, and, perhaps,
as some of us had wished
it would remain.
Spring 1996 " 3%
strategies that will assist library media
professionals as they collaborate with
teachers in designing instructional pro-
grams. It is my privilege to serve as co-
ordinator of two of the committees
that are involved with the standards:
the Vision Committee, charged with
writing the guidelines, and the Imple-
mentation Committee, charged with
devising tools and strategies to help us
implement and promote the new
guidelines. These committees are
heavily involved with the philosophy
of the guidelines, which will direct the
preparation of the next national posi-
tion statement about our field.
The guidelines are being designed
to address the information explosion
that has altered dramatically the
knowledge and skills required for pro-
tive and critical expertise to this new
educational context.
Central to these developments is
the concept of the olearning commu-
nity� "a vast assembly that is student-
centered and that also encompasses
teachers, administrators, and parents
as well as the local, regional, state, na-
tional, and international communities
in which we live. The learning com-
munity of the twenty-first century is
not limited by time, place, or disciplin-
ary borders, but rather is linked by in-
terest, need, and a growing array of
telecommunications technology. The
student at the center of this commu-
nity is connected to the world not
only by physical means and shared ex-
periences, but also by information
needs that are ever-changing and
Pictured above: Students produce outstanding projects when they work collaboratively.
Pictured below: While creating meaningful projects, students work with many types of media.
ductive living in the twenty-first cen-
tury. TodayTs and tomorrowTs students
must become efficient and effective us-
ers of information from a variety of
sources and in multiple formats, if
they are to thrive in the emerging oin-
formation age.� Indeed, the student re-
sides at the center of an educational
context that has been radically trans-
formed by the ready availability of vast
stores of information.
Library media specialists have
been immersed for years in the rapid
and continuing expansion of informa-
tion, and our profession has pioneered
in identifying and meeting the learn-
ing needs brought about by these de-
velopments. Now, as the new century
looms directly ahead, the library me-
dia specialist is poised to bring distinc-
4 " Spring 1996
transdisciplinary. Basic to the produc-
tive functioning of the community,
then, is the studentTs proficiency in in-
formation access, evaluation, and use.
As the human interface who con-
nects students, teachers, and others
with the information resources they
need, the library media specialist al-
ready plays a unique and pivotal role
in the emerging learning community.
As information specialist, the media
. professional provides skill in locating,
accessing, and evaluating information
within and beyond the media center.
Working in an environment that has
been affected profoundly by technol-
ogy, the media specialist must both
master sophisticated electronic re-
sources and maintain a constant focus
on the nature and quality of the infor-
mation available in these and in the
more traditional tools.
As teacher, the media specialist
analyzes the learning and information
needs of members of the community,
guides them to resources that will
meet those needs, and helps them to
understand and communicate the in-
formation the resources provide. Like
any effective instructor, the specialist
is knowledgeable about current re-
search on teaching and learning, and
skilled in applying its findings to a va-
riety of situations.
As information consultant, the
media specialist joins with teachers
and others to identify links across stu-
dent information needs, curricular
content, learning outcomes, and a
wide variety of print and electronic in-
formation resources. Committed to the
process of collaboration, the specialist
North Carolina Libraries
: x
works closely with teachers in
the critical task of helping stu-
dents master the information-
use components inherent in
disciplinary standards.
As a full participant on the
instructional team, the media
Specialist brings skills in both
leadership and group member-
Ship to a variety of profes-
Sional challenges involved in
working with the entire school
community to guide students
to develop the abilities they
need to thrive in the class-
toom and in the world be-
yond. Facilitating studentsT
growth in these abilities is the
key to creating the learning
community, and this task provides the
Ptimary focus of a student-centered li-
brary media program. Accordingly, the
library media specialistTs work begins
With promoting skills in reading, lis-
tening, and viewing. It expands to in-
clude fostering the full range of infor-
Mation concepts, strategies, and skills
Students must master to profit from
the global resources that are, quite lit-
erally, at their fingertips. Further, it in-
Cludes developing the critical thinking
Skills that students will need to under-
Stand the complex ethical issues re-
lated to intellectual freedom, copy-
tight and intellectual property, and eq-
Uitable access to information in an age
Of global interconnectivity.
Such concepts have long been the
Concern of the library media specialist,
Who is uniquely positioned to serve
Students and teachers as the new cen-
tury dawns. Drawing upon the fieldTs
traditional emphasis on the critical
evaluation and use of information, the
library media specialist
has a vital role to play
In establishing the
learning community of
the coming century.
The library media
SpecialistTs role and pro-
§tam are key to helping
Students, teachers, and
other school and com-
Munity leaders develop
the knowledge, skills,
and attitudes required
to flourish in the infor-
Mation age.
This discussion puts
the media specialist and
the program at the in-
tellectual heart of the
Failure for media programs
resides in the failure of media
specialists to become involved
in the curriculum, in their
failure to master the basic
techniques of public relations
and marketing, and in their
failure to become knowledgeable
of how children learn.
always obstacles to moving forward.
Some of the challenges, along with
possible strategies for meeting them
follow:
1. There is a prevailing attitude that
schools are failing. We as media
professionals can help teachers be
successful, and we can help stu-
dents become engaged in their own
learning.
2.New organizational structures are
appearing in schools. We can use a
planning model to develop budgets
that show the impact of short-
changing the media program over
the years; we can lobby; we can
prepare documentation to justify
centralized resources.
3. There is less money to spend on
books. The School Library Journal re-
port in the October 1995 issue
shows that we are now spending as
much on non-book materials as we
are on book materials. Data indi-
cates that non-book expenditures
Sage But is our pro-
�,�ssion ready? There are
North Carolina Libraries
will continue to outstrip print
resources. Are there organiza-
tional changes, resource use
patterns, marketing strategies
to be developed that will
bring in more money or help
stretch the money available
for media programs?
Failure for media programs
resides in the failure of media
specialists to become involved
in the curriculum, in their fail-
ure to master the basic tech-
niques of public relations and
marketing, and in their failure
to become knowledgeable of
how children learn. Unless we
can offer options, strategies,
and techniques that will help
all teachers and students, we have lost
part of the battle for funds and atten-
tion before we even begin.
The successful media program will
be one in which the media specialist
collaborates with teachers, both reluc-
tant and eager, and where the media
specialist is involved in the many net-
working options that occur in the
schools. The successful media special-
ist connects with appropriate profes-
sional groups and builds a program on
flexibility, approachability, knowledge,
and abilities that grow year by year.
Media specialists in each district
are only as strong as the weakest spe-
cialist. If directing a media program
is just a job, we are all in trouble. If
the physical media center facility,
rather than the entire school build-
ing, is the focus of the program, we
are in trouble. Unless we are seen as
essential to the use of information,
the learning of students, and the in-
structional skills of teachers, we are
dispensable. Let us
look in the mirror
and talk turkey about
our performance and
how we can improve
ourselves for the
challenges of restruc-
tured schools and de-
manding communi-
ties of the twenty-
first century.
Note
1.American Associa-
tion of School Librar-
ians and Association for
Educational Communi-
cations and Technolgy,
Information Power: Guide-
lines for School Library
Automated circulation frees media specialists to spend more time with students.
Media Programs, (Chi-
cago: ALA, 1988).
Spring 1996 " %
""
The Media Specialist in the Millennium:
Accepting the Challenge
by Diane Kessler
The following article is a response to the preceding one entitled oThe Media Specialist in the Millennium:
The Challenge� by Dr. Marilyn Miller. Both articles grew out of a growing concern across the profession
for the role of the media specialist in the twenty-first century.
n the past few years it has become
increasingly difficult to open any
library/media journal and not find
an article or two warning of the dire
straits in which school library media
personnel find themselves and how
library media specialists are going to
have to change their ways of thinking
and methods of doing business in order
to survive. All across the country, me-
dia centers are being closed, or at best
kept open on a part-time basis, or run
by clerks instead of media profession-
als. Faced with budget cuts, school
boards and school administrators quite
often are deciding that the obvious
place to make savings is through cut-
ting library/media programs.
Why are these catastrophic events
happening, particularly at a
time when technology is
becoming more and more
important throughout the
education process and espe-
cially in media centers? And
why should these occutr-
rences be important to me-
dia personnel in the public
schools of North Carolina?
After all, we are still em-
ployed; in fact, almost ev-
ery public school in North
Carolina has a media pro-
fessional on staff. And, as
almost any administrator
who deals with media pro-
grams in North Carolina
will tell you, currently
there are simply not
6 " Spring 1996
enough applicants for all the media
center jobs that are open across the
state. In short, school library media
personnel in North Carolina are sitting
in the catbird seat and have nothing to
worry about, right? Wrong!
Even though the cutbacks to and
elimination of school media programs
and/or staff have not affected us to any
great degree as yet, it is time for media
professionals in the Tar Heel State to
become aware of what is happening to
media programs elsewhere across the
country. History shows us that educa-
tional trends, once they have taken
hold, tend to spread from state to state
and from district to district. We can al-
ready see an alarming tendency in
North Carolina to separate media and
... the most popular trend is
to put all technology within a
school district into the
Information Management
Systems (IMS) area, not
withstanding the fact that the
usual IMS staff has little, if
any, actual knowledge of
instructional technology.
technology from one another and place
them in totally unrelated departments
within school districts. In fact, the
most popular trend is to put all tech-
nology within a school district into the
Information Management Systems
(IMS) area, not withstanding the fact
that the usual IMS staff has little, if any,
actual knowledge of instructional tech-
nology. In these cases, media programs
and their directors are left with no in-
put into the development of technol-
ogy plans or programs.
So what should media profession-
als in North Carolina be doing? There
are a number of actions that we must
take as we approach the millennium.
These can be lumped together into
one observation: we must be pre-
pared " for anything and everything
that may occur in the future. And
how do we get to this state of pre-
paredness? We must become involved,
informed, and proactive.
Be Involved
First, we must be professionally in-
volved: we must join our professional
organizations and regularly attend con-
ferences and workshops, at the district,
regional, state, and national levels. We
also should be willing to make presen-
tations at these conferences ourselves;
after all, many of us are doing interest-
ing and worthwhile things in our me-
dia centers that need to be shared with
our colleagues.
In addition, we need to look at
what, if anything, we are doing at the
North Carolina Libraries
: 2 Se SS Rs MSI NOT cen Eire, a Fe rey) oe ns sneer CO ee
local level to involve media profession-
als. We could form our own interest
8toups for such topics as automation,
HyperStudio, multi-cultural literature,
and collection development. We could
develop a listserv for our district. Newly
hired media personnel (as well as some
of us who have been around a while)
Could certainly benefit from support
groups where all would feel free to ask
questions, complain about problems,
and look for solutions. We need to keep
in mind that in most schools there is
Only one media professional, and it is
Vital that we have the time and the op-
Portunity to meet with colleagues and
develop networks of support.
Another area where we all must be
Vitally involved is at the individual
School building level. We must be an
Integral part of the educational process
�"�M our schools and the best way to en-
Sure that we are is through use of the
Teacher Handbook: Information Skills/
Computer Skills K-12 developed by the
Department of Public Instruction (DPI)
M Raleigh. This crucial document illus-
trates exactly how the teaching of in-
formation skills should be integrated
Into the curriculum as a whole and not
taught in isolation. It is a clear, sequen-
tial road map of what students should
learn from kindergarten through high
School in the media center, and
We all need to be sure that we
ate thoroughly familiar with it
and have made it the corner-
Stone of our media programs. If,
deed, the curriculum is the ba-
Sis for our media programs, then
We will find ourselves and our
Programs totally involved in the
Whole curriculum.
It is imperative that good
Media coordinators be involved
M all areas of the curriculum
and that they wear as many hats
as the job requires. How many
hats do you wear on a normal
day in your media center? There
ate, of course, the three hats
and/or roles discussed in Infor-
ation Power which we all wear/
Perform everyday: information
Specialist, teacher, and instruc-
ional consultant. As pointed
Cut in Information Power, these
Toles are oseparate but overlap-
Ping� and serve oto link the in-
formation resources and services
Of the library media program to
the information needs and in-
terests of the schoolTs students
and staff.�1
But there are many other
North Carolina Libraries
bt, _"-
i
OLN
ne
hats we should be wearing. Are you,
for example, a member of your schoolTs
Site-Based Management Committee or
School Improvement Committee? Do
you have input into budget decisions?
How active and involved is your own
Media Advisory Committee (MAC)?
Do the MAC members know of current
trends in media and technology and
are they aware of what may happen in
the future? Their involvement depends
on how much you have shared with
them.
Be Informed
Secondly, we must be informed; that
is, we must read widely and continu-
ously in the professional literature in
order to keep up to date on new devel-
opments and trends in our profession.
We must be knowledgeable and pre-
pared for the future and whatever it
brings. There are numerous periodicals
available in the field of librarianship in
general and school librarianship in
particular. Two that I particularly rec-
ommend are School Library Journal (SL))
and School Library Media Activities
Monthly (SLMAM). If nothing else, we
should all be sure that each month we
have read Dan BarronTs column,
oKeeping Current,� in SLMAM; this
column stays abreast of new develop-
Integrating the arts into the information skills curriculum
helps students see the correlation between media centers
and their classroom activities.
ments and trends and also cites other
articles, books, and ideas that deal
with media and educational issues
confronting all of us.
Additionally, we can stay informed
electronically. As more and more of us
get access to e-mail, we should investi-
gate listservs and subscribe to the ones
that are of most interest to us. Of those
that are now available, perhaps the
most useful to school media personnel
is LM_NET, a listserv designed for me-
dia personnel and subscribed to by
thousands of librarians across the coun-
try. You can subscribe to this listserv by
sending an e-mail request to:
listserv@suvm.syr.edu. In the body of
the message simply state: subscribe
LM_NET firstname lastname. One
warning about this service: it is com-
prised of an extremely active and vocal
group of media professionals, and there
are numerous messages every day. If
the message volume turns out to be too
heavy for you, one possibility is to sub-
scribe to the daily digest instead; it is
much less time-consuming and yet you
can still follow the virtual discussion.
Other listservs, including one for Uni-
son users and one for NCLA, are also
available.
Knowledge about legislation af-
fecting education and technology, es-
pecially at the state level, is an
additional arena with which we
need to be familiar. Public
Schools of North Carolina (for-
merly the Department of Public
Instruction) and NCASL publica-
tions and presentations help to
keep all of us up to date on legis-
lative activities. But once we have
this information, what do we do
with it? When was the last time
any of us wrote or called our
General Assembly representa-
tives? When participants at the
1994 NCASL conference were
given the opportunity to write to
their North Carolina legislators, a
large number did just that. The
surprising number of letters con-
cerning media and technology
did make a difference in how leg-
islators viewed bills that in-
volved issues in which we are all
interested.
Be Proactive
Thirdly, and by far most impor-
tantly, we must take a good, hard,
individual look at ourselves, our
profession, our attitudes, and our
actions. We must decide how to
become proactive, participating
Spring 1996 " 7
in the decision-making process,
rather than simply reacting to deci-
sions that already have been made.
Make no mistake: it is essential
that we become more involved and
proactive. As Daniel Barron points
out in the December 1995 issue of
School Library Media Activities
Monthly, o... we donTt need people
who have no commitment or sense
of purpose. This is not to say that we
are not willing to coach, facilitate,
nurture, or encourage others, but if
individuals do not take responsibil-
ity for themselves and work toward
what they believe in " especially in
this profession " they are taking up
valuable space and breathing valu-
able air.�2
But how, exactly, do we become
proactive? We begin by looking for
methods to bring our program and its
goals and objectives to the attention of
the administrators. I once told a group
of media specialists with whom I was
working that I believe every school li-
brary media person needs to have the
following as a goal: every building level
media person should become so indis-
pensable to the learning process in that
particular school that if cuts have to be
made, the principal will not even con-
sider eliminating the media position.
And if the principal did consider it, the
faculty would be up in arms because
how could they ever teach without that
particular person!
DonTt ever sell yourself and your
abilities short. You may be only one
person, but you can make a tremen-
dous difference in a media center or in
a school. Frances Jacobson found this
to be true in her travels to media cen-
ters across America:
More than any other factor I was ex-
posed to during these travels, I was
continually struck by the power of
the individual " whether media
specialist or teacher or administra-
tor " to either foster boundless op-
portunity or logjam all progress. The
fragility of this power is revealed
when the pivotal person is absent. A
thriving program is likely to col-
lapse; the very climate of the school
can be transformed. To create last-
ing and meaningful growth, school
culture must support a community
of change"making individuals
who, in working together, have to
the power to establish a stable infra-
structure. It is imperative for the
school library media specialist to be
a member of that community when
so much is at stake.?
8 " Spring 1996
oS ee ee ee ee
... every school library media
person needs to have the
following as a goal: every
building level media person
should become so indispens-
able to the learning process in
that particular school that if
cuts have to be made, the
principal will not even consider
eliminating the media position.
... Monitoring an after-
school video club ... Floppy
disks, hard drives, eight
megabytes of RAM, multi-
media, Hypercard, CD-
ROMs, and laserdiscs are a
few of the terms and appli-
cations that weTve learned.*
We deal with these and many
more responsibilities every day.
We must ensure that others are
aware of our involvement.
We should always remem-
ber that we are making a case
for our profession and our pro-
grams by what we do and say.
We can best accomplish this by
We should, for example, anticipate
that we are going to be held account-
able for our media centers, their pro-
grams, and our efforts to affect how
children learn. We are, after all, in
charge of one of the most expensive, if
not the most expensive, programs in
the whole school, and we are highly
visible. So we need to decide how to
present library media services so that
others will understand that we are a vi-
able, vital part of the educational
process. Good, positive public rela-
tions are imperative. Newsletters,
memos, brochures highlighting the
media center are always welcome, as
are celebrations of National Library
Week, ChildrenTs Book Week, and
School Library Media Day. And, to para-
phrase, oIf you feed them, they will
come�: invite your teachers in for ba-
gels, doughnuts, and/or cookies; and,
while they are there, show them new
materials, equipment, programs, and
other possibilities.
Most importantly, we need to
make our administrators aware of what
we do every day and how vital a role
we play in their school. A quarterly re-
port of programming activities is al-
ways a good idea. With the advent of
automation, we have numerous statis-
tics about collection use at our finger-
tips. We also need to communicate
just how wide-ranging our programs
and our duties are; here is Martha
MorrillTs partial list from a recent ar-
ticle in School Library Journal:
... rattle off names of Newbery and
Caldecott winners, whip up a book
talk, set up for all-school activities,
figure out the closed circuit equip-
ment, operate 16mm and video cam-
eras, and even set a timer on a VCR
being prepared for what the
next bend in the road will
bring, ready to change and respond to
new demands and ideas. Through our
professional organizations, through
networking among ourselves, and
through a thorough knowledge of
trends and innovations, we can help
determine our own futures and not be
subject to the whims of administrators
and school boards who have no idea of
what we do. As Lesley S.J. Farmer
noted in The Book Report, oIn this sea
of library and educational change,
school librarians should look around
to see how others are changing, and
work with them to stay afloat and
paddle ahead. What skills does each
one have? How can each person and
each function be matched to further
change effectively? Working together
for change, we can make a positive dif-
ference "in ourselves and for those
we serve.�5
References
1 American Association of School Li-
brarians and Association for Educa-
tional Communications and Technol-
ogy, Information Power: Guidelines for
School Library Media Programs. (Chi-
cago: American Library Association
1988), 26.
2Daniel D. Barron, oKeeping Cur-
rent: Beyond Information Power: Chang-
ing Our Guidelines in Changing Times
(Part II),� School Library Media Activities
Monthly 12 (December 1995): 49.
3 Frances E. Jacobson, oRoad Scholar:
A School Librarian Sets Out in Search of
High-Tech Success,� School Library Jour-
nal 41 (November 1995): 23.
4 Martha Morrill, oRoles 2000,� School
Library Journal 41 (January 1995): 32.
5 Lesley S.J. Farmer, oChanging Our
Own & OthersT Mindsets,� The Book Re-
port 13 (September/October 1994): 22.
North Carolina Libraries
. ss,
Discovered in North Carolina:
An Overview of Research
Related to School Library Media Programs
he state of North Carolina
has long been regarded as an
innovator in school media
librarianship. Because of its emi-
nent presence in the profession,
North Carolina media coordina-
tors and their peers have had many
Opportunities to participate in state-
Wide research which has sought to fur-
ther the mission of the profession and
Contribute to its knowledge base. This
Overview of published research and
doctoral dissertations highlights stud-
les conducted in the state and investi-
Sations which include North Carolina
With other states. The foci of the fif-
teen research studies vary, reflecting
attention to contemporary and rel-
�,�vant issues and providing insight and
8uidance that enhance overall profes-
Slonal development nationwide.
All research has purpose beyond
the obvious questions or hypotheses
that shape the research design and
8uide the inquiry. Research can estab-
lish benchmarks in the evolution of a
Profession; and, through investigatory
�,�xploration, practices and conditions
ate documented, confirmed, and vali-
dated. Resultant findings have impli-
Cations for the world of practice by
Suggesting ways in which professional
Media coordinators plan for overall
Program enhancement. Older studies
have value in verifying innovation at
the time of inquiry and, become the
basis for documenting progress when
Nvestigating the status quo at a later
time. Thus, research is vital. In empiri-
Cal fashion, it validates the legitimacy
Of a profession and substantiates its
North Carolina Libraries
by Pauletta Bracy
unique contributions to the universal
body of knowledge.
The purpose and significance of
research in school media librarianship
are further epitomized in a summary
of three oWs:
Why? (Is the questions);
What? (Is the set of findings
revealed from the study
based on the question); and
Where? (Is the direction to follow as
implications of the findings
are addressed).
For purposes of reporting, the
terms of media coordinator, school li-
brary media specialist, library media
specialist, media specialist, and librar-
ian are used interchangeably through-
out the overview and accurately reflect
the nomenclature used by the indi-
vidual researchers.
Perception Studies:
In the Eyes of the Beholders
Four studies were concerned with per-
ception of the media coordinator and
sought to determine how the profes-
sion is perceived by principals, stu-
dents, and peers.
Carol Gaskins Lewis examined the
perceptions of North Carolina middle
school principals and media coordina-
tors about the role of the school library
media program in the schoolTs instruc-
tional program. She sought to discern
the extent of cooperation in meeting
common goals and to identify areas in
which communication and coopera-
tion are yet to be realized.! The meth-
odology included a mail survey and fo-
cused group interviews involving 84
percent of the stateTs middle school
principals and 95 percent of the total
number of middle school media coor-
dinators in the state. Six questions re-
flecting pertinent variables guided the
study.
The first question related to na-
tional program standards. Principals
and media coordinators, for the most
part, agreed on the extent to which na-
tional standards were being imple-
mented in their schools. Media coordi-
nators were active in the instructional
programs and also felt that climate
and facilities did affect the library me-
dia program. Both groups reported
that some aspects of an exemplary pro-
gram were not yet realized. They felt
that the media coordinators did not
conduct staff development for teach-
ers, did not locate relevant resources
outside the school, and that media co-
ordinators were not provided suffi-
cient opportunities for professional
growth and development in the areas
of media and technology. Regarding
improvement of the instructional pro-
gram, principals strongly agreed that
they expected media coordinators and
teachers to work and plan together.
Conversely, media coordinators did
not believe that principals held that
expectation.�
A second category was national
standards for resources. While princi-
pals believed that their schools were
better off as far as resources recom-
mended in the national guidelines
were concerned, their media coordina-
tors disagreed. Media coordinators did
Spring 1996 " 9
not believe that budget sources were
dependable or that the process accom-
modated acquisition of newer tech-
nologies. However, both agreed that
the budget was not sufficient to main-
tain a quality collection.3
Thirdly, national standards for ser-
vice roles were addressed. Both groups
agreed that media coordinators per-
formed all three roles defined in the
cipals and media coordinators re-
ported different perceptions about
the implementation of these compo-
nents. However, the results showed
few interdisciplinary teams or units,
little flexibility in scheduling (except
for both groups reporting flexible
scheduling in the library media cen-
ter), and some teacher-based guidance
programs. Further, it was perceived
gram and the middle school instruc-
tional program.°®
Lastly, the sixth question con-
cerned the relationship of national
program, resources, and role standards
and demographics. Little relationship
was observed between selected vari-
ables (including principal tenure,
school enrollment, media staff experi-
ence, and size) of the two groups and
the ratings the groups
Student-produced news shows allow children to develop their video skills.
assigned to the extent
to which national stan-
dards for the library me-
dia program, resources,
and service roles of the
media center were in
evidence.T
Lewis concluded
that implications of the
study centered on a
need for better commu-
nication among key in-
fluential persons in
middle schools. The in-
terrelatedness of various
program areas will be
recognized in order to
improve teaching for
learning.8
Inspired by North
CarolinaTs state-man-
dated evaluation sys-
tem, Alice Phoebe
Naylor and Kenneth D.
Jenkins undertook a
study to determine
principalsT understand-
standards: information specialist,
teacher, and instructional consultant.
Although they agreed on the extent to
which media coordinators taught in-
formation skills and that all three roles
were provided, there were significant
differences in principalsT and media
coordinatorsT perceptions about the
extent to which the other roles were
performed. Media coordinators be-
lieved they provided more guidance to
users in the selection of appropriate re-
sources than did their principals. On
the other hand, principals believed
media coordinators served as instruc-
tional consultants to a significantly
greater extent than did the media co-
ordinators.#
The fourth question focused on
media program involvement in essen-
tial media school components. The
four components addressed in the
study were interdisciplinary teams, in-
terdisciplinary units, flexible schedul-
ing, and teacher-based guidance. Prin-
10 " Spring 1996
that the media program was not in-
volved, for the most part, with the in-
structional program; the media coordi-
nators did not regularly meet with
teams; the information skills
program was not integrated
into instructional units; and
participatory activities for
students were not included in
instructional units.
The fifth area of inquiry
was the relationship of na-
tional program, resources,
and role standards and media
program involvement in the
essential middle school com-
ponents. The close relation-
ship between the extent to
which the national standards
for library media programs
and the extent to which
middle school components
were implemented suggested
a positive relationship be-
tween the library media pro-
ing of the terms used to
describe the functions
of library media evaluation instru-
ments as stated in the 1983 state evalu-
ation instrument. In addition, they
sought to identify the sources of prin-
Principals had the highest
understanding of the library
media specialistTs role in
creating the public image of
the library media center. Their
lowest understanding was of
services provided, procedures
for reviewing and selecting
materials, and evaluating the
quality of the collection.
North Carolina Libraries
CipalsT knowledge for making judg-
Ments about the performance of li-
brary media specialists.? Twenty-two
tandomly selected principals repre-
senting elementary and secondary
Schools in both rural and urban areas
Participated in the study.
PrincipalsT statements were
Sorted on a range of high, medium,
and low which carried the following
descriptions:
oHigh� responses defined the li-
brary media center as an extension
of the classroom and the library
media specialist as an integral part
of the schoolTs curriculum planning
process. They also described teach-
ers and library media specialists
working together to plan instruc-
tional programs.
oMedium� statements described
the library media specialist in ei-
ther an adjunct role to the school
program or no different from any
other teacher.
oLow� statements were those that
characterized the library media
Specialist in technical/managerial
terms ... oLow� scores also were char-
acterized by a total lack of knowledge
of the library media program ...!°
Principals responded to statements that
telated to the five major work functions
Which comprised the instrument: (1)
§0als and resources; (2) resource main-
~tenance and acquisition; (3) program
dissemination; (4) access; and (5) pro-
fessionalism.
For only two of the functions"
Public impressions of the library media
Programs and duties beyond job de-
Scriptions"did more than half of the
Statements reveal a ohigh� level of un-
derstanding. The fact that for 10 per-
cent of the competencies, 50 percent
Of the statements were rated ohigh�
led researchers to observe that princi-
Pals needed improved understanding
of how the library media specialist is
expected to perform.!!
Principals had the highest under-
standing of the library media
specialistTs role in creating the public
image of the library media center.
Their lowest understanding was of ser-
vices provided, procedures for review-
ing and selecting materials, and evalu-
ating the quality of the collection.!2
Overall, principals generally were un-
aware of the full range of services pro-
vided by the library media specialist.!%
Data also were analyzed to obtain
a general assessment of principal re-
sponses to individual competencies.
Results indicated that principals knew
most about the competencies of devel-
oping goals and integrating media
skills into the curriculum. They knew
least about competencies most specific
to the profession such as collection de-
velopment and maintenance, and the
range of services offered by the media
specialists.14
The data also revealed that princi-
palsT knowledge of technology was
high; yet at all levels, responses
showed complete dependence on the
media specialists for help in the use of
technology. Based on their responses
to questions about technology, it was
apparent that principals accepted me-
dia specialists as more informed than
themselves as far as technology was
concerned.!5
Naylor and Jenkins concluded that
the study presented a bleak picture of
principalsT understanding of and in-
volvement in the library media
specialistTs contributions to instruc-
tion. However, it also suggested that li-
brary media specialists can approach
the evaluation process with added self-
confidence and professionalism.!°
In a third study similar in purpose
to one previously discussed, Jerry
Marshel Campbell examined the per-
ceptions of elementary principals and
their perceived role in the school li-
brary media programs operating in
their respective schools as well as the
perceived role of the principal in
school library media programs from
the perspective of the school library
media specialist. In addition, the
source of principalsT knowledge about
school library media programs was in-
vestigated.!7
Findings of the mail survey of 334
principals and 302 school library me-
dia specialists revealed a significant
difference in perceptions of the princi-
pals and school library media special-
ists. Generally, principals perceived a
high relationship to programs; school
library media specialists disagreed sig-
nificantly on all items of the survey.
Also, principals indicated that their
major source about media programs
came from present school library me-
dia specialists; course work in school
administration was the least important
source of knowledge.18
On the other hand, Constance A.
Mellon was interested in how another
significant client group " sixth grad-
ers " perceived the school library and
the librarian.!9 Data were collected by
Mellon and a research assistant who
conducted nine focus groups at three
elementary schools in eastern North
Carolina. They concluded that childrenTs
perceptions are affected by the person-
alities and behaviors of the individual
librarians.2° Analysis of the childrenTs
responses also led to the conclusion
that children whose librarians genu-
inely like them enjoyed visiting the li-
brary. Children whose librarians were
outstanding professional practitioners
took pride in their libraries.?1
Negative behaviors were also de-
scribed by the children:
Even librarians who are onice� and
ohelpful� can turn children off by
osnappy� behavior, by setting rules
that they do not follow themselves,
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Lancaster, PA 17603
CURRENT EDITIONS, INC.
WHOLESALERS
TO LIBRARIES
"Support North Carolina Libraries"
1-800-959-1672
1-800-487-2278 (FAX)
North Carolina Libraries
bt. _
Spring 1996 " 11
by failing to learn their names, and
by making children wait too long
for access to new materials.22
Student perceptions of roles and activi-
ties were matched to the profession in
general. Students who described their
librarian as nice and helpful saw the
role of the librarian as |
helping people to find and
use materials. Students
who respected their librar-
ian described librarianship
as a overy good job.� Stu-
dents whose librarians em-
phasized the importance
of reading thought that
one should read oin order
to make it anywhere in
life.�23
Realizing the potential
impact of student opinion,
Mellon noted that stu-
dentsT perceptions of their
school libraries are impor-
tant because they appear
to influence how students
perceive librarians and li-
braries outside of school.24
Research on Role
On the Job Training
Somewhat related to per-
ceptions are two studies
which helped identify
characteristics of out-
standing programs created
by media coordinators and
another which revealed
insight on how profession-
als handle the daily maintenance of li-
brary media programs.
Jody Beckley Charter profiled
strengths and weaknesses of six high
school media programs identified by
experts and selected through adminis-
tration of the Purdue Self-Examination
Survey for Media Centers.25 Final se-
lections included two schools each
from North Carolina and Oklahoma;
and one each from Florida and South
Carolina.
The researcher visited each of the
schools and utilized additional evalua-
tion instruments. Nine program fac-
tors were determined to have a perva-
sive influence on exemplary programs.
Those were setting; district level devel-
opment; frequency and variety of ser-
vices; strong administrative support;
professional staff tenure and educa-
tional preparation; written plans and
conducted evaluation functions; facili-
ties; acceptance of an instructional de-
velopment role for library media spe-
12 " Spring 1996
cialists; and attitudes of parents and
other community representatives that
the library media center was obasic,�
not a ofrillT�.26
In the second study Sandra A.
Benedict and Michael J. Fimian sought
to develop and refine an instrument
designed to measure empirically the
Students often use media center resources for leisure reading.
perceived stress levels as well as to de-
termine the occurrence and manifesta-
tions of stress in a statewide sample of
school library media specialists.?�
Three-hundred-thirty-seven media
specialists representing elementary,
middle, and secondary public schools
participated in the study. The devised
instrument, called the Media Specialist
Stress Inventory (MSSI), consisted of
six factors including three related to
stress osources� (time and work load
management, lack of professional sup-
ports, and instructional tradeoffs) and
three related to omanifestations� of
stress (emotional, cardio-behavioral,
and gastronomic-fatigue).28
Computed scores revealed that
stress sources were experienced as be-
ing stronger than the stress manifesta-
tions. Of the three stress sources, the
strongest scores were for time and
work load management; lack of profes-
sional supports was the least-strong
source. Thus, time and work manage-
""s.
ment problems posed the most stress
for library media specialists; instruc-
tional tradeoffs were the next most
stressful set of problems; and lack of
professional supports was the weak-
est.29 Of the three stress manifesta-
tion factors, emotional responses were
rated the strongest; then gastronomic
and fatigue problems;
and, finally, cardiovas-
cular and coping re-
sponses to stressful work
conditions.3°
A second instrument,
the Maslach Burnout In-
ventory, was used to as-
sess the level of burnout
perceived by the library
media specialists. Gener-
ally the sample demon-
strated low-to-moderate
levels of burnout. Those
dimensions most fre-
quently experienced were
emotional exhaustion
and the lack of personal
accomplishment. Deper-
sonalization was experi-
enced least often.?!
In a comparison of
specific groups, media
specialists who had had
no prior teaching experi-
ence perceived the fol-
lowing significantly more
frequently than those
with teaching experi-
ence: depersonalization,
experience with respect
to on-the-job lack of ac-
complishment; significantly more in-
tense overall burnout; and _ signifi-
cantly stronger cardio-behavioral
manifestations. Across grade levels,
media specialists working in elemen-
tary schools consistently perceived sig-
nificantly more frequent emotional
exhaustion, stronger time and work
load management problems, and
stronger emotional manifestations
than library media specialists in sec-
ondary schools. Middle school library
media specialists fell mid-range and
did not significantly differ from el-
ementary or secondary library media
specialists. No significant differences
were evident in comparison across edu-
cational levels and gender, or in the
presence or absence of assistance.32
Analyses were conducted to deter-
mine the extent to which stress factors
could be considered as predictors of
burnout. Researchers discovered that
library media specialists experiencing
problems related to emotional mani-
=|
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festations, instructional tradeoffs, time
and work load management, and lack
of professional supports would be
Most susceptible to burnout.%3
Overall results indicated that li-
brary media specialists experienced
Stress sources and manifestations with
mild to moderate strength. In consid-
eration of the MSSI, researchers con-
cluded that it is a valid and reliable in-
Strument to measure the strength of
Occupational stress in school library
Media specialists. They also observed
that the MSSI likewise provided a valu-
able diagnostic tool for assessing the
Need for, and focus of, pre-service and
in-service stress-prevention _pro-
Stams.34
Reading Interests Surveys
Teens Tell It All
Libraries have traditionally been asso-
Ciated with reading as a recreational
activity. For those working with chil-
dren and young adults, their reading
Preferences are of primary interest.
Two studies by Constance Mellon of
East Carolina University explored the
teading behaviors of rural teens.
With eastern North Carolina as
Setting, Mellon along with two gradu-
ate students designed a study to deter-
Mine the leisure reading patterns of ru-
Tal ninth-grade students.35 Three-hun-
dred-sixty-two students at two schools
Stouped in classes such as Academi-
Cally Gifted, College Preparatory (Col-
lege Prep), General, Chapter I, and
Special Education (Special Ed) com-
Prised the sample. A five-page twenty-
eight item questionnaire given to the
Students focused on factors related to
Teading by choice.
___ Eighty-two percent of the students
Mdicated that they did read in their
Spare time. By gender, 72 percent of
the males and 92 percent of the fe-
Males read for leisure. Group analysis
Tevealed that 100 percent of the Gifted
Stoup, 82 percent of the College Prep
8toup, and 70 percent of the General
and Chapter I groups read during their
Spare time. For the non-readers, the
Most frequently cited reasons were
that they oworked after school� and
hated to read.�36
For males, the top three categories
of Teading materials across all groups
Were magazines, sports/sports biogra-
Phies, and comic books. For females,
the top three categories were romance,
Mystery, and magazines. Magazines fa-
Vored by boys were Hot Rod, Field and
Stream, and Sports Illustrated. Girls pre-
ferred Teen, Seventeen, Jet, Ebony, and
North Carolina Libraries
Young Miss. Male readers of non-fiction
specified books on sports, hunting,
and war; girls chose biographies. Twice
as many males read science fiction as
did females.37
The primary source of reading ma-
terials was the school library. Females
borrowed books from friends more
readily than males did while males ap-
peared to read the magazines in their
homes more often than females. More
females than males used the public li-
brary and an equal percentage read the
books found in their home collections.
The major contrast across groups was
in the use of the public library. Eighty-
two percent of the Gifted and 59 per-
cent of the College Prep students uti-
lized the public library, but less than
half of the other groups used the li-
brary.38
Eighty-three percent of both male
and female readers spent their own
money on reading materials. Across
the groups, the Gifted bought the
most paperbacks and the fewest com-
ics. The greatest percentage of comics
was purchased by General students
and Special Ed students bought the
most newspapers.39
In all categories, most leisure read-
ing occurred in the bedroom or living
room of the home for both genders.
Slightly more than half of the students
indicated that they also read for plea-
sure during school hours. Males read
mostly on week nights and females fre-
quently read both on week nights and
weekends. Summer vacations were the
iyi Tl
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least popular reading period.4°
Overall, most attitudes expressed
toward reading were positive, but read-
ing was rarely selected as the favorite
use of spare time.*! Mellon concluded
that one of the most compelling find-
ings of the study was that teenagers, at
least rural teenagers, were reading.#2
To further explore reading pat-
terns of teenagers, Mellon and masterTs
degree students in East Carolina
UniversityTs Department of Library
Studies surveyed reading interests for a
period of three years.43 More than 700
teenagers in eastern North Carolina
were surveyed. Classes ranged from
the academically gifted to groups
whose California Achievement Test
scores revealed that they read below
the 25th percentile. Some findings
were consistent with those of the ear-
lier study conducted in 1986 and pre-
viously reported.
Across all groups, over 70 percent
of the respondents indicated that they
did read for pleasure. Those who
claimed that they did not enjoy leisure
reading gave reasons of lack of time or
dislike of reading. Teenagers who did
read indicated that they did so for en-
tertainment and information.*4
The overwhelming majority of
teens chose leisure reading materials
through the recommendations of
friends. Although some mentioned the
influence of teachers or library media
specialists in selecting books to read in
their leisure, this response was not sta-
tistically significant. Parents were also
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Spring 1996 " 1%
an infrequent influence although
many teens tended to read books and
periodicals found in their homes.*5
Magazines and newspapers were
the all-time favorite reading material
of teens. Readers spent their own
money on magazines, kept them as
reference materials, and shared them
with friends. Responses to questions
about the appeal of magazines re-
vealed that teens read them for the
same reasons they read books: for plea-
sure, for information, for escape.*¢ Al-
most all respondents read newspapers
and tended to read both their local pa-
pers and one more national in scope.47
Approximately two-thirds of the
teens claimed that they enjoyed read-
ing short stories, and over half claimed
an interest in reading nonfiction. Top
categories of nonfiction preferred by
females and males were biography and
science, respectively. Other frequently
mentioned genres were mechanics and
psychology.48
Participants were asked about
reading tastes of boys and girls, and
the majority of males and females
agreed that differences did exist. Ro-
mance was cited as the top choice for
females; and war, sports, and science
fiction were identified as choices for
males. The researcher conclusively ob-
served that girlsT reading preferences
tended to be imaginative while boysT
reading preferences were often infor-
mational.49
Teens were queried about what
three books they would choose for a
year in isolation, on a desert island or
in space. Responses were quite varied
and rarely did more than three respon-
dents in any one survey choose the
same book. The Bible, however, proved
to be a popular choice, especially in ru-
ral school districts, and Stephen King
books were the next most frequently
mentioned. oGood, thick books� such
as Gone with the Wind and War and
Peace were also popular choices.5°
Mellon concluded this study with
a confirmation of earlier findings:
oWhat was amazing in our survey re-
sults was that in spite of their busy
lives, in spite of the classroom reading
that was a daily requirement, the over-
whelming majority of teens still chose
to read for pleasure.�5!
Analyses of Service:
May | Help You?
A group of three studies emphasized
professional roles in providing the best
in reference services, facilitating infor-
mation skills instruction, and cooper-
ating with colleagues in the public li-
brary environment. In the first of
these, Marilyn L. Shontz of the Univer-
sity of North Carolina at Greensboro
investigated the potential use of refer-
ence transaction measures such as
Transaction Analysis, Reference
Completion Rate, and Transactions Per
Student in the school library media
Effective media programs incorporate technology into the curriculum.
14 " Spring 1996
20»
programs of eleven selected middle
and high schools.52 The three mea-
sures constituted the Reference Trans-
action Module which focused on the
implementation and effectiveness of
proposed reference transaction mea-
sures: To what extent do participants
view reference transaction measure-
ment techniques as useful? effective?
labor and time-intensive? Also, how
well do the instruction and forms
work? What changes need to be made
before recommending their use?53
Data on transactions were collected
during sample time periods and re-
corded on instruments developed by
the researcher.
The majority of the school library
media specialists reported frustration
at not being able to record transactions
accurately.54 The categories and defini-
tions provided appeared to be gener-
ally effective, although some questions
were raised mostly regarding CD-ROM
technology, non-search stations, and
technical assistance.5
Findings revealed that the total
General Reference Transactions and
the CD-ROM/ Computerized Reference
Transactions were nearly equal in the
eleven programs. The lowest weekly
average for General Reference was 15
and the highest was 119; the lowest for
CD-ROM/ Computerized was 4 and
the highest was 198. Per capita general
reference transactions ranged from .55
to 6.09 and per capita CD-ROM/ Com-
puterized transactions ranged from .14
to 7.27.5° The total per capita in the
Other/Directional category was 4.39
which equaled the total per capita of
the first three categories: General,
Microformats, and CD-ROM/Comput-
erized. The three categories with the
lowest per capita transactions were
microformats, referrals, and incom-
plete. Calculations of the reference
completion rate revealed that 98.6 per-
cent of all transactions were consid-
ered complete in the same day. The av-
erages for individual library media pro-
grams ranged from 97 percent to 100
percent.�
Shontz concluded that, overall, the
implementation of the Reference Trans-
action Module was successful,5®° and
that its use can help library media spe-
cialists identify, quantify, analyze, and
compare results of reference services in
their school library media programs.°?
In a second study, Diane D. Kester
of East Carolina University sought to
answer questions about the transfer of
information skills from high school to
college among students enrolled in a
North Carolina Libraries
)
One-hour credit course, LIBS 1000: Re-
Search Skills, at her institution. A sec-
Ond purpose was to provide guidance
to high schools as they prepare stu-
dents for college.
At the first class meeting in the fall
of 1992, a questionnaire was adminis-
tered to 442 students. Although enroll-
Ment comprised all levels of students,
Only the 300 responses from freshmen
who had most recently graduated from
high school were used in the study.
Eighty-five percent of the respon-
dents reported that they had received
SOme instruction in high school and
that it had come mostly from the li-
brarian, but also from the English
teacher, or both. Over half of the stu-
dents ranked oworking on assigned re-
Ports� as the most frequent reason
they used the library. Going to the li-
brary oto get books to read for plea-
Sure� was ranked most frequently by
Only 5 percent of the respondents.®!
When students were asked how
they accessed information from back
'Ssues of magazines, 31 percent cited
Personnel such as the librarian or stu-
dent assistants. Thirty-five percent
\dentified periodical indexes by title
and named The ReaderTs Guide most fre-
quently. Of those who identified the
index by name, 8 percent remembered
having had instruction in using library
resources. ©2
Asked to identify eighteen stan-
dard reference terms and resources,
students most correctly defined oau-
thor,� opublisher,� ocopyright date,�
and oatlas.� Those terms with accuracy
of less than 10 percent were ogovern-
ment documents,� CD-ROM index,�
and oBoolean searching.� The most
correctly identified resource was The
ReaderTs Guide and least familiar was
oDIALOG/Classmate�.®? When seeking
assistance, respondents indicated that
the odesk,� the ocirculation desk,� and
the olibrarian� were the most popular
places to go for help in locating infor-
mation in the library.°4
Kester summarized that high
school library skills instruction ap-
peared to have little carryover or effect
on students going to college, with few
exceptions. Also, little integration of
library skills with course content ap-
peared to be taking place, and team
teaching between the librarian and
the classroom teacher was not yet
prevalent.°5
One North Carolina county was
the setting for a survey which at-
tempted to determine the status of co-
operation between the two types of lo-
cal library: public and school. In addi-
tion, Shannon examined factors lead-
ing to the success of cooperative activi-
ties, factors perceived as barriers to co-
operative activities, and factors which
had potential for facilitating greater
cooperation. Finally, Shannon tried to
determine if there was a relationship
between size of the public library
and level of cooperation with the
schools.®© Twenty-three school librar-
ians and thirteen public librarians re-
turned surveys in the study.
Both school and public library re-
spondents agreed that services to
youth could be improved by increased
cooperation. When asked about satis-
faction with the amount of contact
with the other, school librarians were
more positive.°? Both groups were
asked if their libraries had written poli-
cies concerning cooperation. Answers
were mixed, but most reported that
there were no such policies.
Respondents were directed to indi-
cate in which activities from a com-
piled list their libraries had recently
participated. There was no relation-
ship between size of the public library
and the number of cooperative activi-
ties reported. Those cited most fre-
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Spring 1996 " 1%
quently by school librarians were
oHomework Alert,� interlibrary loan,
and arranging for the public librarian
to visit the school. oHomework Alert�
and visits to schools were most often
reported by the public libraries.°?
A model for school library and
public library cooperation consisting
of four levels was used to evaluate lev-
els of cooperation. Based on the
model, cooperative activities in the
county reflected those included in
level 2 " informal communication. In
most cases, contact between the two
agencies had been initiated by either
the public or the school librarian. Ac-
tivities also reflected a number of
those included in level 3 " infor-
mal cooperation. School classes
visited public libraries, and
some public librarians visited
schools; in some instances, rep-
resentatives from both systems
cooperated in special projects.
With the exception of a case of
joint administration in a com-
bined school/public library, re-
sults did not indicate that librar-
ies are moving toward level 4 "
formal cooperation,which would
include written and formalized
policies and procedures for cooperation
and mutual sharing of resources.7°
(Level 1 was ono cooperation�)
The factor most frequently associ-
ated with successful cooperative efforts
was communication. Lack of time and
lack of communication were most of-
ten cited as barriers to cooperation [be-
tween school and public libraries].7!
Shannon concluded that commit-
ment and communication, two essen-
tials in developing and sustaining co-
operative relationships between school
and public librarians, were critically
important first steps in fostering inter-
library cooperation.T2
Infusion Investigations:
Technological Nuts and Bolts
This final group of research reports ad-
dresses technology in the school li-
brary media program and how it is
used to enhance delivery of services
and ensure effective management.
Intrigued by the introduction of
microcomputers into the marketplace
in 1986, Carol F. Hall investigated this
use of the technology for administra-
tive purposes by North Carolina media
coordinators. The survey of 200 public
school media coordinators also sought
to determine the prevalence of use of
microcomputers, the role of media co-
ordinators in the selection of the tech-
16 " Spring 1996
nology, sources of funding, and train-
ing received by media coordinators.73
In 1986, the median number of
microcomputers in the public schools
was 6 and the mean was 9.6. Senior
high schools had the greatest number.
For the library media center, the me-
dian was 1 and the mean was 2. Senior
high schools had fewer microcomput-
ers in the media center than the jun-
ior/middle and elementary schools.�4
Most of the media coordinators
had microcomputers readily accessible
to them ten years ago, but only 22.5
percent used them for administrative
tasks. Junior high/middle school media
Lack of time and lack of
communication were
most often cited as
barriers to cooperation
[between school and
public libraries].
coordinators made greater use of com-
puters for these purposes than elemen-
tary and high school media coordina-
tors. The greatest use for administrative
functions was for overdues, followed by
library instruction, circulation, audio-
visual inventory, and equipment in-
ventory. Microcomputers were used
least for processing, bibliographies, or-
der files, ordering, periodical control,
library reports, word processing, and
supplemental book inventory.7
Overall, media coordinators indi-
cated a total of thirty-two different soft-
ware programs in use for media center
administration. A larger number planned
to obtain microcomputers and a consid-
erable percentage planned to use them
for administrative purposes.7°
HallTs findings indicated that me-
dia coordinators were not actively in-
volved in the selection and purchase of
microcomputers. The schools reported
that state funds, followed by local
funds and federal funds respectively,
were sources of financial support.77
Most media coordinators con-
firmed that they had received some
training in, and were familiar with, the
general use of microcomputers, but
fewer than half had received training
in microcomputer applications for ad-
ministrative functions. The need for
further training was also revealed by
Sam,
the survey.78
In a study which sought to ascer-
tain the proportion of time spent in
various work activities by high school
library media specialists with and
without automated circulation sys-
tems, Nancy Lou Everhart used per-
centages to determine whether auto-
mating circulation activities made a
difference in how a school library me-
dia specialist spent his/her time; in
what specific workload activities auto-
mation made a difference; and if the
media specialists with an automated
circulation system were better
equipped to meet the challenges pre-
sented in Information Power: Guidelines
for School Library Media Programs, ALATs
and AECTTs 1988 joint publication.�9
Matched pairs of media specialists in
Alaska, Arizona, Florida, Illinois, Indi-
ana, Kentucky, North Carolina, Okla-
homa, and South Dakota were identi-
fied by state and regional library media
supervisors in those states.
EverhartTs findings indicated that
media specialists with automated sys-
tems distributed their time differ-
ently than those who did not have
them. Those [media specialists] with
automated systems spent more time
in development of the educational
program, instructional development,
and use of technology. Media special-
ists in nonautomated centers spent
more time working with circulation
and production. No difference was
found in administration, instruction,
selection, processing, clerical, pro-
viding access, reference, organiza-
tion, or personal time.®°
The estimates of the Standards
Writing Committee which began work
on Information Power did not coincide
with how media specialists in either
automated or nonautomated centers
spent their time. The committee over-
estimated the amount of time spent by
both groups on curriculum and in-
structional development and underes-
timated the time actually devoted to
administration and personal time. The
Committee had also expected that
those in automated centers would gen-
erally spend more time in networking
activities than was reported.8!
Still another study of technology
in school media centers began in the
spring of 1993 when Carol Truett of
Appalachian State University con-
ducted a survey which sought to ex-
plore the use of CD-ROM and laser or
videodisc technologies in North Caro-
lina elementary, middle/junior high,
and senior high schools.82
North Carolina Libraries
se)
An overwhelming majority of 85
percent of the eighty-eight respondent
schools had CD-ROM technology and
Well over half (56.8 percent) had vid-
eodisc technology as well. Of those
schools that did not have either, librar-
ians most often reported the cost as
the prohibitive factor.83
The CD-ROM title reported as the
most used was ComptonTs Multimedia
Encyclopedia with almost a third of the
respondents citing it as number one.
GrolierTs Electronic Encyclopedia was a
Close second, InfoTrac was third, and
World BookTs Information Finder and
SIRS tied for fourth place. Newsbank
was the fifth most-often cited title. In
assessing preference of format, encyclo-
Pedias were the most heavily used.84
Across grade levels, encyclopedias were
Most important at the elementary
level. Of those citing an index or ab-
Stract as the most important CD-ROM
title, almost 90 percent were at the
high school level.85
Of the videodisc titles considered to
be most useful, Windows on Science was
tanked first, although only a fourth of
the respondents deemed it so. Likewise,
it was the most prevalent or frequently
Mentioned title; almost half of the li-
brarians with videodiscs reported this
title as part of their collections.8°
In response to the question about
how the use of CD-ROM and/or
laserdisc technology had changed the
teaching of reference skills and the re-
Search process in the library, the most
frequently acknowledged change was
~increased student motivation, inter-
�,�st, enjoyment.�87 Regarding the ques-
tion about the group affected or
Changed by the technology, over half
Of the respondents named at least one
Change among librarians. For example,
librarians found that they spent more
time teaching use of the technology,
Computer skills, and use of CD-ROM;
that more instruction was needed; that
they were teaching students how to
become more independent learners;
and that less time was not devoted to
book-related skills. Seventy-five per-
cent of the respondents cited at least
One student change, which included
8teater efficiency in doing research,
helpfulness of having printed article
Copies, increased circulation, more
Current information and better refer-
�,�nces, and equalization of learning op-
Portunities.88 Two predominantly
Negative changes reported were that
technology limited the use of an infor-
Nation source to one person at a time
and that there was an increase in pla-
North Carolina Libraries
giarism and a decrease in observed
thought processes.8?
An examination of change across
grade levels led the researcher to con-
clude that technology-related student
and librarian changes both appeared
to increase with grade level. Elemen-
tary librarians were more apt to report
little or no change occurring in their
research program as a result of new
technology. Both positive and negative
changes appeared more likely and fre-
quently as grade levels increased, but
positive changes greatly outnumbered
negative ones and those that were con-
sidered neutral.?°
A final conclusion by Truett was
that the use of new technologies was
becoming both widespread and gener-
ally accepted by school library media
specialists.?!
The last research in this section
and in the overview involved 415 ran-
domly selected media specialists in el-
ementary, middle, and senior high
schools in the states of North Carolina,
Florida, Georgia, and South Carolina.
Leticia Ekhaml endeavored to deter-
mine their expertise and involvement
in media production.?2
More than half of the respondents
spent only about 10 percent of their
work time assisting school library me-
dia patrons, and another 10 percent
spent their time in producing instruc-
tional materials. Only 5 to 6 percent
spent half of their work time in actual
production and in assisting patrons in
producing instructional materials.?3
Half of the sample reported that
top publishers
great personal service
comparative prices
they produced the materials for the
school library media center, teachers,
and administrators. Twenty-three per-
cent indicated that they assisted teachers
and students in production activities.?4
Respondents were asked to rate
the degree of academic preparation in
production skills and the importance
of those skills. Of all skills, computer
authoring and programming were
rated the least important in academic
preparation, and coloring was the least
important production skill. Rated high
in adequacy of preparation were dupli-
cating, preserving, illustrating, and au-
dio recording. They all were rated high
in importance as well.95 When asked
to name the most important produc-
tion skill every school library media
specialist should have, the majority of
respondents indicated ovideotaping.�
Respondents were most involved in
creating bulletin boards, laminations,
overhead transparencies, posters,
video, newsletters, slides, slide/tapes,
and learning centers.9°
In summation, Ekhaml concluded
that there was underutilization of pro-
duction by school library media spe-
cialists at the building level.97
Although much can be gained
from the findings of the research re-
ported above, the agenda remains
open-ended. There is still much to ex-
plore, investigate, examine, and ana-
lyze. As a part of professional growth
and development, it is imperative that
media coordinators become critical
and astute consumers of research and
implementers of research design.
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for more information please call:
ROBERT MOSER
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Spring 1996 " 17
References
1 Carol Gaskins
Lewis, oThe Role of the
Library Media Program
in the Middle School,�
School Library Media
Annual 9 (1991): 129.
2 Jbid., 133.
3 Tbid., 134.
4 [bid., 134-135.
S Ibid., 135.
6 Ibid.
7 I[bid., 136.
8 Carol Gaskins
Lewis, oThe School
Library Media Program
and Its Role in the
Middle School: A Study
of the Perceptions of
North Carolina Middle
School Principals and
Media Coordinators.�
Ph.D. diss., University
of North Carolina at
Chapel Hill, 1990.
(Dissertations Abstracts
International 52/01-A:
41).
9 Alice Phoebe
Naylor and Kenneth D.
Jenkins, oAn Investiga-
tion of PrincipalsT
Perceptions of Library
Media SpecialistsT
Performance Evalua-
tion Terminology,�
School Library Media
Quarterly 16 (Summer
1988): 235.
10 [bid., 235-236.
11 Jbid., 236.
12 Ibid.
13 Tbid.
14 bid.
1S. Jbid.
16 [bid., 236-237.
17 Jerry Marshel
Campbell, oPrincipal-
School Library Media
Relations as Perceived
by Selected North
Carolina Elementary
Principals and School
Library Media Special-
ists.� Ed.D. diss.,
University of North
Carolina at Chapel
Hill, 1991. (Disserta-
tions Abstracts Interna-
tional 52/01-A: 2336).
18 [bid.
19 Constance A.
Mellon, oSheTs Nice
and She Helps: What
6th graders Say about
School Librarians,�
School Library Journal 41
(May 1995): 28.
20 Jbid., 29.
21 Ibid.
22 bid.
23 Ibid.
24 Ibid.
25 Jody Beckley
Charter, oCase Study
Profiles of Six Exem-
plary Public High
School Library Media
Programs.� Ph.D.. diss.,
Florida State Univer-
sity, 1982. (Dissertations
Abstracts International
§2/01-A: 293).
26 Ibid.
27 Sandra A. Benedict
and Michael A. Fimian,
oOccupational Stress
Reported by Library
Media Specialists,�
School Library Media
Quarterly 17 (Winter
1989): 82.
28 Ibid., 83.
29 Ibid., 85.
30 bid.
31 [bid.
32. [bid.
33 [bid., 86.
34 Ibid.
35 Constance A.
Mellon, oTeenagers Do
Read: What Rural
Youth Say About
Leisure Reading,�
School Library Journal 33
(February 1987) : 27.
36 Ibid., 28.
37 bid.
38 [bid., 29.
39 Tbid.
40 Ibid.
41 bid.
42 Ibid.
43 Constance A.
Mellon, oLeisure
Reading Choices of
Rural Teens,� School
Library Media Quarterly
18 (Summer 1990) :
223:
44 Tbid., 224.
4S Ibid.
46 [bid.
47 Ibid., 225.
48 [bid.
49 Ibid., 226.
50 Ibid.
51 bid., 228.
S2 Marilyn L. Shontz,
oMeasuring Reference
Transactions in School
Library Media Pro-
grams,� The Reference
Librarian 44 (1994) :
147.
53. [bid.
54 Jbid., 153.
SS Jbid., 157.
56 bid.
57 Ibid., 158.
58 bid.
59 Ibid., 160.
60 Diane D. Kester,
oSecondary School
Library and Informa-
tion Skills: Are They
Transferred from High
School to College?�
The Reference Librarian
44 (1994): 10.
61 [bid., 11-12.
62 Jbid., 12.
63 Jbid., 13.
64 Ibid.
Coe Ibid. alee
66 Donna Shannon,
oCooperation between
School and Public
Libraries: A Study of
One North Carolina
County,� North
Carolina Libraries 49
(Summer 1991) : 67-68.
67 Jbid., 95.
68 Jbid.
69 Ibid.
70 [bid., 69.
71 Ibid.
72 [bid., 70.
73 Carol F. Hall, oThe
Use of Microcomputers
for Administrative
Purposes by Public
School Library Media
Coordinators in North
Carolina,� North
Carolina Libraries 44
(Summer 1986) : 94.
74 Ibid., 95.
7S. [bid.
76 [bid.
77 Ibid.
78 Ibid., 95-96.
79 Nancy Lou
Everhart, oAn Analysis
of the Work Activities
of High School Library
Media Specialists in
Automated and
Nonautomated Library
Media Centers using
Work Sampling.� Ph.D.
diss., Florida State
University, 1990.
(Dissertations Abstracts
International 52/01-A:
3938).
80 Ibid.
81 bid.
82 Carol Truett, oNew
Technologies in
Reference Services for
School Libraries: How
Their Use Has Changed
the Teaching of Library
and Research Skills in
North Carolina,� The
Reference Librarian 44
(1994): 124.
83 [bid., 125.
84 [hid., 127.
85 Jbid., 127, 129.
86 Jbid., 132, 134.
87 Jbid., 134.
88 [bid., 136-137.
89 Jbid., 137.
90 Tbid., 139-140
91 Tbid., 141.
92 Leticia Ekhaml,
oMedia Production
Time and Skills of
School Library Media
Specialists,� School
Library Media Activities
Monthly 7 (October
1990) : 33.
93 [bid.
94 Jbid., 34.
9S Ibid.
96 bid.
97 Ibid., 35.
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North Carolina Libraries
2 eee
What We Wish They Knew
When They Got Here:
An Academic LibrarianTs Perspective
by Cindy Levine
EditorTs Note: Many academic librarians in North Carolina participate in programs sponsored by the North Carolina
Bibliographic Instruction Group, an interest group within the College and University Section of the North Carolina
Library Association. The group has sponsored workshops across the state designed to help academic librarians improve
their teaching skills and explore topics of current interest such as active learning and innovative instructional design.
Their most recent efforts have centered around the use of Internet resources in bibliographic instruction (Bl) and the
extent to which BI is incorporated into the library school curriculum. These librarians have an intrinsic interest in
understanding the extent to which students graduating from high school have a background that enables them to
learn to use college libraries with success. This article focuses on just what this background should involve.
ll of us who work at busy aca-
demic reference desks know
that we regularly encounter
new students with widely rang-
ing backgrounds and abilities.
We can tell a great deal about a
Student's sophistication with informa-
tion sources from the first ten seconds
Of a reference interview. With some
New students, we can see that look of
disbelief and confusion grow more in-
tense with each additional sentence
We utter. Other students, equally new
to the library and faced with the same
£xplanation, will say something like,
Oh, is that how you do that here?
Okay, that makes sense.� One student
Seems overwhelmed, fearful, and pan-
icky; the other seems, if not re-
laxed, at least basically in con-
tol of the situation.
__ What accounts for these
differences? ItTs probably not
8enetic. No one is born with a
basic framework for operating
Comfortably or effectively in li-
Taries. In part, the differences
We see probably can be ascribed
to different levels of prepara-
tion and experience that the
Students receive before they
"each college. So what do we
North Carolina Libraries
.
wish they knew when they got here?
It is impossible to dictate what stu-
dents oshould� know. Libraries are
changing so fast that specific skills be-
come outdated almost as rapidly as
they are learned. The best we can do is
to try to articulate certain elements
which, if they are in place, put stu-
dents in a position to learn about aca-
demic libraries quickly once they get
to college. Perhaps surprisingly, the
most important elements are not li-
brary skills, but rather a set of attitudes
and expectations about libraries that
some students bring with them when
they come to college.
Therefore, if I could be granted
only one request, it would be that,
... the most important elements
are not library skills, but rather a
set of attitudes and expectations
about libraries that some
students bring with them
when they come to college.
when students get to college, they do
not already hate libraries. Instead, they
should view libraries as places that can
give them power and help them to sat-
isfy their curiosity. I decided to be-
come a librarian, in part because I was
under the impression that it was a very
glamorous occupation. Therefore, it
came as a surprise to me when I dis-
covered that not everyone viewed li-
braries as exciting places that give
power to individuals. Many see the li-
brary as a place that teachers force
them to go, usually to find informa-
tion that the teacher wants them to
find. But students can also use libraries
to meet their own needs. They can use
the library, for example, if they find
themselves in a course with a
professor who does not explain
things very well.
Unfortunately, this is not a
rare occurrence for first-year stu-
dents who often take introduc-
tory college courses with hun-
dreds of other students, and for
professors who are not gifted
when it comes to teaching un-
dergraduates. Students often be-
lieve that they are doomed be-
cause they do not understand
their notes or do not like the
Spring 1996 " 19
"
textbook. Frequently what they do not
realize is that the explanations they re-
ceive in class are often not the only ex-
isting explanations of that subject. If
they go to the library, they may find
other explanations that are clearer or
that provide better illustrations.
I have noticed that when new stu-
dents arrive at the university, the li-
brary usually is not their first destina-
tion. I wish students knew that librar-
ies are useful places to go for areas of
non-academic interest, simply in order
to satisfy their curiosity. Students can
find out more about places they may
be planning to visit, for instance, or
about items they may be planning to
purchase. And if they ever begin to feel
that there is something that everyone
except them seems to know all about,
and they donTt want to advertise their
ignorance, libraries can provide an-
other way to find out. In other words,
libraries allow students to be more in-
dependent, and certainly more in con-
trol of their lives.
Another subjective element that
negatively affects students initial re-
sponse to libraries is library anxiety. In
the March 1986 issue of College and Re-
search Libraries, Constance Mellon
published a study on library anxiety
that was based on her work at a south-
ern university. Students kept journals
over a two-year period in which they
recorded their changing feelings about
the library. The journals revealed that
students initially felt overwhelmed by
the large size of the library. They did
not understand where things were lo-
cated and did not know how to get
started. They revealed that they felt
that inadequacy is shameful and
should be hidden, and that that inad-
equacy would be revealed by asking
questions. !
High school librarians are in an ex-
cellent position to help students who
plan to go to college to develop the
kinds of attitudes and skills that will
help them take full advantage of col-
lege libraries. As Mignon Adams
pointed out in an article in Catholic Li-
brary World, school librarians have
some distinct advantages over col-
lege librarians when it comes to
teaching basic library skills. When li-
brary skills are officially integrated
into the public school curriculum, the
librarian can work with secondary
school teachers on a routine basis with-
out the need to osell� the concept to
the faculty each semester.2 High school
librarians have, in a sense, a captive au-
dience. What can they do to help stu-
20 " Spring 1996
dents enter college with a more positive
attitude towards libraries? What skills
will help students the most when they
enter college?
As an academic librarian, I would
like students to come to college with a
few basic mental models onto which
academic librarians can hook the con-
cepts that we need to teach. In this
way, when introducing a new tool, we
would be able to explain it by referring
to concepts that they already under-
stand. It enables us to draw analogies
between things we are trying to teach
and concepts with which they are al-
ready comfortable.
Students should understand that
academic libraries are essentially like
the smaller libraries to which they are
more accustomed. The main difference
is one of scale. If students feel confi-
dent about using school libraries, they
are less likely to be thrown by the sight
of a larger library. Students should be
given, in advance, information about
college libraries before they arrive at
college. They can be forewarned about
the size and reassured that the basic or-
ganization is analogous to that of their
school library. Depending on the loca-
tion of the school, it may be possible
to introduce high school students di-
rectly to academic libraries. I have seen
successful assignments in which teach-
ers or school librarians bring a high
school class, as a group, to an aca-
demic library for an orientation, and
continue to work directly with the stu-
dents as they progress through their
research. This kind of experience helps
prepare students for the larger aca-
demic library while reinforcing simi-
larities with their school library. It also
goes a long way towards confronting
the library anxiety problem, which is
itself a barrier to studentsT belief that
libraries can be useful to them.
Students should be told that the li-
brary will have a reference desk where
they have a right to ask questions and
seek guidance. As Mellon found in her
study, many students feel that their
skills are less adequate than those of
other students but are reluctant to ask
questions. I would suggest telling stu-
dents that the staff at the reference
desk will not do the whole project for
them, but that it is reasonable for
them to seek help by asking questions.
For students accustomed to a smaller
(or different) library, the questions
may take the form of asking how a spe-
cific type of information is found in
this particular library. It is also helpful
for students to practice visualizing the
type of information they are seeking
and then articulating their informa-
tion needs.
What are some other mental con-
structs we as academic librarians
would like students to have when we
talk to them about finding informa-
tion in libraries? First of all, a basic fa-
miliarity with a variety of different
types of publications helps students
understand why they should be ex-
cited about the prospect of access to a
large academic library. Students should
have the opportunity to read books in-
cluding fiction, biographies, and non-
fiction in areas of interest to them.
They should read popular magazines
and newspapers. They should look at
some scholarly journals and see how
they differ from more popular publica-
tions. They should see films and listen
to music. If possible, they should ex-
plore some interesting Internet sites.
In short, they should be exposed to the
variety of information sources that can
be found in an academic library. High
school is the time to become excited
about the vast array of types of materi-
als and to learn that, once they get to
college, they will have easier access to
a larger collection of materials.
Secondly, students should be in-
troduced to some kind of classification
system. It does not need to be the Li-
brary of Congress system, which is
used in almost all academic libraries;
the Dewey Decimal system will do
very well to introduce students to this
basic concept. Students should under-
stand that any classification system or-
ganizes materials into a logical pattern,
clustering together materials on the
same subject. They should learn how
to start an information search with a
catalog, which offers a variety of access
points, to identify a promising record,
and to be led by a call number to a
place in the library where that item,
along with others on the same topic,
may be found.
Thirdly, students should learn to
make the distinction between a library
catalog and an index that is used to
identify things that exist somewhere
in the world but are not necessarily to
be found in their own library collec-
tions. In academic libraries, it is very
common for the same computer work-
station to provide access to the
libraryTs OPAC as well as to numerous
other databases. Many students have
the misconception that anything
listed in any computer database may
be found in the building which houses
the computer workstation through
North Carolina LibrariéT
N
Which the database was accessed.
And lastly, students should learn
math. I would be especially delighted
if they came to college understanding
Concepts such as sets, subsets, and in-
tersections between sets. When stu-
dents have a firm grasp of those con-
Cepts, it gives academic librarians
Something onto which the concept of
Boolean searching can be hooked.
Once students enter college, the
Next step is for academic librarians to
Work with students who have vastly
differing levels of knowledge and so-
Phistication about libraries. How can
this be done effectively? One way is to
Create a first-year program in college
that attempts to establish a common
base of knowledge about libraries. If
this is successful, subsequent instruc-
tion can rest on a known basic struc-
ture of knowledge. At North Carolina
State University, we have used a library
esearch workbook to teach basic li-
brary skills since 1987. Students read
about basic concepts and answer
simple multiple-choice questions us-
ing important reference tools. Re-
cently, we have begun to shift the pri-
Mary emphasis of this program away
from specific reference tools and to-
Ward the essential critical thinking
ae
skills that students need when they en-
counter any information source, re-
gardless of format. This shift has been
motivated by the increase in the num-
ber of available information sources
and the proliferation of interfaces that
students encounter. The Internet ex-
poses students to even more informa-
tion sources that may be evaluated for
possible use. What becomes important
is not the knowledge of specific infor-
mation sources, but rather, whether
students know how to ask questions,
evaluate, and make judgments about
these sources.
I would like to teach students to
understand what to look for in data-
bases. What does it mean if they do a
search and get zero results? What con-
clusions are valid to draw? How should
they then proceed with their search?
This endeavor is more likely to be suc-
cessful if students enter college with
curiosity about the world and enthusi-
asm about the prospect of finding in-
formation about the world in libraries.
When asked what college-bound
students should learn about libraries
while in high school, Harold Ettelt,
head librarian at Columbia Green
Community College, replied that it was
really more important to focus atten-
BE are
» The Title &
Source |
tion on students who would not go to
college. He asserted that othe use of li-
braries is not about getting through
college, it is about getting through
life.� Students who go to college will
have another opportunity to learn the
value of libraries and how to use them
effectively, but for non-college-bound
students, high school library instruc-
tion provides their last chance. He then
provided a short list of common sense
suggestions about what teachers can do
to provide the groundwork for effective
library use. His suggestions, which in-
clude teaching students to read well, to
use books, to ask questions, and to
glimpse the world of knowledge that is
open to them through libraries,3 are
appropriate for all high school stu-
dents, whether or not they ever attend
college.
References
'Constance Mellon, oLibrary Anxiety: A
Grounded Theory and Its Development,�
College and Research Libraries 47 (March
1986): 160-5.
2 Mignon Strickland Adams, oBridging the
Gap: What Do They Need to Know?� Catholic
Library World 60 (March/April 1989): 220-1.
3 Harold Ettelt, oTeaching High Schoolers
About Libraries: A Message to Teachers,� The
Reference Librarian 38 (1992): 89-91.
© 1994 Baker & Taylor
The Most Comprehensive, Most Accurate,
Most Economical CD-ROM Database Available
The Title Source, BST Link's bibliographic database,
offers access to over 1.7 million book, audio and video
titles"in-print, out-of-print, and forthcoming"all on
one disc! What's more, The Title Source is updated
monthly, ensuring the most current, accurate infor-
mation available. For an even more extensive universe
of titles, The Title Source, World Edition, provides
access to an unprecedented 2.5 million English-
j North Carolina Libraries
ie�
language titles from around the world. For more
information on these powerful reference tools, call
(800) 775-1800. International customers, please
fax (808) 707-4387.
BAKER & TAYLOR
Information and Entertainment Services
Spring 1996 " 21
The Media Specialist as Change Agent:
A Bibliography
by Carol Hall and Diane Kessler
A reading of the articles in this issue reveals a definite need to have school library media personnel who are able to
change to meet constantly escalating demands, who are able to develop to meet the challenges of an evolving and
exciting profession, and who are able to serve as change agents in their field. The following readings are intended as
a list of possible resources in meeting these challenges.
American Library Association and Association for Educational
Communications and Technology. Information Power: Guide-
lines for School Library Media Programs. Chicago, 1988.
An invaluable tool for anyone in the media profession,
Information Power clearly provides a road map for me-
dia programs into the twenty-first century. Emphasis
is placed on being able to access the information
through a variety of sources and on the media
specialistTs roles as teacher, information specialist, and
instructional consultant.
Barron, Daniel D. oKeeping Current: Partnerships and the School
Library Media Specialist.� School Library Media Activities
Monthly 9 (May 1993): 48-50.
Barron emphasizes the partnership roles of the media
specialist as discussed in Information Power; he sees teach-
ers, principals, and library media personnel forming part-
nerships to further learning and affect change. Four
books that address educational reform from the media
specialistTs point of view are reviewed.
. oKeeping Current: Site-Based Management:
Background, Research, and Implications for School Library
Media Specialists.� School Library Media Activities Monthly 10
(February 1994): 48-50.
One of the key elements of change in public schools to-
day is site-based management. Barron examines the
background of this movement and explores how media
specialists can best become involved and informed
about it.
Boardman, Edna M. oThe Best $1,130,000 Ever Spent on School
Libraries.� The Book Report 13 (September/October 1994):
17-19.
In the 1960s the Knapp School Libraries Project provided
funding to upgrade selected school libraries so that they
would meet the 1960 AASL standards. This funding cre-
ated great change in school libraries across the country.
The author wonders if school librarians will be willing to
22 " Spring 1996
set up a similar project now that would demonstrate all
the technological developments in media centers.
. oTurn, Turn, Turn ... But Still Finding the Answers.�
The Book Report 13 (September/October 1994): 11-13.
Boardman discusses the differences in the roles of school
librarians through the years; she concludes that, regard-
less of the changing roles, school librarians remain teach-
ers whose main task is to put students in touch with
knowledge, regardless of the format.
Bretherton, Di. oPersonal Change.� Emergency Librarian 20
(January-February 1993): 30-32.
If teacher-librarians want to succeed in this rapidly
changing world, they must be willing to go through the
process of personal change. This article discusses some of
the ways teacher-librarians can work toward meaningful
change in their lives.
Brown, Jean. oNavigating the ~90s - The Teacher-Librarian as
Change Agent.� The Emergency Librarian 18 (September-
October 1990): 19-28.
In the current climate of change to an information age, it
is important that teacher-librarians be involved in plan-
ning and implementing the changes that occur in their
schools. School librarians who are willing to become
change agents must also be willing to assume instruc-
tional leadership roles and all the requirements that
come with those roles.
Farmer, Lesley S.J. oChanging Our Own & OthersT Mindsets.�
The Book Report 13 (September/October 1994): 20-22.
FarmerTs main thesis is that there is tremendous change
going on in both librarianship and education in general.
Media specialists need to be aware of the changes facing
themselves, teachers, and administrators. All educators
must work together if true change is to be effected.
North Carolina Libraries
7 Learning Connections: Guidelines for Media and Technology
Programs. Raleigh: North Carolina Department of Public
Instruction, 1992.
Long considered the obible� of North CarolinaTs school
media coordinators, Learning Connections is divided into
7 major sections with detailed and periodically updated
appendices: program, planning and assessment, re-
sources, budget, facilities, personnel, and system-level.
Morrill, Martha. oRoles 2000.� School Library Journal 40 (January
1995): 32-34.
Using a chart to illustrate the changes in school library
media standards through the year, Morrill points out that
the roles of school media personnel continue to change
and grow. With the advent of technology, media special-
ists must recognize that they cannot continue to accom-
plish the increasing number of tasks unless something
changes. MorrillTs suggestion is that school media per-
sonnel empower teachers and let them assume some
ownership of the media center.
Rux, Paul. oListening to the Music.� The Book Report 13
(September/October 1994):15-16.
The explosion of information technology requires that
school librarians learn new skills and adjust quickly to
the changes in the profession. Shifting paradigms present
new challenges for school media personnel in the areas
of management and resource/skills sharing.
Stripling, Barbara K. oPracticing Authentic Assessment in the
School Library.� School Library Media Annual 11 (1993): 40-55.
With todayTs emphasis on accountability in education,
authentic assessment in its many forms is exactly what
media specialists need to consider using in their media
centers. Authentic assessment encourages independent
thinking on the part of students and allows the media
specialist to show just what the student has accom-
plished. School media personnel should come to recog-
nize this movement toward authentic assessment as a
real plus for both the media program and the schoolTs
overall instructional program.
Teacher Handbook: Information Skills/Computer Skills K-12. Raleigh:
North Carolina Department of Public Instruction, 1992.
This document lists in detail the K-12 curriculum for
teaching both information and computer skills. Empha-
sis is placed on incorporating these skills into the overall
Standard Course of Study for the North Carolina public
schools.
Willeke, Marjorie J., and Donna L. Peterson. oImproving the
Library Media Program: A School DistrictTs Successful
Experience with Change.� School Library Media Quarterly 21
(Winter 1993): 101-105.
In order to manage change effectively, the Lincoln (Ne-
braska) Public Schools developed a comprehensive plan-
ning process. WillekeTs article focuses on this process
with particular attention to the Library Media Services
Study Committee and its work within the overall plan-
ning process. The success of the media program and the
educational program in general is directly attributable to
thorough planning and incorporation of representatives
from all sections of the curriculum: the classroom, the
media center, the administration, and the community.
eo ens Na Se ee Sk ek ee a ae Ba ee ee a """""""E""""EEE""E"""
Instructions for the Preparation of Manuscripts
for North Carolina Libraries
. North Carolina Libraries seeks to publish articles, materials reviews, and bibliographies of professional interest to
librarians in North Carolina. Articles need not be of a scholarly nature, but they should address professional concerns of
the library community in the state.
. Manuscripts should be directed to Frances B. Bradburn, Editor, North Carolina Libraries, Media and Technology, State
Dept. of Public Instruction, 301 N. Wilmington St., Raleigh, NC 27601-2825.
. Manuscripts should be submitted in triplicate on plain white paper measuring 8 1/2" x 11" and on computer disk.
. Manuscripts must be double-spaced (text, references, and footnotes). Macintosh computer is the computer used by
North Carolina Libraries. Computer disks formatted for other computers must contain a file of the document in original
format and a file in ASCII. Please consult editor for further information.
. The name, position, and professional address of the author should appear in the bottom left-hand corner of a separate
title page. The authorTs name should not appear anywhere else on the document.
. Each page should be numbered consecutively at the top right-hand corner and carry the title (abbreviated if necessary) at
the upper left-hand corner.
. Footnotes should appear at the end of the manuscript. The editors will refer to The Chicago Manual of Style, 14th
edition. The basic forms for books and journals are as follows:
Keyes Metcalf, Planning Academic and Research Library Buildings (New York: McGraw, 1965), 416.
Susan K. Martin, oThe Care and Feeding of the MARC Format,� American Libraries 10 (September 1970): 498.
. Photographs will be accepted for consideration but cannot be returned.
. Upon receipt, a manuscript will be acknowledged by the editor. Following review of the manuscript by the editor and at
least two jurors, a decision will be communicated to the writer. A definite publication date cannot be given since any
incoming manuscript will be added to a manuscript bank from which articles are selected for each issue.
10.North Carolina Libraries holds the copyright for all accepted manuscripts. The journal is available both in print and
electronically over the North Carolina Information Network.
11.Issue deadlines are February 10, May 10, August 10, and November 10. Manuscripts for a particular issue must be
submitted at least 2 months before the issue deadline.
North Carolina Libraries
Spring 1996 " 23
Point
24 " Spring 1996
Keep School Libraries Open
After Hours
by David Fergusson
chool libraries in North Carolina should be open after the regular school day is over
and should not rely on public libraries to provide all the library support to their
students outside of school hours. Let me explain why this is true.
I have been told that it seems unnecessary to keep school libraries open when
public libraries are there, doing a good job. We appreciate such faith in our collec-
tions. Were school libraries open after hours, many of our young users would
probably still show up at the public library, but I hope the beneficiaries of extended hours
would also be the kids we are not seeing at the public library. The fact is that many young
people do not use libraries, and they need to. A large number are being missed: they use
their media centers sometimes; they do not use the public library at all; and, as time goes
by, they join the large mass of young adults who never pick up the library habit. They are
the ones we are all failing.
I suppose that Harry is going to tell you that students should learn to love public
libraries and use them as their after-hours educational resource. Great, but in all honesty
most public libraries are not set up to meet many of the studentTs specific needs. Their
collections are not intended or funded to offer direct curriculum support. In fact, when
public librarians feel obligated to concentrate on homework support first, they often feel
that they are neglecting the conventional public library non-fiction collection.
Is it fair to deny busy students " fighting to summon the courage to approach some
hunk in the hall or having to like, check a mirror seven times a day to make sure their extra
baggy jeans are not going to, you know, actually fall off " access to the MOST IMPORTANT
PART OF THEIR SCHOOLS beyond the seven or eight hours they are there?
On those (what is an antonym for the word orare�?) occasions when a teacher assigns
materials without checking with the media center or the public library ahead of time, the
students suffer. Were they able to access the larger assortment of resources available in
both the school and public libraries, I think that they would find what they need more
frequently. Also, the school librarian, being that much more aware of yet another ill-
prepared assignment, would be in a position to give the ocrack educator� involved more
effective and immediate feedback.
Where keeping school libraries open for longer hours has been tried, school librarians
note that many of their after-school users just do homework. But in todayTs world with the
many problems at home, donTt students need such a place? I hope that librarians and
parents would agree with the benefits of having school libraries open when students could
use them, but the barriers are familiar: money and bureaucracy. I am well aware that
media centers in many districts are last on the funding totem pole and that additional staff
is a dream. In order to remain open, I assume that youTd need someone to work the library,
and someone to keep the building secure, and student assistants who would love to get out
of the house. WeTre talking four nights a week and most likely only high school media
centers, that are geographically available to all. (During basketball season, isnTt someone
guarding the building on Tuesday nights anyway?) LetTs think really big, and keep the
media center open after school until 5:30 and then from 7:00-9:00 p.m. That is a total of
about five hours a day, four days a week or 20 hours a week, tops.
Can we look at the big picture here? Do I see between three and ten coaches receiving
stipends all the time to stay past supper so that from twelve to fifty kids can ohit the sleds�
or learn the opro-set� offense? If we had library booster clubs as powerful as the football
booster clubs, our school libraries would be open till 11:00 pm six nights a week! Sure,
these changes will cost time and money, but most worthwhile things do. We need to try.
North Carolina Libraries
_
Public Libraries Should Be
School Libraries
by Harry Tuchmayer, Column Editor
ctually, I donTt want students in the public library anymore than Dave does. ThatTs
right, ITm more than a little tired of trying to provide services to the schools when I can
rarely meet their needs and when I have little or no say over what goes on in the first
place. But donTt confuse my discomfort with dislike.
I might not look forward to their visits, but it doesnTt mean that students shouldnTt
come to the public library. They should. In fact, instead of demanding that school
libraries expand their hours and find better ways to accommodate students, I think itTs about
time public libraries recognize that curriculum support is one of our missions, and we should be
doing everything in our power to meet those needs.
I donTt like it any more than the next reference librarian, but the fact of the matter is the
Public expects services to students, and we need to provide them. ItTs time we stop hiding behind
the excuse that oitTs not my job to be the school library,� because, quite frankly, it is. ThatTs
tight, like it or not, the public library is the library of choice for most parents and students of any
age. And when they visit the library, they expect to find the information they need.
That doesnTt mean that we donTt need school libraries. We do, but they are no substitute for
4 800d public library. And itTs about time we seriously rethink the role of these facilities. School
libraries are not open as often as the public library, and even if their hours were changed, they
Would still face the very real problem of servicing the high percentage of students who donTt live
Nearby and are dependent upon buses for their transportation.
Now, youTre probably saying oWell, donTt they need transportation to the public library
too? And, if mom or dad can drive them downtown, they could certainly pick them up from
School.� Well, they could, but it isnTt going to happen. ItTs hard enough to get parents involved
im middle school or high school, and having to fight rush hour traffic or delay dinner is no way
to win friends.
_ But transportation is just one of the many factors that prevent school libraries from address-
Ing and servicing homework needs. In many instances, their collections are already woefully
adequate to meet the varied demands that are currently placed upon them " yet school
librarians are unable to convince their principals and central administrators to increase their
funding to meet existing needs. What makes any of us believe that increasing this burden would
Tesult in increased funding?
And if they somehow were able to obtain the money necessary to staff the building after
hours and purchase these materials, is there any assurance that they would be free to buy the
Wide range of books necessary to cover sensitive topics? LetTs be realistic, school libraries have
�,�nough problems convincing some parents of the need to house the works of Mark Twain and
J.D, Salinger without having to defend the purchase of a whole host of titles on abortion, AIDS,
and alternative lifestyles that may be necessary to meet homework needs.
Yes, I too am tired of students who donTt have the foggiest idea of what theyTre doing in the
Public library " and then blame us when they canTt find what they're looking for. But at least
they've come to the right place. And its our job to see that they donTt walk away unsatisfied or
frustrated.
_ Rather than make a case for an extended day, how about making one for a different school
library? One that recognizes the need for well defined libraries run by good old fashioned
librarians, not some amorphous media center staffed by coordinators (my kids watch enough TV
already, without the schools adding to the problem). LetTs let school librarians do what they do \
best; help foster a love of books, and assist kids in the use of the ever-expanding range of
dutomated information sources and the Internet. Then maybe the next time a student visits the
Public library, he might know what heTs doing when he gets there.
North Carolina Libraries Spring 1996 " 25 .
bt. .
SW 10: to the \\ Cert
xploring the Internet can be a
major job, albeit one that all
librarians need to take the time
to do. This oWired to the World�
column begins the first of a series that
is designed to explore several Internet
sites here in North Carolina. While
you might not see an immediate use
for some of these sites, I guarantee, as
Justin Wilson would say, that at
some point you will be scratching
your head and saying oNow what
was that #@%* I read about in North
Carolina Libraries.�
This issueTs site is fairly easy to
find. Just point your favorite browser
software (Mosaic, Netscape) to the
North Carolina Home Page at UNC-
Chapel Hill (http://sunsite.oit.unc.
edu/nc/nchome.html) and scroll
down to the entry entitled: NC Vital
Statistics. This is a UNC gopher site
that provides data sets for North
Carolina Vital Statistics from 1968 to
1993. Covered are data on births,
deaths, marriages, and divorces
occurring in North Carolina stored
via the MVS operating system at
UNC's Office of Information
Technology. (In fact, if you want,
you can gopher directly to: go-
pher://uncmys.oit.unc.edu:70/
gopher.ncstats[menu].)
Online documentation
for the data sets is available
within the gopher site. This
documentation provides
general guidelines for use of
the data sets, general infor-
mation, and a list of the sets
and exhibits available. This
site is, among other things,
an electronic version of the
following North Carolina
state documents: Vital
Statistics, Detailed Mortality Statistics,
Basic Automated Birth Yearbook
(BABY), and North Carolina Health
Statistics Pocket Guide. Additional
supplementary one-time studies and
reports from the North Carolina
Center for Health and Environmen-
tal Statistics (CHES) Studies series are
included among the files.
The following are some of the
files represented at the gopher site:
Birth and Fetal Death Files, 1968-
1987; Birth Files, 1988-Present; Fetal
Death Files, 1988-Present; Death
Files, 1968-Present; Consolidated
Birth/Infant Death Files, 1968-
Present; Divorce Files, 1968-Present;
Vital Statistics Codes of North
Carolina Counties and Incorporated
Places of 2500 and over; Out-of-State
Codes; North Carolina County
Codes; Out-of-State Codes " Mar-
riage Files; and The Apgar Score.
Several other tables are listed but not
yet available electronically: Monthly
Report of Divorces Granted;
Certificate of Death;
orld
" by Ralph Lee Scott
Application, License and Certificate
of Marriage; Certificate of Absolute
Divorce or Annulment; and the
Origin, Flow and Disposition of Vital
Records, North Carolina.
Also available at the gopher site
are the official definitions of data
categories such as: Live Birth, Fetal
Death, Death, Marriage, Legal
Divorce and Annulment, and
Divorce from Bed and Board. Follow-
ing these legal descriptions is an
excellent brief history of vital
records processing in North Caro-
lina. This information alone is
invaluable to genealogists and other
researchers. Data completeness was
certified for deaths in 1940 and 1950
(86 and 96 percent respectively),
fetal deaths in 1974 (99 percent),
and marriage registration in 1963
(again 99 percent). No completeness
certification is given for the divorce
and annulment data. Other text files
indicate the tape identification and
record length of the files, to-
gether with the variable
record descriptions, posi-
tions and possible values
(such as Hospital code,
DoctorTs Office, County, Place
of Residence of Mother, etc.).
After you locate the file
that you are interested in, just
click on the date you wish to
view and the data will be down-
loaded to your computer. (Hint:
this may take a while). To better
use the data, you will want to
import the file into a spreadsheet
or data handling software package
such as SPSS. Next month, we will
visit another location on the
North Carolina Information
Highway.
See eee SS SS ee
26 " Spring 1996 North Carolina Libraries
eee ee an Se ee
Asout THE AUTHORS ...
Pauletta B. Bracy (pbracy@nccu.edu) ii
Education: B.A., Fisk University; M.L.S., University of Pittsburgh; Ph.D., The University of Michigan Hi
Position: Associate Professor, School of Library and Information Sciences, North Carolina Central University
Dave Fergusson (d_fergusson@forsyth.lib.nc.us)
Education: B.A., Wake Forest University; M.L.S., Florida State University i
Position: Assistant Director, Headquarters, Forsyth County Public Library |
Caro! Hall (hallc@jordan.durham.k12.nc.us) iy
Education: B.A., Columbia College; M.L.S., North Carolina Central University
Position: Media Coordinator, Jordan High School, Durham Public Schools
Diane Kessler (kesslerd@bacon.durham.k12.nc.us)
Education: B.A., Pfeiffer College; M.A., University of Tennessee; M.S.L.S., University of North Carolina at Chapel Hill |
Position: Coordinator of School Media Centers and the Professional Library, Durham Public Schools
Cindy Levine (cindy_levine@library.lib.ncsu.edu) /
Education: B.A., University of North Carolina at Chapel Hill; M.S., North Carolina State University; M.Ln., Emory University
Position: Reference Librarian/Coordinator of Library Instruction, North Carolina State University Libraries
Marilyn Miller (millerm@dewey.uncg.edu)
Education: B.S., University of Kansas; A.M.L.S., University of Michigan; Ph.D., University of Michigan
Position: Retired Professor and Department Chair, Library and Information Studies, University of North Carolina
at Greensboro
Gerry Solomon (gsolomon@dpi.state.nc.us)
Education: B.A., College of Notre Dame of Maryland; M.L.S., University of Maryland
Position: Consultant, Information Technology Evaluation Services, Instructional Technology Division, Public
Schools of North Carolina
John Higgins, Sales Representative
P.O. Box 21011
Columbia SC 29221
1-800-222-9086
Fax: 803-731-0320
oxror| OXFORD UNIVERSITY PRESS aes GUALITY BOOKS INC. |
North Carolina Libraries Spring 1996 " 27
A oi aa
* Due toa computer glitch, Dorothy Hodder needs the addresses and phone numbers of all persons who have
reviewed, or are interested in reviewing books for this section. Please refer to Editorial Staff on page 43 for reply address. " Thank you.
____ NorTH CAROLINA...
Dorothy Hodder, Compiler
avison M. Douglas begins his study of how one of the largest school
systems in the South initially resisted and then embraced the
concept of racially balanced schools with the statement that oRace,
today as much as ever, is the American dilemma.� For Douglas,
education is operhaps the most critical arena in which the struggle
for racial equality has taken place,� and he uses the experience of
Charlotte and Mecklenburg County to analyze the dynamics of racial change
in the twenty years following the Brown v. Board of Education decision.
Although CharlotteTs business-dominated leadership took pride in the
national perception that the city was in the forefront of racial progress in the
late 1950s and early 1960s, Douglas demonstrates that it had earned its
reputation without any real commitment to school desegregation. Moreover,
he clearly shows the essential role that litigation and the threat of economic
disruption played in effecting change. Douglas, who attended Charlotte-
Mecklenburg schools from 1962 to 1974, earned a law degree and a Ph.D. in
history from Yale University; and he successfully combines his
legal training and his skills as a historian to tell a complex
story based on legal documents, archival sources, oral history
Davison M. Douglas. "_ interviews, and newspaper articles.
Reading Writing and Race: At the center of the story is the Swann v. Charlotte-
74 4 :
Mecklenburg Board of Education case that established the
The Desegregation of the constitutionality of busing as a means of desegregating public
Charlotte Schools.
schools. By 1968, only two urban school systems in the entire
country (San Francisco and Toledo) had achieved a greater
Chapel Hill: degree of desegregation than Charlotte-Mecklenburg. In spite
University of North Carolina Press, 1995. 357 pp. of this apparent achievement, the plaintiffs argued that the
28 " Spring 1996
Cloth, $39.95. ISBN 0-8078-2216-7. community, because of various forms of governmentally
Paper, $15.95. ISBN 0-8078-4529-9. sanctioned discrimination, was one of the most residentially
segregated in the nation and that only through extensive
busing could the schools achieve the level of desegregation
required by law. Federal District Court Judge James McMillan eventually
accepted this argument, and the United States Supreme Court upheld his
ruling in 1971.
Two previous books " Bernard SchwartzTs SwannTs Way: The School Busing
Case and the Supreme Court (1986) and Frye GaillardTs The Dream Long Deferred
(1988) " overlap the present work in part, but the three treatments are quite
complementary. Whereas Schwartz focuses almost exclusively on the Supreme
CourtTs consideration of Swann and Gaillard concentrates on the local reaction
to the case, Douglas devotes approximately forty percent of his book to the
circumstances that led up to the filing of the suit; and he consistently mixes
his analysis of the forces particular to Charlotte with references to the quick-
ening national demand for more meaningful integration. For readers and
libraries looking for a single book on the subject, Reading, Writing, and Race is
the work of choice.
" Robin Brabham
University of North Carolina at Charlotte
North Carolina Libraries
n 1930, Tom Alexander, a University of Georgia-trained forester, osuddenly found
(him)self in the tourist business, the owner of an outfit of tents, cots, mattresses,
and cooking equipment, already in place beside one of the finest trout streams in
the southern Appalachians even if only the most dedicated fishermen could actually
get to it.� He made a life from the remains of the collapsed dream that was the great
land boom of Western North Carolina. Tom spent most of the rest of his life in the
Great Smokies alternating between work as a consulting forester and running Cataloochee
Ranch. His wife, Miss Judy, helped him create that mountain base camp for Great Smokies
horseback trips. In 1961, Tom and Miss Judy introduced snow-making technology and
skiing to their high top as the innovative Cataloochee Ski Area.
Many young men like Tom Alexander came to the far valleys of the Southern Appala-
chians in the early years of this century. They were witnesses to the deep
economic isolation of the mountain people, cut off and cut out in the
reconstruction South. Tom Alexander, however, found most of his
Tom Alexander. neighbors to be far more than quaint mountaineers. Croup, bloody flux,
° and milk-sickness were still plagues that killed, and the long-celebrated
Mountain Fever. tradition of moonshining, romantically held to be the best way to
Asheville: Bright Mountain Books, 1995. Convert mountain corn in the hollows, thrived. Land tenure in these
176pp. $29.95. ISBN 0-914875-26-4. mountains had always been strained. There was a long tradition of
resistance to government, big landowners, and the National Park Service.
Tom Alexander recounts the shift from burning forests to control pests to
burning them to protest the U.S. government policies in mountain
forests. The sort of anecdotes that bring a smile to a grandchild are
mixed in with trenchant criticism of cultural destruction by the National
Park Service.
The text was edited by Tom Alexander, Jr., and his wife, Jane, both of
whom are noted retired writers for Time-Life. He says, oPerhaps the main shortcoming of
the book is that my father never got around to finishing it.� Included are profiles of both
parents by daughters Alice Alexander Aumen and Judy Alexander Coker. [lustrations for
the book combine some of the best photographs of Western North Carolina and the
Alexander family. These photographs, including the classic images made by George Masa,
make the book a delight. This well-designed little volume is quite charming. Mountain
Fever is valuable as a supporting source for anyone reading about the complex history of
the Southern Appalachians in the twentieth century.
Mountain Fever
Tom Alexander
" Philip P. Banks
Asheville-Buncombe Library System
apital Consortium, publisher since 1989 of North Carolina Giving: The Directory
of the StateTs Foundations which has profiled more than 750 philanthropic
foundations over the years, has recently released North Carolina Corporate Giving:
A Directory of Philanthropic Programs. Where North Carolina Giving profiles
North Carolina philanthropic foundations that have a main grant-making office
located within the state, or that distribute grant money to organizations in the
state, North Carolina Corporate Giving profiles 278 philanthropic companies that have
headquarters in North Carolina or that have a major business interest in the state.
The profiles of the corporations are quite thorough, paying special attention to
background, financial information, subsidiaries, top decision makers within the organiza-
tion, sample grants, and points of contact. This source is easy to use, indexing the compa-
nies by alphabetical order, geographical order by city and county, individual names, giving
interests, and giving programs. The combined amount of giving for the
companies profiled is over $724 million. At the beginning, the book
describes the types of giving programs that the companies offer, such as
Anita Gunn Shirley. direct giving, in-kind gifts, foundation grants, and matching gifts.
N 83 164i02 ° Capital Consortium has taken another giant step in achieving its
C Cor por ate Givi ng: A Director y long-range plan of producing a series of directories that concentrate on
of Philanthro pic Program 5, corporate giving and the giving habits of companies that have headquar-
ters in North Carolina or have major business interests in the state. This
Raleigh: Capital Consortium, 1995. reference source is highly recommended for any public or academic |
320 pp. $104.00. ISBN 0- 9624910-4-7. library that provides grant information. |
" Bobby Hollandsworth
OG New Hanover County Public Library
North Carolina Libraries Spring 1996 " 29
guess you had to be there.
The eighteen folks who created this serial novel apparently regard it as one of
the more memorable projects of their literary careers. It is less memorable to
those who are not active writers and who do not or have not lived in the Research
Triangle. Hence, this review contains a most succinct plot summary.
Suffice it to say that Pete and Shirley are a middle-aged couple living in Cary
and that the aspiring writer Shirley buys a briefcase at a garage sale. The contents are
the memorabilia of one Donald Griffin, PeteTs high school music teacher, pertaining to
GriffinTs long-ago infatuation with a majorette. Both Griffin and the majorette have
disappeared. The quest to solve this simultaneous whahoppen and whodunit leads
Shirley through a maze of encounters with writers, writersT workshops, and assorted
points of local interest. The plot becomes increasingly bizarre, and it concludes
amazingly with everyone more or less accounted for, mostly less.
Pete & Shirley was instigated by David Perkins, book review editor of the News and
Observer, and Clyde Edgerton, who persuaded seventeen of the stateTs best-
known fiction writers to turn out successive chapters, passing an increas-
ingly complex story on to the next creator for resolution and/or additional
mischief. Once completed, the novel appeared in daily installments in the
Pete & Shirley: News and Observer in late 1995. For those of us who failed to monitor the N
& O at this critical time, the compilation has been published in book form
David Perkins, editor.
The Great Tar Heel N ovel. with biographical sketches of the perpetrators and a semi-apologetic
Asheboro, NC: Down Home Press, 1995.
166 pp. $13.95 paper. ISBN 1-878086-49-9.
afterword by the editor describing the hilarious/precarious traumas of
making something whole out of all these saucy, individualistic parts.
It is true that the project has been brought off at least as well as might
have been expected, which is some tribute to the inventiveness of the
writers and the determination of the editor. The question is, why would
these talented writers commit themselves to such a silly enterprise? Perhaps
there was the irresistible appeal of celebrating one another in this light-hearted
undertaking; at the very least, it promised to siphon off relatively little time from
anyoneTs more serious work; and just maybe, because these are all good writers, they
really could create something remarkable.
What we have is a book that might be purchased for the sake of its authorship, but
hardly for the sake of its meaningful thesis or its relevance to the lives of the general
North Carolina readership. How compelled would you feel to buy the complete photo
album of your neighborTs cousin IraTs Bar Mitzvah?
Recommended for public and academic libraries with extensive collections of
works by North Carolina writers.
" Rose Simon
Salem College
n this volume of short stories, Heather Ross Miller writes primarily from the viewpoint
of children growing up in Badin and other small North Carolina towns in the 1940s
and 1950s. She has entered the minds of her characters, and masterfully conveys the
state of self-involved bewilderment that children feel in the face of adult conflicts
being carried out over their heads. She has also captured the exact flavor of Southern
small town childhood, as the last couple of generations knew it.
The title is taken from the first story, oSparkle Plenty,� in which Quint, as a
child, longs for a Sparkle Plenty doll, based on the character in Dick Tracy. oShe lived
in the funny papers but everywhere you went in the stores,
there was Sparkle Plenty multiplied , a big pink pile of dolls.�
After his mother takes him and runs off to Norfolk with a sailor,
Heather Ross Miller. and after he grows up and returns home to live with his father,
Mr. Finger, in Badin, Quint sees a girl in the Olympia Cafe with
In the F unny P apers: Stories. the same whitey-blond hair as Sparkle Plenty. His opening line,
Columbia, MO: University of Missouri Press, 1995.
as he sits down next to her at the counter, is, oYou live in the
155 pp. Paper, $16.95. ISBN 0-8262-1031-7. funny papers.� After she moves in with Quint and Mr. Finger, if
70 " Spring 1996
Brina asks any question about her life, Quint reminds her, oYou
live in the funny papers.� In the last story in the book, Brina is
alone, separated from Quint and their two sons for reasons
Quint has not been able to explain to her. Flying a kite made
out of funny papers, Brina reflects, oNobody said dammit in
Popeye or Annie, nobody said your husbandTs got a woman and
North Carolina Libraries
a
""" = = . = = = = os =
itTs his fault and you better get something out of this, you better make him pay up. You
donTt believe Popeye. HeTs not real. Dip eggs are real, bacon is real, the touch of your
childrenTs shoes.�
QuintTs longing for escape, for superhuman resiliency, for simple resolutions, is
echoed in the daydreams and fantasies of other children in the intervening stories. In
oMy Spanish Skirt,� Laramie longs to exchange the tension between her own parents for
her playmate Dana VannTs exotic, cussing, single mother and mysteriously absent father as
much as she longs to play in DanaTs Spanish dancer skirt. In oFamily Women,� Claude
Ann attempts to reach her feuding parents by swinging her porch swing up othrough the
ceiling with tongues and grooves and spiders, through the sanded floor and the Oriental
rugs, straight through the middle of their postered bed.�
These are not happy family stories. There are hints of love gone sour and tired, of
infidelity, of mental illness " none of which could be discussed with children in the time
and place and type of family Miller describes. Caught up in their own problems, the
adults largely act as if the children are invisible, and the children make what they can of
what they see. In oConstance,� the title character reflects on her childhood at her Aunt
Jewel and Uncle LonnieTs golden anniversary party. When her aunt expresses a wish not
to celebrate more anniversaries with her uncle, Constance almost protests. o This is not
LonnieTs fault, she wants to point out. This is like when we burned up the Packard and
everybody thought we burned up, too, and then they beat the hell out of me and Zackie
when we were Okay. This is the way we are in this family, Aunt Jewel. This is what you
get.� That is as close to a resolution as Miller, in her painful and hilarious honesty, will
give the reader. These stories are also not easily deciphered. Each one demands patience
and attention from the reader while the characters and situations reveal themselves.
Miller has skillfully recreated the sensation of sorting out a childTs scrambled tale about
events that make about as much sense as if they were in the funny papers. Recommended
for fiction collections in public and academic libraries.
" Dorothy Hodder
New Hanover County Public Library
THE STORY OF THE LORAY MILL STRIKE
n 1929, the city of Gastonia suddenly found itself the center of national and
international attention resulting from the Loray textile mill strike and its ensuing
court trials. In addition to the strikers and mill bosses, the cast in this drama
included two future North Carolina governors, a future United States Congress-
man from Gastonia, and members of the nascent American Communist Party.
As the strike progressed, acts of mob violence and vigilantism escalated tensions
within the Loray mill and in the surrounding community which required Governor O.
Max Gardner to send in National Guard troops to restore order. Tragically, two people
were killed during this period " the well-respected chief of the Gastonia Police Depart-
ment, Orville Aderholt, and one of the strikers, Ella May. The deaths of these individuals
were used by each side in the strike to leverage public support for their particular agenda.
The Loray strike was one of the first major efforts by American Communists to
organize and implement a southern strike strategy which they hoped would spread across
the long belt of southern textile mills, bringing them under control of Communist-
dominated labor unions. While their initial efforts at organization met with some success,
the Communists ultimately failed because they did not understand the southern
omindset� and because of factionalism within the Communist Party
itself.
Written in a highly readable and engaging style, John SalmondTs
Whe} salen, narrative conveys both the historical he ooeh ma very human struggles
Gastonia 1929: that were part of these dramatic events. In particular, he offers a clear
: 3 icture of the very important role played by women, both as strikers and
the Stor y of the Lor ay Mill Strike. ae organizers, in all aspects of the strike. The accompanying black-
and-white photographs and illustrations, mostly reproduced from files of
the International Labor Defender, graphically portray the grimness of that
time.
This volume should be purchased by all libraries having North Carolina
history collections and by those libraries specializing in American labor
history. Libraries owning Liston PopeTs Mill Hands and Preachers will find this book to be a
valuable update to that original source.
Chapel Hill: University of North Carolina Press,
1995. 226 pp. $24.95. ISBN 0-8078-2237-X.
" John Welch,
a ee State Library of North Carolina
North Carolina Libraries Spring 1996 " 31
\y
n March S, 1937, Floyd D. and Minnie G. Frutchey of Montgomery County
deeded to the State of North Carolina a small parcel of land containing
approximately one and one-tenth acres, located on the west bank of the
Little River (a tributary of the Great Pee Dee) above its junction with Town
Creek. An earthen mound on this site, which had hampered the Frutchey
familyTs efforts to raise cotton, was soon identified as one of the few surviving
earthen burial mounds built by early Native Americans in North Carolina.
Excavations at what would soon be designated the Town Creek
Indian Mound began in 1937 as a Works Progress Administration
Joffre Lanning Coe. (WPA) project during the Great Depression. Work was halted at Town
Town Creek Indian Mound:
Creek in May 1942 for the duration of World War II. After the war, in
October 1949, excavations were resumed under the administration of
A Native American Legacy. the state parks system. In 1955, Town Creek Indian Mound was desig-
nated a State Historic Site and authority for its continued excavation
Chapel Hill: University of North Carolina was transferred to the Department of Archives and History. The Town
Press, 1995. 338pp. $45.00 cloth, $18.95 paper. Creek project was conceived from its inception as an ongoing archaeo-
ISBN 0-8078-2176-4, 0-8078-4490-X (pbk.) logical dig, a training ground for contemporary and future American
BILLY 1. OLIVER, STANLEY SOUTH, i
AND JACK H. WILSON, HL FOREWORD BY LELAND G, FERGUSON
JOFFRE LANNING COE
Paul R. Kearns, M.D.
archaeologists interested in the aboriginal cultures that once flour-
ished at or near the FrutcheysT cottonfield for more than 3,000 years.
The excavations were directed by Joffre Coe, professor emeritus of
anthropology at the University of North Carolina at Chapel Hill, from
their inception in 1937 until his retirement in 1987. Containing over
200 photographs and illustrations of animal and plant remains, pottery
fragments, stone tools, and clay ornaments, Town Creek Indian Mound: A Native
American Legacy is CoeTs chronicle of how archeological research has been
conducted at the site and what the artifacts uncovered there reveal about
ancient Native American people of the Carolina Piedmont.
This beautiful and historically significant volume reveals the inside story of
a fascinating archaeological site that attracts tens of thousands of visitors every
year. It should grace the shelves of academic libraries throughout the Southeast
and public libraries throughout the Carolinas. Collectors of books on Native
American history, culture, and art should not rest easy until they have copies.
" Plummer Alston Jones, Jr.
Catawba College
annapolis, North Carolina, may seem just like one of the many textile mill
communities found throughout the Piedmont of North and South Caro-
lina. But, unlike any of the others, it began with one manTs vision of a
completely planned community, completely owned by his company.
Residences, stores, streets, a YMCA with theater and library, as well as
recreational and sports facilities, hospital, police and fire service, and other
traditionally public amenities were developed and built for Kannapolis by the
Cannon Mills family and company. For years, Kannapolis remained the largest
unincorporated municipality in the United States, and it did not have any form
of city government until 1984. Weavers of Dreams is a factual and informative
story of a uniquely intertwined company and city.
The author stresses the personalities in KannapolisTs past, most
importantly that of James William Cannon, the founder of Cannon
Mills and of Kannapolis, and his son Charles Albert Cannon, who took
Weavers of Dreams. over the company upon his fatherTs death and oversaw its tremendous
Barium Springs, NC: Mullein Press, 1995.
316 pp. $30.00. No ISBN.
growth throughout the next fifty years. Dr. Kearns states that his
intention is not to present a oscholarly� history, but rather to present
the history of the mills and the city from a personal point of view,
(Order from the author at 715 Oakdale Drive, focusing on the people who built Kannapolis, the people who lived and
Barium Springs, NC 28010. Include $2.65 for worked there, and the people who oversaw its transformation from
shipping, $1.80 NC tax. 20% discount offered to ocompany town� to modern city. This information is well-indexed and
libraries purchasing two or more books)
72 " Spring 1996
likely would be useful to genealogists and students of history.
Also important are the quotes from newspapers, letters, and other
written sources, as well as oral history reminiscences from the people
who lived and worked with James and Charles Cannon. These quotes
North Carolina Libraries
help to give the reader a real sense of the characters of these men. A significant portion
of the book describes the civic, cultural, and charitable contributions of the Cannon
family, as well as institutions such as Cabarrus Memorial Hospital, the Cannon YMCA,
and numerous schools and colleges that benefitted from the CannonsT generosity.
Equally important to the story of modern-day Kannapolis is the tale of the
hostile takeover of Cannon Mills by David Murdock in the early 1980s, and the
events that led to the cityTs incorporation in 1984. These details are provided in a
clear and factual manner, again with profiles of the community leaders who helped
bring the city into being.
Weavers of Dreams would be a significant addition to the history collections of most
libraries in North Carolina, particularly in the Piedmont region, as well as textile commu-
nities throughout the Carolinas. Because of Cannon MillsTs national reputation and
influence, this book would be of interest to many business collections as well. In Weavers
of Dreams, Kearns has interwoven an educational and interesting tale of two dynamic
businessmen and the city that they created.
" Laurel R. Hicks
Gaston-Lincoln Regional Library
he scenes were breathtaking"one hundred thousand Canada geese crowding shallow
Lake Mattamuskeet, forty thousand brandt blackening the waters west of Ocracoke
Island, and thousands more ducks, swans, and other birds joining them to transform
coastal Hyde County, North Carolina, into a sportsmanTs heaven. Memories of those
mid-twentieth century days are fast disappearing. Fortunately, Jack Dudley, a dentist by
profession but a careful student of coastal history by avocation, resolved to preserve the
story of that remarkable time. The result, Mattamuskeet & Ocracoke Waterfowl Heritage,
follows Dudley's Carteret Waterfowl Heritage published in 1992.
Jack Dudley.
Mattamuskeet & Ocracoke
Waterfowl Heritage.
Illustrations by David Lawrence.
Morehead City, N.C.: Coastal Heritage Series, 1995.
144 pp. $40.00. No ISBN.
(Order from Coastal Heritage Series,
409 North 35th Street, Morehead City, N.C. 28557.)
Waterfowl wintered at Mattamuskeet and Ocracoke long before
the twentieth century. But it was the draining of Lake Mattamuskeet
that led to the area becoming othe goose-hunting capital of North
America.� The largest natural lake in North Carolina, Mattamuskeet
averages but two and one-half feet in depth. Attempts to drain it for
farmland began just prior to the Civil War. Efforts accelerated in
the early twentieth century, culminating in 1915 in a massive
pumping station.
As the land dried, farming expanded, and the area soon boasted
the worldTs largest acreage of soybeans, plus major plantings of other
grain crops. Such plentiful food attracted additional waterfowl.
Frequent rains and a high water table, however, made pumping
operations too costly, and drainage operations were abandoned in
1933. The federal government bought the land and established the
Mattamuskeet National Wildlife Refuge, which today draws thousands
of tundra swan, ducks, and other waterfowl, albeit few Canada geese.
Dudley focuses on the legendary sport hunting that the refuge
spawned. He details the increase in wintering birds from 12,000-15,000 geese in 1934-35
to 130,000 in 1959-60, the peak year. He tells how enthusiastic hunters spread news of
the lake and how local residents hosted the visitors in their homes and small inns. Other
North Carolina Libraries
hunters boarded at the old pumping station, which by 1938 had been converted into
othe nationTs most well known hunting lodge.�
The author credits prominent sportswriters and wildlife artists with publicizing
picturesque Ocracoke Island, resulting in hundreds of hunters annually. To his narrative
on Ocracoke and Mattamuskeet, he adds biographical sketches of local guides. He
describes shore, stake, and rolling blinds; live decoys characteristic of Mattamuskeet and
the canvas-covered and roothead ones of Ocracoke; and submerged sink boxes from
which hunters sprang and shot with deadly efficiency.
Mattamuskeet & Ocracoke Waterfall Heritage also offers a remarkable collection of
historical photographs and other illustrations. Unfortunately, neither dates nor owner-
ship information is provided for most of the photographs, a serious oversight in a book
that will serve as the record of a vanished era. Nevertheless, larger academic and public
libraries may want to acquire the book, since it tells well an important chapter in the
natural history of North Carolina.
" Robert G. Anthony, Jr.
University of North Carolina at Chapel Hill
Spring 1996 " 43
OTHER PUBLICATIONS OF INTEREST
74 " Spring 1996
On This Day in North Carolina is a fascinating collection of events that occurred in
North Carolina, arranged by day of the year. Compiler Lew Powell, reporter and editor
for the Charlotte Observer, admits that his obias is toward digging up and dusting off the
almost-forgotten� and that he knows of no such book describing any other state of the
Union. Indexed. (1996; John F. Blair, Publisher, 1406 Plaza Drive, Winston-Salem, NC
27103; xii, 260 pp.; paper, $16.95; ISBN 0-89587-139-4.)
Rose OTNeale Greenhow and the Blockade Runners proves that North CarolinaTs Civil
War spy is still a captivating figure. This pictorial history by George Johnson, Jr., is an
attractive introduction to her story for both adults and children. The author is a
surgeon in Chapel Hill, and has pledged the proceeds from the book to endow a medical
professorship at UNC-Chapel Hill. (1995; Rose, Box 3001, Chapel Hill, NC 27515; xi, 124
pp.; $20.00; ISBN 0-9649826-0-9.)
Wilson Angley, Jerry L. Cross, and Michael Hill have traced ShermanTs March Through
North Carolina: A Chronology, covering every day from March 1 to May 4, 1865. Origi-
nally a report prepared for the North Carolina Historical Commission in response to
public outcry at an unfounded rumor that the state intended to place a statue of
Sherman at Bentonville Battleground State Historic Site, this book will be welcomed as a
unique addition to Civil War collections. (1995; Historical Publications Section, Division
of Archives and History, 109 E. Jones Street, Raleigh, NC 27601-2807; xvi, 129 pp.;
paper, $8.00 plus $3.00 postage; ISBN 0-86526-266-7.)
Volume VIII of The Papers of General Nathanael Greene, edited by Dennis M. Conrad,
covers 30 March-10 July 1781, a crucial period in the Revolutionary War in the South.
(1995; The University of North Carolina Press, P.O. Box 2288, Chapel Hill, NC 27515-
2288; xliii, 580 pp.; $70.00; ISBN 0-8078-2212-4.)
Hyde Yesterdays: A History of Hyde County is the first comprehensive chronological
history (beginning with the Ice Age) of that county. It is written and illustrated with
sketches and maps by Morgan H. Harris, a retired Hyde County Superintendent of
Schools and for many years a teacher of Hyde history. (1995; New Hanover Printing &
Publishing, Inc., 2145 Wrightsville Avenue, Wilmington, NC 28403; distributed by Hyde
County Historical and Genealogical Society, Rt. 1, Box 74, Fairfield, NC 27826; xv, 349
pp.; $30.00 plus $3.00 shipping; no ISBN.)
State and local history collections will also want to add Scotland County Emerging,
1750-1900: The History of a Small Section of North Carolina, by Joyce M. Gibson. In his
foreword, Alan D. Watson calls the book mandatory reading for a thorough understand-
ing of the history of Scotland County up to 1900. The book includes three substantial
sections of black and white photographs. (1995; Joyce M. Gibson, 14921 McFarland Rd,
Laurel Hill, NC 28351; xv, 253 pp.; $36.00 plus $3.50 shipping and $2.16 tax for North
Carolina residents; no ISBN.)
For North Carolina collections, an invaluable tool will be Guide to Research Materials in
the North Carolina State Archives: State Agency Records, published by the Division of
Archives and History, Archives and Records Section. It includes histories of agencies
which have transferred records to the Archives and descriptions of the records on
deposit. (1995; North Carolina Department of Cultural Resources, Division of Archives
and History, 109 E. Jones Street, Raleigh, NC 27601-2807; ix, 855 pp.; paper, $30.00 plus
$3.00 shipping; ISBN 0-86526-277-2.) W.W. I Deaths, North Carolina: American Expedi-
tionary Force, 1917, 1918, compiled by Ashley Kay Nuckols, indexes by rank and by
hometown the North Carolina servicemen who died in battle, by accident, from
wounds, and from disease, in Europe during 1917 and 1918. It includes photocopies of
photographs of the servicemen in the final section, as found in Soldiers of the Great War.
The volume is one in a series which when complete will cover 48 states. (1995; Family
Roots, 1212 Red Banks Road, D-1, Greenville, NC 27858; unpaginated; paper, $25.00
plus $4.00 shipping; no ISBN.)
For fiction collections, The Story of Lina Holt is the second in Gina V. KaiperTs oDays &
Years� series of novels about North Carolina women of different generations. Lina
suffers the loss of her sweetheart in the Civil War, but later makes a happy life and a
North Carolina Libraries
~UY
North Carolina Libraries
large family with his brother. (1995; The Days & Years Press, P.O. Box 10667, Pleasanton,
CA 94588; 211 pp.; paper, $12.95; ISBN 0-9645206-3-X.) The Relationship, by John H.
Hyman, is the story of a friendship between a white child and a black child, growing up
as best friends in Scotland Neck, North Carolina, during World War II. (1995; E.M.
Press, Inc., P.O. Box 4057, Manassas, VA 22110; 251 pp.;
$16.95; ISBN 1-880664-14-3.) Stephen AmidonTs The
Primitive is a tense tale of a man caught in a web of
emotional crises. David Webster runs a mysterious woman
off a rain-slick back road near Burleigh (code for Durham),
North Carolina, and is increasingly drawn to her and into
her problems as he tries to ensure her well-being. (1995;
The Ecco Press, 100 West Broad Street, Hopewell, NJ 08525;
271 pp.; $23.00; ISBN 0-88001-411-3.)
The stuff of fiction fills Too Rich: The Family Secrets of Doris
Duke, by Pony Duke and Jason Thomas. This gossipy
biography of the lonely, flamboyant, and controversial
heiress to the Duke tobacco fortune is sure to be in demand John H, Hyman
in public libraries. (1996; HarperCollins Publishers, 10 East
53rd Street, New York, NY 10022-5299; xv, 271 pp.; $25.00;
ISBN 0-06-017218-5.) Uneasy Warriors: Coming Back Home:
The Perilous Journey of the Green Berets offers another sort of look into a world unfamil-
iar to many readers. Author Vincent Coppola traces the mostly failed attempts of
several Green Berets to readjust to civilian life around Fayetteville after the end of the
Vietnam War. (1995; Longstreet Press, 2140 Newmarket Parkway, Suite 118, Marietta, GA
30067; xiii, 185 pp.; $19.95; ISBN 1-56352-197-0.)
New editions of note: John Hope FranklinTs first book, The Free Negro in North Caro-
lina, 1790-1860, originally published in 1943, is available in paperback with a new
foreword and bibliographic afterword by the author. (1995; The University of North
Carolina Press, P.O. Box 2288, Chapel Hill, NC 27515-2288; xiv, 275 pp.; paper, $12.95;
ISBN 0-8078-4546-9.) The third edition of North Carolina Traveler: A VacationerTs Guide
to the Mountains, Piedmont, and Coast, edited by Ginny Turner, updates versions
released in 1989 and 1994. (1995; John F. Blair, Publisher, 1406 Plaza Drive, Winston-
Salem, NC 27103; xiii, 378 pp.; paper, $14.95; ISBN 0-89587-138-6.) WorkersT Compen-
sation Handbook: Understanding the Law in North Carolina, third edition, edited by
Natasha M. Nazareth, incorporates changes made to the law in the 1994 legislative
session and explains them in laymanTs terms. (1996; North Carolina Occupational
Safety and Health Project, P.O. Box 2514, Durham, NC 27715; x, 160 pp.; paper, $10.00
postpaid; no ISBN.)
Naturalists will delight in Wildflowers of the Southern Appalachians: How to Photograph
and Identify Them, by Kevin Adams and Marty Casstevens, both experienced nature
photographers. The book opens with detailed instructions on photographing wildflow-
ers, covers environmental concerns, and identifies over 300 wildflowers with scrump-
tious full-color photographs, detailed descriptions, and photo tips. (1996; John F. Blair,
Publisher, 1406 Plaza Drive, Winston-Salem, NC 27103; xiii, 257 pp.; paper, $26.95;
ISBN 0-89587-143-2.)
Another treat for the eyes is The Year in Trees: Superb Woody Plants for Four-Season
Gardens, which includes 150 oplant portraits� originally written as weekly profiles for
the North Carolina State University ArboretumTs outreach program by Kim E. Tripp.
Photographs are by co-author J.C. Raulston, director of the arboretum, and several other
contributing photographers. The book is divided into sections corresponding to the
seasons of the year to help gardeners select trees appropriate to their needs. (1995;
Timber Press, Inc., 133 S.W. Second Avenue, Suite 450, Portland, OR 97204; 204 pp.;
$44.95 plus $6.50 shipping; ISBN 0-88192-320-6.)
Warren Dixon, Jr., has compiled his humorous short stories, previously published in
The Liberty News, Postal Life, Carolina Country, and other state magazines and newspa-
pers, into Tarheel Hilarities. His subjects include critters, family reunions, Christmas,
Boy Scouts, and other aspects of life in small-town North Carolina life today. (1996;
Five Hawks Press, P.O. Box 1203, Liberty, NC 27298; 192 pp.; paper, $11.95; ISBN O-
9648321-0-0.)
Spring 1996 " 3%
ry
¥
*Lagniappe (lan-yapT, lan� yapT) n. An extra or unexpected gift or benefit. [Louisiana French]
compiled by Plummer Alston Jones, Jr.
Integrating the
North Carolina Computer Skills Curriculum
by Gerry Solomon
To support the North Carolina Computer Skills Curriculum, consultants at the North Carolina
Department of Public Instruction and educators throughout the state have collaborated to create
lesson plans that integrate the instruction of computer skills with other areas of the curriculum.
Each guide contains lessons by grade level with cross-curricular objectives, activities that encour-
age cooperative planning and instruction between teachers and media coordinators, measures for
evaluation, and worksheets for duplication.
Educators will find the lesson ideas helpful in designing computer experiences that will
prepare students for the Computer Skills Test that will be administered to eighth graders in the
state of North Carolina starting in 1996-97. The lessons stop at the eighth-grade level because the
goal is to have students continue practicing and expanding their skills during their high school
years. The following reviews are arranged in the order in which teachers might begin instruction
in each of the skill areas.
Terms, Operation and Care, Gr. K-3. $5.00 EM124.
At each grade level from kindergarten to third grade, students
have the opportunity to become familiar with basic computer
terminology. This guide contains brief lessons that use pic-
tures, overhead transparencies, flashcards, computers, and
diskettes to reinforce computer terms and the proper han-
dling of equipment. For example, a lesson at grade two cen-
ters on the dangers of sand scratching monitor screens, clog-
ging the disk drive, and interfering with the function of the
printer or keyboard. The second part of the guide has lists of
computer vocabulary arranged in three sections: by alpha-
betical order, by computer skills strand, and by grade level.
Keyboarding, Gr. K-4. $5.00. EM125.
This guide helps teachers prepare students for the perfor-
mance portion of the Computer Skills Test. Lessons for grade
one are designed to teach letter and number keys, and spe-
cial keys such as shift, delete/backspace, arrows, caps lock,
escape, and return/enter. At grade two, students practice cor-
rect keyboarding posture and finger placement on the home
row keys. For grades three and four, activities and
worksheets focus on correct finger placement when keying
in words and paragraphs. Keyboarding terminology and
definitions are provided at the end of the guide.
Societal Impact, Gr. K-8. $5.00. EM126.
How people use computers for work and play and the impact
of computer technology on our lives provide the focus for
the lessons in this guide. Young children visit the media cen-
ter and other areas of the school to observe the use of com-
puters in order to make charts of what can and cannot be
done with a computer. Visits by community members, inter-
76 " Spring 1996
views with adults, and research in the media center help stu-
dents learn how technology has affected jobs and various as-
pects of life in North Carolina and across the United States.
At fifth grade, students begin to explore ways to access cur-
rent information through online services by drawing car-
toons that show how this capability has changed the way
people work. Upper-grade students conduct surveys, make
posters, and use graphing software to demonstrate ways that
telecomputing promotes a global community, and learn
what technological skills are needed for careers in todayTs
world. The lesson plans include worksheets, overhead trans-
parency masters, and reprints of relevant newspaper articles.
Ethical Issues, Gr. 1-8. $5.00. EM127.
This guide provides lessons for teaching respect for an
individualTs right to the ownership of computer work. At
grades one and two, group activities help students differenti-
ate their own work from that of others. Third grade students
are introduced to copyright law using a commercially pro-
duced videotape, DonTt Copy that Floppy. During the upper el-
ementary grades, students explore copyright law and the
protection of software and hardware from vandalism with
the media coordinator. Lessons for middle school students
include research on copyright law violations and scavenger
hunts for examples of original work that represent intellec-
tual property. By eighth grade, students learn to distinguish
between data that is public and private, and how to protect
hardware and software from computer viruses. The guide in-
cludes reprints of newspaper articles, lesson plans for using
DonTt Copy That Floppy with various grade levels, and the
1987 Policy Statement on Software Copyright by the Inter-
national Council for Computers in Education.
North Carolina Libraries
f
i
ii
Word Processing, Gr. 2-8. $5.00. EM131.
Primary students are taught the fundamentals of word pro-
cessing by creating rhyming words with home row keys and
developing a journal to record the growth of lima beans. Up-
Per elementary students learn more advanced word process-
ing techniques by working in groups to research and record
information about North Carolina historical sites. There are
also activities for checking local newspapers to write about
North Carolina cultural events and keeping personal logs of
leisure activities. Students at the middle-school level gain
�,�xperience with word processing utilities and desktop pub-
lishing functions by adding clip art to a prepared data file on
oNorth Carolina and the American Revolution.� Worksheets
and a glossary of terms are included.
Databases, Gr. 4-8. $5.00. EM129.
This guide provides a progression of activities to help students
Understand how information in databases is organized and
Used. Fourth graders learn the difference between print and
Computer databases by visiting the media center where they
Can find information in a variety of formats. Students compare
data from various sources and participate in a oDatabase Track
Meet� by looking up topics and recording the number of pic-
tures, number of other references, time taken to find the topics,
Cte. Fifth and sixth graders work in groups to record informa-
tion on index cards that can be sorted and searched by files,
Tecords, and fields. A variety of activities with sets of colored
Objects introduce the concept of searching databases with Bool-
£an connectors. In another activity, students use a computer
8taphing program to record cereal content and draw conclu-
Sions about nutritional value. At the seventh- and eighth-grade
levels, students use searching and sorting techniques with pre-
Pated databases to solve problems. These include simulations
of gathering weather information from various locales to assist
travelers and using a database of North Carolina counties to
help a California firm relocate to an area near the coast. The
8uide includes sample worksheets for some activities.
Spreadsheets, Gr. 6-8. $5.00. EM130.
Students at the middle-school level begin the study of
Spreadsheets with activities that record information such as
batting statistics and food nutrients. After learning spread-
Sheet terms such as column, row, cell, and value, they learn
to use a computer spreadsheet to record temperatures and
test hypotheses about the behavior of heat in the classroom.
What if� statements are tested with activities such as the
Astronomy Mission Spreadsheet� in which students record
their Weights and determine if they have enough fuel to visit
Various planets. Eighth graders continue to explore owhat if�
Statements using a shrimp spreadsheet file in order to deter-
Mine what polluting industries would have to spend to
eliminate pollution and the resulting increase in income for
Shtimpers. The guide includes transparency masters and ac-
tivity sheets that teachers need for the lessons.
Telecomputing, Gr.4-7. $5.00. EM128.
fachers can use the activities in this guide to introduce stu-
dents to the world of telecommunications. After they complete
an interview activity to learn various telecomputing terms and
ew people use computers to access information, students ob-
ee a teacher conducting an online session. They perform
Skits to learn the difference between e-mail and the U.S. mail in
Preparation for conducting an e-mail survey on an electronic
ae board in the United States. The guide includes a
ae message with questions that students might ask. In the
Se h grade, students expand the survey activity by exchanging
4Ys with students in other parts of the world. Students docu-
North Carolina Libraries
ment their impressions of other countries before and after the
exchange of e-mail communication. In a oGlobal Environment
Project,� students conduct research on environmental issues in
Europe and the former Soviet Union by using a variety of re-
sources in the media center. Information is compared with es-
says collected from e-mail requests. Seventh-grade students col-
lect weather data each week and exchange it via e-mail with
classes in other parts of North Carolina to complete a weather
map. Worksheets, sample surveys, and a glossary of
telecomputing terms are included.
Order from:
Public Schools of North Carolina
Publication Sales
301 N. Wilmington Street
Raleigh, NC 27601-2825
(800) 663-1250 ¢ FAX (919) 715-1021
Publications also can be purchased from Publication Sales
in the basement of the Education Building, Room B75, from
7:30 A.M. to 4:30 P.M., Monday through Friday.
Complete set of eight lesson plan guides, $35.00. EM122.
Computer files created to accompany many of the les-
sons also are available from school system technology coor-
dinators or by sending a blank diskette for each file and re-
questing the platform and the program needed (e.g., Claris
Works for MAC or Microsoft Works for IBM or MAC) to:
Martha Campbell
Public Schools of North Carolina
Instructional and Accountability Services
301 N. Wilmington Street
Raleigh, NC 27601
(919) 715-1516
Tired of making
"permanent loans?"
Checkpoint
Tomorrow'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) 848-0937
Ralph M. Davis, Sales Representative
P.O. Box 144
Rockingham, NC 28379
1-800-545-2714
Spring 1996 " 37
Gur lniemnetion atwe"
Aucust 7-9, 1996
MARKETSQUARE CONVENTION CENTER
HicH Point, NortTH CAROLINA
Preconferences, Wednesday, August 7, 1996
9:30 - 4:00:
The Delicate Balance: Multiculturalism and Its Resources
Co-sponsored by NCASL with The Public Schools of North Carolina and the NCLA ChildrenTs Services Section
Keynote Speaker:
Joseph Bruchac, well-known storyteller and author of such exciting teacher resources
as Keepers of the Earth and Keepers of the Animals, as well as childrenTs books like
Thirteen Moons on a TurtleTs Back, The First Strawberries, and A Boy Called Slow.
Sessions:
¢ Building a Technology and Print Multicultural Collection
e Finding the Best: Choosing Resources to Tell Each ChildTs Story
¢ Weighing Our Options: Technology, Books, or Both
¢ Opening the Doors: Inviting Community Participation
1:00 - 4:00:
F.L.I.P. for Information Skills
presented by Alice Yucht, Rutgers
University and Technology Connection
NCASL Conference
Keynote Speakers Thursday, August 8, 1996:
Technology humorist Alice Yucht from
Rutgers University, who is on the editorial
board of Technology Connection from
Linworth Publishing. Her topic will be
L.I.B.R.A.R.Y P.O.W.E.R...Pep Rally for
School Librarians. She also will be doing a 45-
minute session on Thursday entitled oLibrary 101.�
Wil Clay, African-American childrenTs book illustrator,
storyteller, artist, sculptor and graphic designer, will be doing two 45-minute presentations
on Thursday. His book, The Real McCoy: Life of an African-American Inventor will be available
for purchase.
Featured Speakers August 9, 1996:
Floyd Cooper, illustrator of GrandpaTs Face by Eloise Greenfield; Brown Honey in Broomwheat
Tea, Jaguarundi by Virginia Hamilton, and How Sweet the Sound by Wade and Cheryl Hudson.
He is recognized nationally as an superb speaker as well as artist.
The keynote speaker for the Friday luncheon will be the editor of Omni magazine, Greensboro
native, Keith Ferrell.
Continuing Education Credit will be offered for this conference
Nee ee ey
NorTH CAROLINA LIBRARY ASSOCIATION
Minutes of the Executive Board
WV izstonssalem was the site of the
first NCLA Executive Board
Meeting of 1996. President David
Fergusson presided over the meeting
which began at 10:15 a.m. on February
16, 1996.
The secretary read the following
Minutes from the Third General
Session of the 1995 NCLA Biennial
Conference:
On October 6, during the Third Gen-
eral Session of the Biennial Confer-
�,�nce, Kim Ellis, chair of the Consti-
tution Codes and Handbook Revi-
sion Committee made a motion that
NCLA make the changes and
amendments to the NCLA Bylaws as
they are printed in the conference
Program booklet on page 5. John Via
Seconded the motion and President
Gwen Jackson called for a voice vote
Of the membership. The member-
Ship present approved the motion.
even Jackson made a motion to accept
he minutes as read. Beverly Gass sec-
°nded. The minutes were approved.
President's Report
President Fergusson reported that the
CLA office computer was not
pucduate to handle the organizationTs
oNancial accounting software and that
~is recommended that NCLA pur-
Chase a new computer. Robert Burgin
Stated that he felt that the new
oOmputer should have at least 16
Megabytes of RAM.
: Robert Burgin moved that NCLA
Pend up to $3,000 for a new com-
Puter. Teresa McManus seconded the
M0tion. The motion was passed.
taesident Fergusson also informed
1�,� board of his priorities during the
'ennium. These included:
: his goal to more strongly link
libraries with children
* the importance of increasing the
amount of money available for
Conference scholarships
North Carolina Libraries
February 16, 1996
e the need to develop a personnel
policy for the NCLA Administrative
Assistant
e the importance of increasing
NCLATs membership
Treasurer's Report
Treasurer Wanda Cason presented the
Treasurer's report. Robert Burgin asked
when the balance from the conference
funds would be resolved. Wanda said
that Chuck Mallas is reconciling the
amounts that round tables and
sections should be reimbursed for
meals. She noted that Chuck doesnTt
expect as much profit from the
conference as we had hoped.
Karen Perry asked about scholar-
ships. Wanda Cason explained that the
scholarship money is very complicated
because it is in several different
accounts and CDTs. Our accountant
suggested that all the various scholar-
ship CDTs and accounts should be put
into one account. Karen Perry sug-
gested that the investment committee
should have a full report of the
scholarship funds.
Nancy Foggerty said that when
some of the scholarships were set up,
there were legal requirements to keep
the funds separate. Wanda Cason
noted that the treasurer has never
really had clear information about the
purpose and history of the scholar-
ships. Cheryl McLean, Archives
Comumnittee, said that she will review
the archives and gather information
about the origin and requirements of
the various scholarships. All commit-
tees, sections, and round tables were
asked to provide any information they
have on scholarships. Teresa
McManus suggested that the chair of
the scholarship committee be added
to the Investment committee.
Robert Burgin moved to accept the
TreasurerTs Report. Gwen Jackson
seconded. The report was accepted.
Administrative Assistant Report
Christine Tomec, NCLA Administrative
Assistant, asked the board to list their
meetings in the NCLA calendar. She
also distributed the latest membership
report. She reported that she had
mailed out 1892 membership renewals
for 1996; 817 have renewed (43%). We
now have 2,146 members.
Reports from Sections and Round
Tables and Committees
° ChildrenTs Services Section
Beth Hutchinson reported that the
section had gotten very favorable
responses to the sessions they spon-
sored at the 1995 conference. They are
considering the possibility of sponsor-
ing workshops on programming issues
throughout the state. They will be
sponsoring a seminar October 21 on
storytelling at Brown Summit, NC.
°College and University Section
Kathy Crowe reported that the
Academic Curriculum Librarians
Interest Group will hold a workshop
on May 14 at NC A&T State
UniversityTs Bluford Library, featuring
a panel discussing accreditation
evaluation criteria. Plans for a fall
workshop sponsored by the Section
are underway.
¢Community and Junior College
Libraries Section
Sheila Core reported that the Section
has not met but is planning to meet in
early 1996.
eDocuments
Cheryl McLean reported that the
section is sponsoring a workshop on
May 10 or May 17, 1996, and one of
the topics will be the transition of the
Federal Depository Library Program
from paper to electronic documents.
They will also hold a fall workshop on
legal resources.
Spring 1996 " 39
A
eLibrary Administration and
Management Section
Robert Burgin asked Sylvia Sprinkle-
Hamlin, chair of the planning commit-
tee for the Leadership Institute, to give
the board details of the Institute.
Sylvia reported that the Institute will
be held October 10-13, 1996 at the
Brown Summit Conference Center. The
committee will be sending out letters to
solicit nominations for Institute
participants. The goal is to have 30
participants. The fee for the Institute
is $425.
Mr. Burgin recommended that an
NCLA committee be formed to provide
input and support for the Institute.
President Fergusson will appoint a
continuing committee. The Institute
will be funded with a special projects
grant this year.
eNorth Carolina Association of School
Librarians
Karen Perry reported that the NCASL
Executive Board has 22 members rep-
resenting the geographic and demo-
graphic characteristics of the state.
The 1998 NCASL conference site
will be in Raleigh, August 5-7 at the
Civic Center. The section is also
sponsoring a variety of programs
throughout the biennium including
Battle of the Books, Student Media
Fair, ChildrenTs Book Award, and
School Library Media Day.
She reported that AASL (national) is
working on an Internet project. They
are also organizing a Count on
Reading project. The goal is to read a
billion books; NCASL is organizing the
project in NC. Karen also reported
that a homepage has been set up for
NCASL (http://www.cms.k12.nc.us/
ncasl.html)
¢Public Library Section
Sylvia Sprinkle-Hamlin reported that
the section board has met and they are
appointing chairs for various commit-
tees. They have established meeting
dates for the biennium and expect the
section to be very active.
eReference and Adult Services Section
Sue Ann Cody reported that the
section board met and evaluated the
fall program, oThrough the CustomersT
Eyes.� They are considering the
possibility of sponsoring a fall work-
shop on policies dealing with
cyberspace.
eResources and Technical Services Section
Janet Flowers reported that the section
had reviewed the comments from the
1995 conference workshop and felt it
40 " Spring 1996
was very successful. Seventy-four
people attended oEvolving, Integrated
Technical Services Environment� and
seventy-one attended oRe-tool Time
for Technical Services: Why?�
eNew Members Round Table
Carol Freeman reported that the round
table has not met yet.
eNC Library Paraprofessional
Association
Renee Pridgen reported that the
association was very pleased with their
programs at the 1995 conference.
They are planning to sponsor a
teleconference, oSoaring to Excel-
lence,� and a cataloging series.
eRound Table on Ethnic Minority
Concerns
Sheila Johnson reported that the
round table would be holding its first
meeting early in 1996.
eRound Table on Special Collections
No report was available.
eRound Table on the Status of Women
Betty Meehan-Black reported that the
round table met and discussed the
effectiveness of the REMCO/RTSWL
jointly sponsored program at the
conference, oStop Talking and Start
Doing: Recruitment, Retention and
Education in North Carolina Librar-
ies.� They recommend that at future
conferences the membership tables be
set up more in the flow of traffic.
e Technology and Trends Round Table
No report was available.
Committee Reports
eAIDS Materials Awareness
No report was available.
Archives
Cheryl McLean reminded the board
that current board members should
keep the records of the officer who
preceded them and that other records
should be given to the Archives
Committee.
¢Conference Committee
Beverley Gass reported that the mem-
bers of the committee will be selected
by March 1, and they will hold their
first organizational meeting in early
April. They have sent letters to the
Greensboro, Charlotte, and Winston-
Salem convention/Vvisitors bureaus re-
garding the 1999 conference.
Ms. Gass noted that the Biennial
Conference Handbook needs revision to
incorporate two changes: 1) that the
Site Selection Committee include a
past president on the committee and ;
2) on page 3, that a separate paragraph
be added establishing the criterion that
conference dates should be selected so
as not to conflict with any major
religious holidays.
President Fergusson appointed
Pauletta Bracy, Sylvia Sprinkle-Hamlin
and Beverley Gass to prepare an
appropriate motion for the next board
meeting. Ross Holt was asked to
recommend the proper method for
amending the NCLA Handbook to
include the forthcoming motion.
It was suggested that we consider
booking the same site for 1999 and
2001 in order to get a better rate.
Karen Perry noted that the hotels may
not guarantee the rate. She suggested
that if we coordinate the site for the
NCLA conference with the site for the
NCASL conference, we might be able
to get better rates.
eConstitution, Codes and Handbook
Revision
Ross Holt reported that the committee
will meet between board meetings to
make changes in the handbook.
Finance Committee
Teresa McManus reported that the
committee has not met. The commit-
tee will be working on the budget and
other financial issues.
¢Governmental Relations
John Via reported that some of the
issues that the committee is working
on include: the decency act, digitizing
of government documents, federal
funding for libraries, and copyright in
the electronic environment.
He distributed a flyer about oLog in
at the Library Day� which will be
celebrated around the country on
Aprill6 during National Library Week.
e/ntellectual Freedom
No report was available.
eLiteracy Committee
Pauletta Bracy asked Steve Sumerford
to report on a grant from the Lila
Wallace ReadersT Digest Fund. Mr.
Sumerford reported that the founda-
tion will make three or four large
grants this spring to public libraries
that are currently sponsoring literacy
programs. Dr. Bracy reported that the
committee will sponsor a program at
the NCASL conference.
Membership Committee
Barbara Akinwole and Jackie Beach
reported that the Membership Com-
mittee has not met yet. John Via
mentioned that we have a problem
with membership retention. The
North Carolina LibrariéT
t
13
Raag
the
iche
he
"
Av
be Rea
2165
Committee agreed to study this.
*Nominating Committee
No report was available.
*Publications and Marketing
Richard Wells reported that the commit-
tee will meet next month; Eleanor Cook
and Sandy Neerman have agreed to
Serve on the committee again.
*Scholarships Committee
Edna Cogdell reported that the
Committee has not met yet.
*Special Projects Committee
No report was available.
*North Carolina Libraries
Rose Simon reported for Frances
Bradburn. The editorial board is revising
the Style manual to include citing of in-
formation from electronic sources .
*ALA Councilor
Martha Davis provided information
about the following ALA topics:
* the Fund for AmericaTs Libraries
Successful fundraising efforts
* 1996 ALA theme: oLibrary
Advocacy Now�
* BettyTs focus on Equity on the
Information Highway
* upcoming ALA president Mary
SummerfieldTs focus on youth
e ALA Council discussion about
chapters not being involved in
changes in conference sites, both
selection and deselection of
conference sites
e Legislative Day on May 7. A gala
will be held the evening before to
commemorate the 50th anniversary
of the Washington office; there will
be an Honor Roll for people who
have had significant impact on fed- |
eral legislation; one person from
each state can be nominated for each
of the following decades: 1955-64,
1965-74, 1975-84, 1985-1995.
Pauletta Bracy made the following
motion and Beverley Gass seconded it:
It is moved that NCLA participate
in the ALA Washington Gala Honor
Roll by nominating the following
individuals for the respective years:
Ed Holley (1955-64); Gene Lanier
(1965-74); Annette Phinazee (1975-
84); Elinor Swaim (1985-95). NCLA
will pay only the expenses of
banquet ticket at $65 for the
honorees who attend.
The motion was passed.
President Fergusson appointed
Pauletta Bracy to prepare a vita for
Annette Phinazee; John Via to prepare
An invitestion fe
Participate Im....
¥ Initiative That
4 ill Help Children
Uild Roads to the
; °rmation
oPerhighway!
RAST,
the
ich el
h
an rican Association of
eA librarians is a division of
Merican Library Association.
North Carolina Libraries
Count on Reading challenges
Yel ore) Mi lelecTaMmicsel ey lee] ce
teachers, public librarians and
other community members to
help build a nation of
readers by implementing
reading initiatives in their
communities or by linking their
existing reading initiatives to
this national effort.
The goal of this initiative is
to motivate the youth of the
nation to read a billion
books and as a result: Build
a reading habit. Enjoy reading.
*Raise academic achievement
through improved reading
comprehension, vocabulary
growth, spelling accuracy and
grammar, writing ability.
a vita for Ed Holley; Richard Wells to
prepare a vita for Elinor Swaim.
President Fergusson will take responsi-
bility for the vita for Gene Lanier.
eSELA
Nancy Clark Fogarty asked for the
boardTs feelings about SELA; there was
discussion but no conclusive decision
from the board about SELATs future.
eBusiness from the Board Retreat/
Planning Session:
Sylvia Sprinkle-Hamlin made a motion
to accept the statement which was
developed during the Board Retreat.
Teresa McManus seconded the motion.
The motion carried.
The statement reads as follows:
The focus of the NCLA during the
1995-1997 biennium is to enhance
| the image of libraries as an essential
community service, in order to in-
| : :
crease the support, funding and in-
fluence of libraries. A comprehensive
marketing campaign will be con-
the 5 ~
fs ducted to achieve this goal.
The meeting was then adjourned for
| lunch.
Who may participate in Count on
Reading? Any organization, such as schools,
public libraries, professional organizations or clubs,
that would like to sponsor a reading initiative or is
currently conducting one. Why participate?
Count on Reading will provide organizations and
individuals with ideas for building and linking local
efforts across the nation.
To receive an official registration form and instructions
for participating in Count on Reading, send a SASE and:
Contact PersonTs Name
Organization Name
Address
City State Zip Code
Telephone Number E-mail address
Indicate any reading motivation initiatives that you are
currently implementing
fo: Count on Reading, American Association of School
Librarians, 50 East Huron, Chicago, IL 6061 |
or call: (800) 545-2433, ext. 4386 for more information.
Listserv: CountonR
Spring 1996 " 41
od
North CAROLINA LipraAry ASSOCIATION 1995-1997 EXECUTIVE BOARD
PRESIDENT
David Fergusson
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
D_FERGUSSON@FORSYTH.LIB.NC.US
VICE PRESIDENT/
PRESIDENT ELECT
Beverley Gass
M.W. Bell Library
Guilford Technical College
P.O. Box 309
Jamestown NC 27282-0309
Telephone: 910/334-4822
x2434
Fax: 910/841-4350
GASSB@GTCC.CC.NC.US
SECRETARY
Steven L. Sumerford
Glenwood Branch Library
1901 W. Florida Street
Greensboro, NC 27403
Telephone: 910/297-5002
Fax: 910/297-5004
STEVES2241@AOL.COM
TREASURER
Wanda Brown Cason
Z. Smith Reynolds Library
Wake Forest University
PO Box 7777 Reynolda Station
Winston-Salem, NC 27109-7777
Telephone: 910/759-5094
Fax: 910/759-9831
WCASONG@LIB.WFUNET.WFU.EDU
DIRECTORS
Jacqueline B. Beach
Craven-Pamlico-Carteret
Regional Library
400 Johnson
New Bern, NC 28560
Telephone: 919/823-1141
Fax: 919/638-7817
Barbara Akinwole
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-2570
Fax: 919/733-8748
BAKINWOLE@HALDCRSTATENCUS
ALA COUNCILOR
Martha E. Davis
M. W. Bell Library
Guilford Tech. Comm. College
P. O. Box 309
Jamestown, NC 27282-0309
Telephone: 910/334-4822
Fax: 910/841-4350
DAVISM@GTCC.CC.NC.US
SELA REPRESENTATIVE
Nancy Clark Fogarty
Jackson Library
UNC-Greensboro
Greensboro, NC 27412
Telephone: 910/334-5419
Fax: 910/334-5097
FOGARTYN@IRIS.UNCG.EDU
EDITOR, North Carolina Libraries
Frances Bryant Bradburn
Information Technology
Evaluation Services
Public Schools of North Carolina
301 N. Wilmington Street
Raleigh, NC 27601-2825
Telephone: 919/715-1528
Fax: 919/733-4762
FBRADBUR@DPI.STATE.NC.US
PAST-PRESIDENT
Gwen G. Jackson
494 Breezy Point Road
Swansboro, NC 28584
Telephone: 919/393-2651
GJACKSON@UNCECS.EDU
ADMINISTRATIVE ASSISTANT
(ex officio)
Christine Tomec
North Carolina Library Association
c/o State Library of North Carolina
Rm. 27 109 E. Jones St.
Raleigh, NC 27601-1023
Telephone: 919/839-6252
Fax: 919/839-6252
CTOMEC@NCSL.DCR.STATE.NC.US
SECTION CHAIRS
CHILDRENTS SERVICES SECTION
Beth Hutchison
Public Library of Charlotte and
Mecklenburg County
301 N. Tryon Street
Charlotte, NC 28202
Telephone: 704/336-2409
Fax: 704/336-2677
BAH@PLCMC.LIB.NC.US
COLLEGE anp UNIVERSITY SECTION
Kathryn Crowe
Jackson Library
UNC-Greensboro
Greensboro, NC 27412
Telephone: 910/334-3215
Fax: 910/334-5097
CROWEK@IRIS.UNCG.EDU
COMMUNITY anp JUNIOR
COLLEGE LIBRARIES SECTION
Shelia Core
Surry Community College
P.O. Box 304
Dobson, NC 27107
Telephone: 910/386-8121
Deo 1Y/
Fax: 910/386-8951
DOCUMENTS SECTION
(Term ends 1996)
Cheryl McLean
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-3683
Fax: 919/733-5679
CMCLEAN@HAL.DCRSTATE.NC.US
(Term ends 1997)
Barbara Levergood
Davis Library CB#3912
UNC-Chapel Hill
Chapel Hill, NC 27514-8890
Telephone: 919/962-1151
Fax: 919/962-4451
LEVERG.DAVIS@MHS.UNC.EDU
LIBRARY ADMINISTRATION AnD
MANAGEMENT SECTION
Robert E. Burgin
North Carolina Central Univ.
1801 Fayetteville Street
Durham, NC 27707
Telephone: 919/560-6485
Fax: 919/560-6402
BURGIN@NCCU.EDU
NORTH CAROLINA ASSOCIATION
OF SCHOOL LIBRARIANS
Karen Perry
1000 Parkwood Circle
High Point, NC 27262
Telephone: 910/819-2870
PERRYK@UNCG.EDU
NORTH CAROLINA PUBLIC
LIBRARY TRUSTEES ASSOCIATION
Clifton Metcalf
56 Cedar Hills Circle
Chapel Hill, NC 27514
Telephone: 919/962-0331
Fax: 919/962-2279
PUBLIC LIBRARY SECTION
Sylvia Sprinkle-Hamlin
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
S_HAMLIN@FORSYTH.LIB.NC.US
REFERENCE anp ADULT SERVICES
Sue Ann Cody
UNC-Wilmington
601 S. College Road
Wilmington, NC 28403-3297
Telephone: 919/395-3688
Fax: 910/395-3863
CODYS@UNCWIL.EDU
RESOURCES anp TECHNICAL
SERVICES SECTION
Janet Flowers
Davis Library CB#3902
UNC-Chapel Hill
Chapel Hill, NC 27514-8890
Telephone: 919/962-1120
Fax: 919/962-4450
JANET_FLOWERS@UNC.EDU
ROUND TABLE CHAIRS
NEW MEMBERS ROUND TABLE
Carol Freeman
Allied Health Library
Forsyth Technical Com.
College
1900 Beach Street
Winston-Salem NC 27103
Telephone: 910/723-0371
x291
Fax: 910/748-9395
CFREEMAN@BULLNCDCC.CCNCUS
NORTH CAROLINA LIBRARY
PARAPROFESSIONAL ASSOCIATION
Renee Pridgen
Cumberland Co. Public Library
300 Maiden Lane
Fayetteville, NC 28301
Telephone: 910/483-1580
Fax: 910/486-5372
RPRIDGEN@CUMBERLAND.UIBNC.US
ROUND TABLE FOR ETHNIC
MINORITY CONCERNS
Sheila Johnson
Forsyth County Public Library
660 W. Fifth Street
Winston-Salem, NC 27101
Telephone: 910/727-2556
Fax: 910/727-2549
S JOHNSON@FORSYTH.LIB.NC.US
ROUND TABLE ON SPECIAL
COLLECTIONS
Sharon Knapp
Perkins Library
Duke University
P.O. Box 90185
Durham, NC 27708-0185
Telephone: 919/660-0185
Fax: 919/684-2855
SEK@MAIL.LIB.DUKE.EDU
ROUND TABLE ON THE STATUS
OF WOMEN IN LIBRARIANSHIP
Elizabeth Meehan-Black
Davis Library CB#3902
UNC-Chapel Hill
Chapel Hill, NC 27599-3902
Telephone: 919/962-1120
Fax: 919/962-0484
BETTY_MEEHAN-BLACK@UNC.EDU
TECHNOLOGY AND TRENDS
ROUND TABLE
Diana Young
State Library of North Carolina
109 E. Jones Street
Raleigh, NC 27601-2807
Telephone: 919/733-2570
Fax: 919/733-8748
DYOUNG@HAL.DCRSTATE.NC.US
A
North Carolina Library Association
42 " Spring 1996
North Carolina Librari�,�éT
EpriroriAL STAFF
Editor
FRANCES BRYANT BRADBURN
mformation Technology Evaluation Services
ublic Schools of North Carolina
301 N. Wilmington Street
Raleigh, NC 27601-2825
(919) 715-1528
(919) 733-4762 (FAX)
fbradbur@dpi.state.nc.us
Associate Editor
ROSE SIMON
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
(910) 917-5421
Simon@sisters.salem.edu
Associate Editor
J OHN WELCH
Division of State Library
109 East Jones Street
Raleigh, NC 27601-2807
(919) 733-2570
jwelch@hal.dcr.state.nc.us
Book Review Editor
DOROTHY DAVIS HODDER
aa Hanover Co. Public Library
01 Chestnut Street
Wilmington, NC 28401
(910) 341-4389
8niappe/Bibliography Coordinator
LUMMER ALSTON JONES, JR.
Corriher-Linn-Black Library
Catawba College
2300 W. Innes Street
Salisbury, NC 28144
(704) 637-4449
Pajones@catawba.edu
Indexer
MICHAEL COTTER
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328.6533
Miccot@joyner.lib.ecu.edu
Point/CounterPoint Editor
HARRY TUCHMAYER
ae Hanover Co. Public Library
1 Chestnut Street
Wilmington, NC 28401
(910) 341-4036
Advertising Manager
KEVIN CHERRY
Rowan Public Library
POs Box 4039
Salisbury, NC 28145-4039
(704) 638-3021
Kcherry@ncsl.dcr.state.nc.us
North Carolina Libraries
ChildrenTs Services
MELVIN K. BURTON
Gastonia-Lincoln Regional Library
1555 E. Garrison Boulevard
Gastonia, NC 28054
(704) 868-2165
College and University
ARTEMIS KARES
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328-6067
artkar@joyner.lib.ecu.edu
Community and Junior College
BARBARA MILLER MARSON
Paul H. Thompson Library
Fayetteville Tech. Comm. College
PO Box 35236
Fayetteville, NC 28303
(910) 678-8253
Documents
MICHAEL VAN FOSSEN
Reference Documents
Davis Library CB #3912
University of North Carolina
Chapel Hill, NC 27599
(919) 962-1151
vanfosen.davis@mhs.unc.edu
Library Administration and
Management Section
JOLINE EZZELL
Perkins Library
Duke University
Durham, NC 27708-0175
(919) 660-5880
jre@mail.lib.duke.edu
New Members Round Table
RHONDA HOLBROOK
Glenwood Branch Library
1901 W. Florida St.
Greensboro, NC 27403
(910) 297-5000
N.C. Asso. of School Librarians
DIANE KESSLER
Durham Public Schools
808 Bacon St.
Durham, NC 27703
(919) 560-2360.
kesslerd@bacon.durham.k12.nc.us
North Carolina Library
Paraprofessional Association
MELANIE HORNE
Cumberland Co. Public Library
6882 Cliffdale Road
Fayetteville, NC 28314
(910) 864-5002
Public Library Section
JEFFREY CANNELL
Wayne County Public Library
1001 E. Ash St.
Goldsboro, NC 27530
(919) 735-1824
Reference/Adult Services
SUZANNE WISE
Belk Library
Appalachian State University
Boone, NC 28608
(704) 262-2798
wisems@appstate.edu
Resources and Technical Services
WILLIAM FIETZER
Atkins Library
UNC-Charlotte
Charlotte, NC 28216
(704) 547-2365
ali0Owhf@unccvm.uncc.edu
Round Table for Ethnic Minority Concerns
JEAN WILLIAMS
F.D. Bluford Library
NC A & T State University
Greensboro, NC 27411
(910) 334-7617
williamj@athena.ncat.edu
Round Table on Special Collections
MEGAN MULDER
Wake Forest University Library
PO Box 7777 Reynolda Station
Winston-Salem, NC 27109-7777
(910) 759-5091
mulder@lib.wfu.edu
Round Table on the Status of Women in
Librarianship
JOAN SHERIF
Northwestern Regional Library
111 North Front Street
Elkin, NC 28621
(910) 835-4894
jsherif@escvax.edu
Technology and Trends
DIANE KESTER
Library Studies and Ed. Technology
East Carolina University
Greenville, NC 27858-4353
(919) 328-6621
Isddkest@eastnet.educ.ecu.edu
Wired to the World Editor
RALPH LEE SCOTT
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 328-6533
ralsco@joyner.lib.ecu.edu
Trustees
ANNE B. WILGUS
N.C. Wesleyan College
Rocky Mount, NC 27804
(919) 985-5235
(919) 977-3701 (FAX)
Spring 1996 " 4%
{HII
| 11]|
. North Carolina Library Association
Use the application below to enroll as a member of the North Carolina Library Asssociation or to renew your
membership. All memberships are for one calendar year. THE MEMBERSHIP YEAR IS JANUARY 1 THROUGH
DECEMBER 31. If you join during the last quarter of the year, membership covers the next year.
Dues (see below) entitle you to membership in the Association and to one section or round table. For each
additional section or round table, add $5.00. Return this form with your check or money order, payable to
North Carolina Library Association.
NCLA DUES
iaeaamtcs FE a = "
m FULL-TIME LIBRARY SCHOOL
STUDENTS (two years only) .... $10
mM RETIRED LIBRARIANS ............. $15
m NON-LIBRARY PERSONNEL:
(Trustee, Non-salaried, or Friends
Of lalbranies mem Dben)er s...eee $15
gm INSTITUTIONAL (Libraries &
Library/Education-related
m LIBRARY PERSONNEL
[Sreaid Ulla gay OAK) ANTES LO) areer reese ee $15
Earning $15,001 to $25,000........... $25
Earning $25,001 to $35,000.......... $30
Earning $35,001 to $45,000.......... $35
Earning $45,001 and above........... $40
mg CONTRIBUTING (Individuals, Associations,
and Firms interested in the work of
IBUISIIMGSSCS) Bee Secon tecacnaec: eect ceca $50 INGIEAN AM ESE,:.. cords esc... coe tigen $100
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NORTH CAROLINA LIBRARY ASSOCIATION
please print or type CHECK SECTIONS AND ROUND TABLES
Renewal ONE INCLUDED IN BASIC DUES. Add $5.00 for
each additional section or round table.
New membership
Membership Number if Renewal ChildrenTs Services
College & University Section
Name ___ Community & Junior College Libraries Section
Last First Middle __ Documents Section
____ Library Administration & Management
Title __ NC Association of School Librarians
____NC Public Library Trustees Association
Library
Public Library Section
Reference & Adult Services Section
Resources and Technical Services Section
New Members Round Table
Business Address
NC Library Paraprofessional Association
Round Table for Ethnic Minority Concerns
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3 Round Table on Special Collections
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Daytime Teleph Numb
Selita tet pice Round Table on the Status of Women in Librarianship
Technology & Trends Round Table
Area Code "
Mailing Address (if different from above) AMOUNT ENCLOSED: (SEE ABOVE)
$ Membership and one section/round table
TYPE OF LIBRARY I WORK IN: $5.00 for each additional section/round table
Academic
Public $
School
Special
Other
re TOTAL (PLEASE DO NOT SEND CASH)
Mail to: North Carolina Library Association
c/o State Library of North Carolina
109 East Jones Street
Raleigh, NC 27601-1023
THANK YOU FOR YOUR SUPPORT, NCLA Office Hours: Mon.-Fri. 9-1 Telephone (Voice & FAX) 919/839-NCLA,
NCLA
M
Mothers of Invention
Women of the Slaveholding South
in the American Civil War
Drew Gilpin Faust
oFaustTs exhaustive evidence on
everyday life and consciousness "
religion, courtship, pregnancy,
dress styles, and the complex but
unraveling protocol of race and
gender conventions"make this
pathbreaking study a must-read in
southern and womenTs history.�
"FEvelyn Brooks Higginbotham,
Harvard University
326 pp. $29.95 cloth (0-8078-2255-8)
Fred W. Morrison Series in Southern
Studies
Southern Slavery and
the Law, 1619-1860
Thomas D. Morris
oThe most thorough and compre-
hensive book yet written on the law of
slavery in the United States. It is an
impressive and enormously useful
contribution to our understanding of
both American law and American
slavery.� "Paul Finkelman,
University of Miami
588 pp. $49.95 cloth (0-8078-2238-8)
Studies in Legal History
The First American Frontier
Transition to Capitalism in
Southern Appalachia, 1700-1860
Wilma A. Dunaway
Wilma Dunaway argues that
capitalist exchange and production
came to southern Appalachia much
earlier than has been previously
thought.
468 pp. $49.95 cloth (0-8078-2236-1),
$21.95 paper (0-8078-4540-X)
Fred W. Morrison Series in Southern
Studies
Please call for a free copy of our Spring 1996 catalog.
SR Ahh EDRF G OH,
Madness
One Blood
The Death and Resurrection
of Charles R. Drew
Spencie Love
Foreword by John Hope Franklin
One Blood traces both the life of the
famous black surgeon and blood
plasma pioneer Dr. Charles Drew and
the well-known legend about his
death in a whites-only hospital.
Spencie Love shows that in a generic
sense, the Drew legend is true:
throughout the segregated era,
African Americans were refused
medical help because of their race.
400 pp. $29.95 cloth (0-8078-2250-7)
Uplifting the Race
Black Leadership, Politics, and
Culture in the Twentieth Century
Kevin K. Gaines
oReaders will be left with a much
more subtle understanding of the
sad paradox of uplift, of African
Americans trying to belong to a
society that was defined in part by
their exclusion.�
"Publishers Weekly
342 pp. $45 cloth (0-8078-2239-6),
$17.95 paper (0-8078-4543-4)
Days of Hope
Race and Democracy
in the New Deal Era
Patricia Sullivan
In the 1930s and 1940s, a loose
alliance of blacks and whites came
together to offer a radical alternative
to southern conservative politics.
Days of Hope traces the rise and
fall of this radical movement that
helped shape the struggle for racial
democracy in America since the
1930s.
352 pp. $39.95 cloth (0-8078-2260-4),
$17.95 paper (0-8078-4564-7)
Moonlight, Magnolias,
and Madness
Insanity in South Carolina from the
Colonial Period to the Progressive Era
Peter McCandless
Moonlight, Magnolias, and
Madness sheds new light on the ways
sectionalism and race affected the
plight of the mentally ill in a state
whose fortunes worsened markedly
after the Civil War.
424 pp. $55 cloth (0-8078-2251-5),
$19.95 paper (0-8078-4558-2)
Schooling the New South
Pedagogy, Self, and Society
in North Carolina, 1880-1920
James L. Leloudis
Leloudis demonstrates how schools
became what they are today"the
primary institution responsible for
the socialization of children and
therefore the principle battleground
for society's conflicts over race, class,
and gender.
358 pp. $39.95 cloth (0-8078-2265-5)
Fred W. Morrison Series in Southern
Studies
Freshwater Fishes of
the Carolinas, Virginia,
Maryland, and Delaware
Fred C. Rohde, Rudolf G.
Arndt, David G. Lindquist,
and James F. Parnell
This guide provides detailed
descriptions of 260 species of
freshwater fishes as well as notes
on distribution and abundance,
habitat, and natural history.
228 pp., 203 color photographs,
13 b&w photographs, 180 maps.
$34.95 cloth (0-8078-2130-6),
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Robert Burgin, Guest Editor BITE 5s =
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Rosemary Aronson, Guest Editor ne %
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Winter 1996 Managing Technology NOH cS
Pat Ryckman, Guest Editor a pin =
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Spring 1997 Regrowing Libraries WH
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Phil Barton, Guest Editor -
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