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North Carolina Libraries
Managing Technology
Winter 1996
... librarians [must] look at the
technology for what it is
"a means of delivery"
and evaluate it as such.
" Bil Stahl, Page 152
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RARIES
Winter 1996
MANAGING TECHNOLOGY
Guest Editor, Pat Ryckman
Librarians and Technology: A Penguin Marriage, Bil Stahl
Z. Smith Reynolds Library: Its Role in Wake Forest UniversityTs Access
2000 Project, Susan Smith
Learning to Use the Tools of the Trade, Eric Lease Morgan
Techno Teamwork: Involving All Staff in Library Automation, Tim Bucknall
Introducing the Internet in a Rural Setting, Penny H. Welling
PRA 2 LPS eRe gm aA eR eS
From the President
Wired to the World: North Carolina Library URLs, Ralph Lee Scott
About the Authors
Point: Putting Technology in Its Place, Constance A. Mellon
Counter Point: Technology Should Have a Prominent Place, Jerry A. Thrasher
Lagniappe: Managing Technology Peopleography, Diane Kester
North Carolina Books
NCLA Minutes
Index to North Carolina Libraries, Volume 54
Cover: Photo courtesy of the North Carolina Division of Archives and History.
North Carolina Libraries is the official publication of the North Carolina Library Association.
Art direction and design by Pat Weathersbee of TeamMedia, Greenville, NC.
If
From the President
Dave Fergusson, President
t this time of year, why not a New YearTs Resolution with some guts, teeth, and altruistic
conviction? Resolve that you will renew your NCLA membership immediately and that you
will convince either a former member to join again or a newcomer to join for the first time.
Earn bonus points by recruiting a library trustee or a Friend of Libraries or a local politician
to join the Association. You will feel terrific and your orecruit� will never stop thanking
you. But donTt wait! These insightful and hilarious columns I keep writing arenTt going to go on
forever. You gain power in the library community by belonging to NCLA. Membership gives you
the best journal in the country, and if you can find a better professional conference to attend, go
ahead. (But tell us about it, we love a challenge.)
We hope that the new NCLA public service announcement has been televised in your area by
now and that you have seen it. As you may recall, the focus that the Executive Board agreed
upon for this biennium was enhancing the image of libraries through a comprehensive marketing
campaign. As the Publications and Marketing Committee, chaired by Richard Wells, investigated
this, the high cost of quality video production became clear. While looking into ways to under-
take a public awareness campaign, the committee decided to first develop some inexpensive
spots using personalities famous in North Carolina.
NCLA was fortunate to attain the help of the Wake Forest Athletic Department, probable
college basketball Player of the Year Tim Duncan and point guard Tony Rutland, a local library
user. The PSA was produced at very low cost through the Forsyth County Public LibraryTs
partnership with the City of Winston-SalemTs well-equipped TV 13. The Committee has tried to
get airplay in all of North Carolina, but if you have not seen it, call your local TV station or cable
franchise, and tell them you can get them a copy. Call Richard Wells at the Randolph County
Public Library, (910) 318-6800, for information, and please call Richard if you know a famous
North Carolinian who might agree to speak out in the media for libraries.
After years of planning and work, this Association accomplished something wonderful early
in October. Twenty-eight energetic North Carolinians started on their way to becoming leaders (
in our society. Fortunately for us, they all work in libraries, and this all happened at the first
NCLA Leadership Institute in Brown Summit. Among those to whom we owe thanks for their
contributions are co-chairs Sylvia Sprinkle-Hamlin and Dale Gaddis " along with Sheila Bailey,
Melanie Collins, Kem Ellis, Sally Ensor, Janet Freeman, Naomi Galbreath, Gwen Jackson, Jean
Johnson, Marion Lindsay, Teresa McManus, Jane Moran, Alice Naylor, Sherwin Rice, Cal Shepard,
Rose Simon, Ben Speller, Elinor Swaim, Jerry Thrasher, John Via, Patrick Valentine, Marsha Wells,
Anna Yount, and John Zika.
We also want to thank publicly Baker & Taylor, Ingram, Bowker, Yankee Book Peddler, and UMI
for their financial support. As we build upon this success and as more of our members benefit, the
result will be better libraries and library service for North Carolinians, as well as a stronger NCLA.
I am very enthused that the Executive Board has dealt with two obstacles that have faced the
Association for a number of years: governance and weakened financial health. The proposals |
affecting governance which I mentioned in the last North Carolina Libraries have been acted )
upon. An amendment to the Constitution will be proposed to the membership at the 1997
Biennial Conference by which additional voting members of the Executive Board may be stipu-
lated in the Association Bylaws. A bylaws change will then be recommended in which any
Section or Round Table with over 350 paid members on the last day of the preceding biennium
will gain an additional voting member on the board. Further additional voting members will
then be added for each additional 200 paid members. These steps should afford equitable
representation to extremely large sections, which are currently underrepresented.
The Financial Vitality Committee and the Finance Committee have collaborated to arrive at a
viable budget for 1997. In order to stop relying on deficit budgeting, the Executive Board passed
a one-time motion to transfer 1995 Conference profits and 1997 Conference start-up money into
the 1997 operating budget. Sections, round tables, and committees must bear virtually all of
their 1997 conference programming costs. The budgets of most sections and round tables are
quite substantial and will be able to absorb the extra cost. The Financial Vitality Committee
recommended forming a Grants Committee to seek sources of outside funding for NCLA. They
also recommended that the allocation to each section or round table from individual membersT
dues be slightly reduced to correspond to the amount that had been allocated until a couple of
years ago. I believe that these actions form the base of a program which will result in a stronger
organization which has an increased amount of flexibility. I welcome your comments.
130 " Winter 1996 North Carolina Libraries
a
Librarians and Technology:
A Penguin Marriage?
hen I was a young natu-
ralist, I read a book en-
titled Forbush and the Pen-
guins.' Forbush described
his life among the penguins.
While they may be endear-
ing birds, penguins are not of
high intelligence. When mating, they
�,�vidently are not clear on who is which
Sender, so the couple takes turns alter-
Nating roles. This seems to me to be a
fitting analogy for librarians and tech-
Nology " it is sometimes difficult to
determine who has what role in the
Partnership.
This role is often very unclear when
trying to determine whether librarians
are trying to lead the technology or
Whether the technology is driving the
librarians (as well as just about everyone
�,�lse). We are afraid of becoming irrel-
�,�vant, so we append ourselves to the
latest trends in information delivery.
We are now doing with the Internet and
the World Wide Web what some library
Science programs did in the 1970s when
their curricula looked more like com-
Puter science curricula, full of program-
Ming and database design courses, rather
than true library science courses. The
Need for librarians who understand how
to select, evaluate, and present informa-
tion, regardless of the delivery mecha-
nism, is greater today than ever before.
People are awash in information, and
they need help sorting it out. They do
Not need librarians to be simply another
Information delivery source. People usu-
ally are looking for someone to help
them find sufficient information for
North Carolina Libraries
by Bil Stahl
their particular needs. They want assis-
tance from someone who is information
literate.
I believe that, as a profession, we
must come to grips with understanding
information literacy in all its
permutations. Information literacy in-
cludes audio, textual, and visual literacy.
However, first we must define oliteracy.�
I blanch when I hear people, including
librarians, talk about ocomputer lit-
eracy.� We do not talk about oautomo-
bile literacy.� To be literate means to
be able to understand the information
being provided, not to be skilled in
some technology usage. We need to be
literate in interpreting the information
the computer (or the television or the
newspaper, etc.) delivers to us. The
techniques of information delivery will
constantly change. Many of the cur-
rent information technology delivery
mechanisms will change within a mat-
ter of a few months or years, as they
have been doing for the past decade.
Stake your future on the current World
Wide Web, and you will be obsolete
within a year or two.
Librarians need to be literate about
information and its uses. They need to
understand information as a material,
in the same way an expert carpenter
understands wood. The carpenter knows
that all woods are not the same, and
knows what wood is especially good for
what purposes. It was no accident that a
piece of early furniture was made of
different types of wood. The legs were
intentionally of a different wood from
that of the arms of a chair.
In todayTs world there is usually not
a single source of information that an-
swers a question. The information seeker
is often confronted with more than one
choice, and usually in a variety of for-
mats. Librarians need to be about the
business of fitting both the content and
the format of the information to the
needs of a particular user, so that the
user can derive meaning from the infor-
mation being presented to him or her.
The technology increasingly delivers in-
Librarians need to be about the business of
fitting both the content and the format of the
information to the needs of a particular user, so
that the user can derive meaning from the
information being presented to him or her.
Winter 1996 " 151
formation in omultimedia� format, yet
in many cases the librarian is still func-
tioning in a single dimension of literacy
" that of text. For example, we deal
more and more with a world of images,
yet often we do not realize the informa-
tion content of those images. We know
that graphical information is odiffer-
ent,� but many do not really under-
stand how or why and are therefore
unable to assist the user as needed. Too
often we get people to the front door of
information and then cannot really help
them enter into it and gain an under-
standing of it.
A new field called Information Ar-
chitecture is one in which I believe li-
brarians need to become major players.
Unfortunately, I have seen little evi-
dence to date of librarians in Informa-
tion Architecture. It seems to be largely
the domain of architects, graphic de-
signers, and multimedia developers. The
field, whose father is probably Richard
Saul Wurman,T seeks to present infor-
mation in ways that allow the user to
quickly and efficiently derive meaning.
Part of the technique used by informa-
tion architects is the classic reference
interview, except that the questions are
directed at the information provider
rather than the information user, and
the information architect serves as the
proxy for the potential users. Their em-
phasis is not on the simple creation and
dissemination of information, but rather
on understanding what the informa-
tion content truly is and presenting it in
such a way that the user can understand
it with a minimum of effort.
Some may take exception to my
focus on information architecture and
its emphasis on the creation of informa-
tion rather than the dissemination of
information. However, I believe that it
is necessary to be engaged in the cre-
ation of information in order to under-
stand its purpose and use by its ultimate
recipient. Librarians can no longer func-
tion simply as conduits connecting the
reader to his or her book. In some re-
spects, I believe that we need to retiirn
to the concept of a oreaderTs advisor,�
with the proviso that we broaden the
term oreader.� The readerTs advisor had
a good understanding of who the reader
was and what his or her interests were,
etc. The effective readerTs advisor also
had a thorough knowledge of the infor-
mation they had available and could
make a good match of reader to book. In
essence, the librarian who was an effec-
tive readerTs advisor was an effective
market analyst, matching product to
consumer. Now we are confronted with
a much more diverse clientele, seeking
access to a much more diverse array of
information in an increasingly growing
panoply of delivery mechanisms and
formats. This means that the job of.
keeping up with both the oreader� and
the oinformation inventory� is much
more difficult. It also means that it is
even more important now than it was
before. There are many different organi-
zations, both private and public, at-
tempting to match up the reader with a
book. Libraries have seen a large decline
in the uniqueness of their role in doing
this. Our challenge is to distinguish
ourselves from the rest of these organi-
zations by our understanding of the
information and its packaging in rela-
tion to the particular consumer. To do
this, we must understand information
architecture in order to understand the
products that we deliver. We must also
improve our understanding of our cus-
tomers and their approaches to finding
and using information.
Technology is a key element of the
information packaging, but it is impor-
tant to remember that it is the packag-
ing. Perhaps we should think of tech-
nology expenditures in the same way
we think of binding and processing costs.
More than a few libraries have
equipment acquisitions plans to support
information technology, but they have not
incorporated the information delivered by the
technology into their collection development
152 " Winter 1996
policies and practices.
Technology is a way of packaging the
information as is binding and process-
ing, and packaging has been a standard
operating cost for libraries. Librarians
must be adept at using the appropriate
technologies that get to the informa-
tion. However, we must resist the cur-
rent marketing trend that develops the
package first and then decides what
product fits.? Our focus must remain on
the product, which is the information.
In order to be successful, we also must
take responsibility for our consumerTs
success in using our product. This means
assisting the user to reach through the
technology, and through the surface of
the information, to derive the meaning.
Technology can provide fast access
to a lot of oinformation.� However, if
librarians cannot add value to the infor-
mation being delivered by the technol-
ogy, why should the library be involved?
I am not arguing here for the retreat of
librarians from the technology, but
rather that librarians look at the tech-
nology for what it is " a means of
delivery " and evaluate it as such. More
than a few libraries have equipment
acquisitions plans to support informa-
tion technology, but they have not in-
corporated the information delivered
by the technology into their collection
development policies and practices.
These definitely seem to be cases of
penguin marriages.
Can librarians ignore the Internet
or the World Wide Web and still be of
value? I would argue in some cases yes,
although it would be the exceptional, or
specialized, library that really can and
still succeed. By the same token, how-
ever, I would argue that the librarians
who believe that converting the library
into an oInternet café� or some other
technology"driven information take-out
service will not succeed. The value added
by the library increasingly needs to be in
the interpreting and synthesizing of the
information. To the extent that the tech-
nology assists with this process, it be-
longs within the library. However, it
also means that librarians need to un-
derstand the information as the mate-
rial, and the technology as the tool.
References
1 Graham Billing, Forbush and the Pen-
guins (New York: Holt, Rinehart and
Winston, 1965).
2 Richard Saul Wurman, Information
Architects. (New York: Graphis Press,
1995).
3 Will Novosedlik, oBranding as My-
thology,� Eye 19 (winter 1995): 36-43.
North Carolina Libraries
Tf
~~
Z. Smith Reynolds Library:
Its Role in Wake Forest UniversityTs Access 2000 Project
he arrival of this yearTs fresh-
man class at Wake Forest Uni-
versity marked the beginning of
an ambitious program known as
the Plan for the Class of 2000.1
Its goal is to take higher educa-
tion to a new level by implement-
ing many initiatives. One of the most
important components of the plan is
the technology portion. Called Access
2000, the intent is that all students have
universal access to computers by the
year 2000. To accomplish this, all in-
Coming first year students will receive
laptop computers, IBM ThinkPads,
Starting in the fall of 1996. The laptop
will become the primary vehicle used to
teach the university goal of creating a
learning environment that is not hin-
dered by barriers such as limited com-
puter laboratory resources. The campus
computing infrastructure has been im-
proved and expanded so that students
Will be able to use their ThinkPads to
Connect to the campus network from
Classrooms, residence halls, the library,
and beyond.
That this program is one of just a
few in the country, and the only one of
its kind in North Carolina, makes it
Noteworthy. But perhaps the most inter-
esting part of the Wake Forest story is
that its major library, the Z. Smith
Reynolds Library, is at the center of the
training initiative for Access 2000. At a
time when libraries of all types are
Working to redefine their role in the in-
formation technology revolution, the
Reynolds Library has positioned itself to
be an integral part of Wake ForestTs tech-
nology plan. It is this role that first
North Caroliwa Libraries
by Susan Smith
piqued my interest, and finally con-
vinced me to join ZSR Library as its first
Electronic Resources Librarian. Since a
large part of my responsibilities will be
involved with this training initiative, I
was interested in discovering how it
evolved.
The purpose of this article is to share
with you what I have learned about Ac-
cess 2000, its history and goals, and
about the LibraryTs part in its assigned
responsibility to train faculty, staff, and
students to use this new technology.
History
A plan as ambitious as Access 2000 does
not materialize overnight. Its founda-
tion began as early as the 1990-91 aca-
demic year when an ad hoc committee
was formed to help select a new plat-
form for academic and library comput-
ing on campus. The committee, the
Academic Computing Advisory Com-
mittee (ACAC), was made up of repre-
sentatives from several divi-
sions of the university and
included the Director of the
Reynolds Library. After com-
pleting its original assign-
ment, the committee con-
tinued to meet regularly and
became a forum for general
discussion of academic com-
puting issues on campus. By
January 1994, the commit-
tee was asked to respond to
a series of questions that in-
cluded whether under-
graduates should be asked
to buy computers as a con-
dition of enrollment, and
what specific programs of faculty-staff
and of student training and develop-
ment should be undertaken. The re-
sponses to these questions were given to
the Program Planning Committee,
which had been meeting for a year con-
cerning the Plan for the Class of 2000.
By May 1994, the Program Planning
Committee (PPC) was making a tenta-
tive recommendation that all students
have computers by the year 2000.
The ACACTs advice was sought to
determine what was needed to make
the Program Planning CommitteeTs rec-
ommendation work. The ACAC consid-
ered the many issues involved, ranging
from hardware issues, to faculty vs. stu-
dent needs, to additional support staff
requirements, to the training needs of
the academic community, as well as the
importance of providing adequate com-
puter resources for staff. One of the
main recommendations that came from
the committee was that academic needs
... perhaps the most interesting
part of the Wake Forest story
is that its major library, the
Z. Smith Reynolds Library, is
at the center of the training
initiative for Access 2000.
Winter 1996 " 153
should drive the implementation of a
technology plan.
At this point, Wake Forest Univer-
sity was primarily a Macintosh shop.
The majority of the computer labs on
campus were Macintosh-equipped, as
were most academic departments. In
fact, the Babcock Graduate School of
Management required its students to
have Apple PowerBooks. As part of the
assessment process, both Apple Com-
puter and IBM were contacted concern-
ing the development of a partnership
with Wake Forest University.
IBM showed much interest and had
experience partnering in a similar pro-
gram at the University of Minnesota at
Crookston.� IBMTs views about the im-
portance of universal access and mobile
computing to the college campus can be
seen in their White Paper on their oSo-
lutions for Higher Education� web
pages.? They arranged a site visit to the
Crookston campus for several members
of the ACAC in February 1995. There the
committee members were able to see an
example of a whole campus using
laptops, with wired classrooms and a
variety of online applications.
Between February and April 1995,
ACAC members began information ses-
sions with academic departments.
There were many questions and much
debate, but the plan was finally ap-
proved by both faculty and the Student
Government. Approval came from the
Board of Trustees in April, and the part-
nership with IBM was formalized in
May 1995.
Upon approval of the technology
proposal, assignments were made to
implement aspects of the plan, includ-
ing a pilot project. A steering commit-
tee, various task forces, and coordinat-
ing bodies were appointed to plan for
the pilot and beyond. The ad hoc ACAC
was replaced in the fall of 1995 by the
Committee on Information Technol- "
ogy, a faculty advisory committee with
representation from administration,
students, and computing, library and
Academic Computing Support staff. Its
major focus was, and still is, improving
the computing climate, and helping the
university move forward on its technol-
ogy initiative. It does this through a fo-
cus on the academic aspects of adding
sO many computers to campus rather
than the technical issues.
Central to the success of implemen-
tation was the addition of new technol-
ogy-related staff to the computer center,
the academic departments, and the li-
brary. For the academic departments, a
new position was created: the Academic
154 " Winter 1996
Computing Specialist. These ten staff
members, now twelve, would be faculty
liaisons. They would possess at least a
B.S. or B.A. degree appropriate to the de-
partments to which they were assigned
and would help the faculty of those de-
partments modify their curriculum to
incorporate computers. The library was
given four new technology-related po-
sitions: Electronic Resources Librarian,
Internet Technician, Network Techni-
cian, and ITC (Information Technology
Center) Technician. The process was
started to fill these positions. The pro-
cess was finally completed in the library
when I joined the staff as Electronic
Resources Librarian in June 1996.
The pilot program took place dur-
ing the 1995-96 academic year. In
preparation, incoming freshmen were
invited to participate and faculty were
selected. The pilot program consisted of.
100 students and 100 faculty.
The summer months were busy in
preparation for pilot program readiness.
Details that had to be addressed in-
cluded ordering and scheduling deliv-
ery of the ThinkPads, determining what
software oload� would be placed on the
machines, networking and wiring nec-
essary residence halls and classrooms,
and establishing a centralized help desk.
Training, one of the most important
odetails� that had to be handled, is the
focus of the remainder of this article.
ZSR LibraryTs Access 2000
Charge: Training
By the time that Access 2000 became a
reality, Reynolds Library had already es-
tablished itself in the area of computer
literacy training on campus. As part of
the expansion of Reynolds Library,
completed in 1991, a Macintosh com-
puter lab was built in the library. It was
part of a new department in the Library:
the Information Technology Center
(ITC). In addition to the microcomputer
lab, the ITC has a multimedia viewing
lab for video, and a multimedia lab for
the production and editing of multime-
dia. This department established a
high-tech computing facility within the
libraryTs walls for the first time.
In September 1992, months prior to
the first tentative talks concerning uni-
versal student computing, the Director
of the Library was asked to develop a
ocomputer camp� for incoming fresh-
men before the start of the Fall 1993 se-
mester. The camp, called Power Up!,
spanned three days and covered a vari-
ety of computer topics ranging from the
Internet to Unix. A detailed description
of the project can be found in an article
written by the library director, Rhoda
Channing.* The projectTs success led to
the Provost requesting an equivalent
program for faculty during winter break
in January 1994 and a repeat of the
camp for the incoming freshman class
in August 1994. The planning commit-
tee for the Power Up! project included
librarians, computing staff, and faculty.
Instructors were selected from these
groups also. Five library staff members
were involved in instruction and more
were involved in the planning stages.
When the technology proposal was
approved by the Board of Trustees in
April 1995, one of the committees
formed was the Training Task Force. As
did the Power Up! Planning committee,
the Training Task Force drew its mem-
bers from different departments of the
University. It included at least one rep-
resentative each from the faculty, Infor-
mation Systems Support Center (for-
merly known as the Help Desk comput-
ing staff), Academic Computing Spe-
cialists (ACS), Public Affairs, the student
body, the library, plus the IBM Project
Manager and the Assistant VP for Spe-
cial Projects. Led by the director of the
library, the Training Task Force held
weekly meetings to plan how best to
deliver training to the pilot program
and to provide a central oclearing-
house� for training issues so that efforts
were not duplicated or fragmented.
Pilot Program
Most of the actual development of
training materials became the responsi-
bility of the ITC staff. In late July and
early August, oTrain the Trainer� classes
were held to prepare instructors to teach
faculty and students using the IBM
ThinkPad and the standard software
oload.� Instructors for these classes
came from the Information Systems
Support Center (ISSC), IBM, and the li-
brary staff. After training module re-
quirements were established, the ITC
staff developed module outlines and
scripts for the trainers to follow. This
would help ensure that student partici-
pants all received the same information.
Twenty-two members of the library
staff participated in this training and
most had the opportunity to participate
in the training of the 100 faculty mem-
bers and 100 pilot program students,
plus 200 other students who chose to
buy ThinkPads. The student pilot train-
ing sessions took place over a one-and-
a-half-day period during orientation
week and covered subjects such as oCare
and Feeding� of the ThinkPad 360CE,
DOS and Windows for Workgroups ba-
North Carolina Libraries
oe con a a oes a ev 97 on ee ce
-_" LP ON _= ~= = DR ese = KH OH LTD TD cor el " Nn DL.
» ~
Sics, networking, Internet, electronic
mail, and Microsoft Word, Excel, and
PowerPoint. Trainers worked in teams
So that while one was teaching a mod-
ule, the other could help students with
the hands-on portions. Faculty training
Was done in an afternoon session, and
then a full day class was offered during
fall break.
Some valuable lessons were learned
during the initial pilot program training
Sessions. All of the training took place
in the newly Ethernet-wired classrooms.
The training was to take place online so
that the students could get hands-on
experience on the campus network. Part
of the class was designed to help the
Students log on to the network for the
first time. It wasnTt until 100 simulta-
neous first-time logons were attempted
that it was discovered that the network
CouldnTt handle the load. Also, as ex-
Pected, it was confirmed that partici-
Pants possessed a wide variation of
Previous computer experience, with
Some students having never used a
computer while a few had more expe-
Tience than some instructors.
In addition to the initial one-and
a-half days of training provided, the
library offered supplementary training
throughout the 1995-96 academic
year. Most classes were short, inten-
Sive 90-minute to 2-hour sessions.
Subjects taught included word process-
ing, spreadsheets, creating HTML, and
Using online research resources. The
Classes were offered free of charge to
Staff and students. Trainers found that
Student interest was lower than antici-
Pated, and that the most demand
Came from the university staff. They
also found that staff training needs
Were different from those of students.
While a class for students on Microsoft
Word could be successful by covering
word processing basics, the staff par-
ticipants would have different and
More specific learning goals: for ex-
ample, how to mail-merge. Also, after
finishing teaching staff how to use
Windows 3.11, the trainers spent the
latter part of the year retraining every-
One on Windows 95!
As the results of training efforts
Were reported back to the Training
Task Force, it recognized the difficulty
Presented when computer literacy lev-
els range from novice to expert. If both
extremes end up in the same session,
there is the risk of overwhelming the
beginner or boring the seasoned user.
To help alleviate this problem, Direc-
tor Channing proposed introducing
Computer-based tutorials. These would
North Carolina Libraries
provide an alternative method of train-
ing where participants could experience
self-paced, in-depth learning. Com-
puter-Based Training (CBT) modules
were purchased and put up on a server
in the ITC where they can be accessed
by anyone on the WFU campus. There
are 206 different modules on subjects
ranging from Windows 95 training to
Windows NT to Lotus Notes. Partici-
pants can test themselves as they work |
through the lessons and monitor their
own progress. These should provide a
rich supplement to the classroom train-
ing programs.
Preparing for The Real Thing
As plans started to be formulated for the
first entire class that would receive
ThinkPads, the lessons learned through
the pilot program were just a starting
point. One hundred students were in
the pilot program. When the Class of
2000 arrived, 1,000 students would be
Illustration 1
ThinkPad Hardware Configuration
IBM ThinkPad 365XD
16 MB RAM
810 MB HD 100, MHZ Pentium Processor
Ethernet Card
14.4 KBPS Data/Fax Modem
10.4" Dual Scan Color Display
4 Speed CD-ROM
External Floppy Diskette Drive
ThinkPad Standard Software Inventory
WiINDows 95 OPERATING SYSTEM
COMMUNICATIONS TOOL/INTERNET TOOLS
WinPopup
Lotus Notes
Netscape Navigator Gold 2.01
WS FTP
IBM Global Network PPP Dial-Up
Eudora
MICROSOFT PRODUCTIVITY SOFTWARE
Excel
PowerPoint
Word
RESEARCH TOOLS
Access to:
First Search
OWL (Online Wake Libraries)
ZSR Library CD-ROM LAN
OTHER SOFTWARE
McAfee AntiVirus
Lotus Organizer
Lotus Screen Cam
Access to CBT
Wake Forest Template
Remedy
issued laptops. For most of the 1995-96
academic year, the Training Task Force
met on a weekly basis, and the ITC staff
met on a daily basis to discuss training
issues. For six weeks at the end of the
school year, two ITC staffers worked two
days per week with staff at Information
Systems. They helped test and install
the new software loaded onto the up-
dated ThinkPad (see Illustration 1) so
they would become familiar with it in
order to develop training materials.
Part of the success of the software
load would depend on the ease of ac-
cessing the programs by the users. To
ensure that the library resources were
available through seamless means, the
automation librarian worked inten-
sively to refine the CD-ROM LAN and
create a more attractive user-friendly
interface for it as well as for the CBT
modules. He also created a detailed,
web-based tutorial for using the Online
Wake Libraries electronic catalog.
Other library staff worked to develop
web pages that would provide access
to training materials.
The logistics of training 1,000 first
year students during orientation week
made changes in training method and
content necessary. A decision was
made to offer distribution of laptops to
those students who paid their fall tu-
ition by early July. Those who accepted
the offer would receive their ThinkPads
at their homes in late July. Included in
the shipment would be the Technology
Guide for the Class of 2000 which pro-
vides detailed instructions on every-
thing the student would need to know
to get acquainted with the computer.°
This guide was originally produced for
the pilot program, and was updated to
reflect hardware, software, and policy
changes made for this year. Also pack-
aged with the laptop was a CD-ROM
produced by the University called
oGetting Started With Your IBM
ThinkPad.� It is a multimedia presen-
tation that shows the different features
of the ThinkPad, and tells how to care
for it and the software installed. At the
end of the CD-ROM are instructions
for determining the studentTs network
logon ID number. Students who took
advantage of the early distribution of-
fer were told it was not necessary to
attend training during orientation
week since the guide (nicknamed The
Black Book) provided the same infor-
mation that would be covered during
orientation training. Over 450 students
chose to receive their laptops early, so
plans for orientation training focused
on the remaining 500+ students.
Winter 1996 " 155
In early summer, trainers began to
meet every Friday morning. This group
included staff from the library, ACS, and
ISSC. Although ISSC staff would not ac-
tually train, they would be providing the
majority of support, so were a valuable
source of input and insight. Training
teams would be made up of three mem-
bers this year. They would come from
the library and ACS staffs, plus each
team would include one of the newest
positions created as part of the initiative:
the Resident Technology Advisor (RTA).
RTAs are trained students who live in the
first-year studentsT residence halls and
are available to answer questions and
assist in solving problems regarding the
use of the laptops. It was at this point
that I joined the staff and began a quick
immersion into all the details that would
make up this fallTs training.
This year the orientation training
would be just three hours instead of
one-and-a-half days. This change was
made strictly because of the numbers
involved. It just was not possible to
schedule that length of training for that
many students during orientation. Also,
this year the students would work
offline instead of on the network. Al-
though the value of having hands-on
practice while connected to the net-
work was recognized, more potential for
problems and class delays existed when
several hundred simultaneous logons
took place.
When the Friday training meetings
began, the ITC staff had developed a
tentative training script that covered
teaching the skills that had been agreed
upon as Access 2000 Orientation Goals
and Objectives. The information each
student should take away from the ori-
entation included:
¢ How to Care for the ThinkPad
e Introduction to Windows 95
Operating System
¢ Introduction to the ThinkPad
software load
e Introduction to the campus
network and the Internet
¢ What other training resources are
available
e Where to get help and support
The purpose of the Friday meetings
was to fine-tune the script for content
and timing as well as to familiarize the
trainers with what they would be teach-
ing. By the time the script was finalized
in August, it was in its tenth draft. The
first several sessions were conducted by
ITC staff members, but during the last
few sessions, training teams took turns
presenting the material to the class.
196 " Winter 1996
Developing the orientation training
script was only one item on the libraryTs
list of preparations to be made. Evalua-
tion instruments had to be developed,
not only for orientation, but also for
ongoing tracking of training efforts
throughout the semester. Class rosters
were made after it was determined that
there would be approximately 500 stu-
dents attending the orientation. From
_ the experience of the pilot program, op-
timum class size was set at 25. Ten elec-
tronic classrooms were reserved for the
entire day so that each of the ten train-
ing teams could hold two classes. A week
before the training day, all classrooms
were inspected to ensure that the net-
work connections and the projectors
were in good operating condition. Then,
because equipment failure is the night-
mare of every instructor doing electronic
presentations, the classrooms were all re-
checked the afternoon before orienta-
tion. Class handouts were printed and
collated. Team members met individu-
often provide the core of the training
effort, staff will be drawn from many li-
brary departments: Reference, Microtext,
Technical Services, and Government
Documents. In an effort to better antici-
pate class size, students have been asked
to write a $5.00 check to reserve their
space. When they attend the class, the
check will be returned.
ThinkPad Orientation Day:
August 27, 1996
The attention to detail paid off when
ThinkPad Orientation Day finally ar-
rived. Early feedback from the training
teams indicated that the classes pro-
gressed as expected. Most students
had followed instructions given to
them when they picked up their
ThinkPads the previous day: they had
gone through the oGetting Started� CD-
ROM, and many had already managed
to log on to the campus network for the
first time. It is expected that when evalu-
ations are tallied, they will confirm that
Wake Forest University freshmen start their college career off right with their new IBM ThinkPads.
ally to decide how to divide the training
duties and to practice the modules.
Lunch was ordered in for all the trainers.
During the same time frame, plan-
ning began for offering ongoing training
in the fall: course topics and descriptions
were developed and class schedules were
set. There will be 21 different topics of-
fered, some more than once, during the
fall semester. The Short Course Guide:
ThinkPad Training Fall 1996 was pub-
lished in time to be distributed along
with the ThinkPads during orientation
week. Students also can find the guide
and class schedule online.® Once again,
the instructors will be library staff mem-
bers. In addition to the ITC staff, who
the majority of the students felt the sub-
ject matter was important and that the
scope covered during class was valuable.
They did think that more time was
needed to cover all the topics in more
depth. This was something that was rec-
ognized early-on as being preferable, but
not feasible because of the numbers of
students involved. The students ex-
pressed disappointment in not being
able to follow along online, but the
training modules were designed to allow
as much offline hands-on practice as
possible. Due to these limitations, which
had been identified at the beginning of
the planning process, there was a great
deal of emphasis made by the trainers
North Carolina Libraries
about how to get further training and
Support after the class was over.
It is hoped that the extra tools pro-
vided " The Black Book, CBT Training,
materials available through the cam-
pus web site (Illustration 2), the pres-
ence of Resident Technology Advisors
in each dorm, and continuing train-
ing courses offered throughout the
Semester " will build on the comput-
ing foundations introduced during the
ThinkPad Orientation.
What's Next?
With the successful completion of
ThinkPad Orientation Day, the
libraryTs job has just begun. The li-
brary will be responsible for ongoing
evaluation of training effectiveness as
the program progresses. Now that ini-
Illustration 2:
Guide/index_2ktoc.html
North Carolina Libraries
TENGE ES .GRGA EE D
tial training is completed for students,
university staff will be surveyed to
determine their needs, and classes will
be developed for them. The library
will participate in the further develop-
ment of electronic resources to enrich
the learning experience at WFU. One
of the first projects it is helping to
implement a pilot program to test
electronic reserves for the first-year
seminars that have been introduced as
part of the Plan for the Class of 2000.
By the time this article is published,
plans for training next yearTs fresh-
man class will be well underway.
It is impossible to predict every-
thing in which the library may be-
come involved, but the possibilities
seem limitless. The opportunity to
work in cooperation with many differ-
Training Information Available on WFUTs Web Site
Technology Guide for the Class of 2000: http://www.wfu. edu/T HK fad) ology
ThinkPad Orientation: http://www.wfu.edu: 8O/Librany/ITC training lariat: htm
CBT Index: http://www.wfu.edu:80/Library/ITC/training/tramat.htm/cbtindex.doc
ThinkPad Training Course Catalog: http://www.wfu.edu:80/Library/ITC/training/catcal.htm
Training Scripts (for trainers): http://www.wfu.edu: 80/Library/ITC/training/trainer. htm
OWL Electronic Catalog Tutorial: http://www.wfu.edu/Library/dynweb/mainmen.htm
INFORMATION
ent areas of the university and have a
part in shaping the way students, fac-
ulty, and staff will access information
is an exciting prospect.
References
1 oThe Plan for the Class of 2000.�
http://www.wfu.edu/p2000/ (cited
August 27, 1996).
2 Donald Sargeant, oMobile Comput-
ing " Reducing Time and Space Barri-
rs.� Updated February 28, 1996. http:/
/www.crk.umn.edu:80/thinkpd.htm
(cited August 28, 1996).
3 Edwin Pinheiro, oIntroducing mo-
bile computing to the college campus.�
http://isaac.engr.washington.edu/seg-
ments/tpu.html (cited August 12, 1996).
4 Rhoda K. Channing, oPower Up!
Getting Wired at ~Computer CampT,�
Journal of Academic Librarianship
20:4 (September 1994): 223-224.
5 oTechnology Guide for the
Class of 2000.� 1996. http://
www.wfu.edu/ThinkPad/Tech-
nology-Guide/index_2ktoc.html
(cited August 27, 1996).
6 oCatalog Information.� Au-
gust 1996. http://www.wfu.edu:
80/Library/ITC/training/
catcal.htm (cited August 27, 1996).
NY Gy a fa, a Cn SY OS
Winter 1996 " 157
Learning to Use the
Tools of the Trade
he purpose of this article is to
articulate how librarians can
improve the practice of
librarianship by better assimi-
lating computer technology
into the professionTs thinking
(and othinquing�). The article ac-
complishes this goal first by outlining
four informal research projects con-
ducted at the North Carolina State Uni-
versity (NCSU) Libraries. It shows how
these projects exemplify the goals of
librarianship. Next, the article demon-
strates how librarians can use their tra-
ditional skills to provide new and pro-
gressive library services while maintain-
ing traditional principles. Finally, the
article describes why these sorts of ac-
tivities are important to the profession
and its growth.
The Alcuin Project
The Alcuin Project, begun in 1994, is an
effort to explore the possibilities of or-
ganizing Internet resources by using tra-
ditional cataloging models and provid-
ing access to these resources through an
online public access catalog (OPAC).!
The project has its roots in the Alex
database. Hunter Monroe, an econo-
mist, had been maintaining a list of
Internet-based electronic texts. His goal
was to create an OPAC-type database of
Internet resources. The NCSU Libraries
fostered a relationship with Monroe,
and consequently hosted his data on its
gopher server. Monroe named his da-
tabase Alex.
The NCSU Libraries experimented
with methods of providing access to the
Alex database via Web browsers. While
138 " Winter 1996
by Eric Lease Morgan
web browsers can interpret the gopher
protocol, using them to access gopher
servers does not reveal their fullest po-
tential. Consequently, Monroe was
asked to create a specialized report from
his database of resources that would be
easily readable with Web browsers and
indexable by the WAIS technology.
Monroe obliged and a Web/WAIS inter-
face to Alex was created.?
At the same time, the NCSU Librar-
ies had been working with Tim
Kambitsch on scripts to search our DRA-
based OPAC with Web browsers.* These
scripts allow the searcher to specify Bool-
ean queries to selected databases on our
OPAC. After installing these scripts, we
were able to search the OPAC using Web
browsers. Furthermore, by including
URLs in subfield U of the 856 fields of
machine readable catalog (MARC)
records, we were able to make hot links
from our OPAC to Internet resources.
By combining the data from the
Alex database with the web/DRA gate-
way scripts, the NCSU Libraries created
a MARC record-based data-
base of Internet resources.
This was done by asking
Monroe to create yet an-
other report from his data-
base. This final report was
in the form of rudimentary,
tagged MARC records.® The |
report was filtered through ©
a locally developed piece of
software (AlcuinTs Little | \ /J
Helper) that converted _/
MonroeTs report into MARC ~
records in communications
format.T Finally, these
THINKING
records were imported into a database
of our online catalog, Alcuin.®
Mr. Serials Process
The Mr. Serials Process is a systematic
method of collecting, organizing,
archiving, indexing, and disseminating
electronic serials. Using readily avail-
able technologies found on the Internet
(ftp, WAIS, gopher, http, perl, procmail,
and e-mail), the Mr. Serials Process has
proven an effective means for the man-
agement of electronic serials that are
consistently formatted and delivered via
e-mail.? To date, more than 1,500 indi-
vidual articles/issues of electronic seri-
als have been collected, comprising just
over SO MB of data.
The Process begins with an account
on a computer which subscribes to li-
brary- and information science-related
electronic serials. As issues and articles
arrive, they are filtered into a oto do�
directory. The maintainer of the collec-
tion uses a locally developed piece of
software to extract the bibliographic
information from each
item in the directory. This
information is used to up-
date html files on our Web
server. The original issue
(or article) is then saved on
a local ftp server. Finally,
on a regular basis, the col-
lection is indexed using the
WAIS technology to pro-
vide keyword access, while
the Web server provides
browsable access.
The system works well
as long as two conditions
North Carolina Libraries
»
hold true. First, in order to extract the
bibliographic information from each
title, this information must be consis-
tently located within each document. If
any bibliographic element is not consis-
tently located in every document, then
extra effort must be made to adjust the
system's parameters. This problem could
be overcome if the serials were delivered
in a standard format such as the Stan-
dard Generalized Markup Language
(SGML). Second, more and more elec-
tronic serials are being delivered via
Web servers instead of e-mail. To over-
come this problem, the use of the Har-
vest technology is being explored.!° !!
Unfortunately, if Harvest is the only
thing being used to gather and index
the serials, then the Mr. Serials Process
does not accomplish one of its goals,
namely preservation of the materials.
Ask Alcuin
Still, with all the new information re-
Sources available today, the need for an
expert information intermediary (like a
librarian) is apparent. Modeling a tradi-
tional reference interview, Ask Alcuin
Trepresents the beginnings of an expert
System designed to supplement the ac-
tivities of reference librarians.!? Ask
Alcuin works by presenting a series of
questions via Web forms. Based on the
answers, the system asks other ques-
tions. Throughout the process, Ask
Alcuin dynamically constructs search
Strategies in the form of URLs that can
be applied to various Internet databases
like AltaVista, Yahoo, locally mounted
bibliographic databases through the
OPAC, or even Alcuin (above). At the
end of the question-and-answer pro-
cess, a ogame plan� is created for finding
the information the end-user seeks.
This system is intended to be used
in conjunction with a wireless network
throughout the library. Consequently,
a patron could come into the library and
borrow a portable computing device.
This device, attached to the wireless
Network and capable of using the Web,
Could then be used anywhere in the
library in conjunction with our wealth
Of print resources. Thus, when reading
an article, a patron could consult a dic-
tionary or query Alcuin which could
find omore articles like this one.� The
Portable device could even provide di-
Tections to just about anything in the
building.
See You See A Librarian
See You See A Librarian is an explora-
tion into the use of live, multimedia
technologies for the use of librarian-to-
North Carolina Libraries
librarian or librarian-to-patron commu-
nication.!3 Essentially, this projectTs pur-
pose is to discover whether or not Cornell
UniversityTs CU-SeeMe application can
be used effectively in a library setting. !4
The experiment has been divided into
three stages:
1. Feasibility - Determine how many
librarians have the necessary
hardware, software, and willingness
to explore the use of the CU-SeeMe
technology.
2. Librarians on Librarianship " Limit
the scope of discussion to library
issues. Itisintended to bea forum
for the real time discussion of such
library issues as reference services,
cataloging resources, collection
management, or acquisitions.
3. Librarians Fostering Knowledge "
Open the discussion to informa-
tion seekers needing assistance. For
example, reference questions can
be answered, suggestions can be
made for the organization of infor-
mation, and assistance can be given
for configuring information
retrieval software.
At the time of this writing, the
project has barely reached stage 2. Based
on preliminary observations, the CU-
SeeMe technology can be used to en-
hance communications between librar-
ians and their patrons with a few limita-
tions. First, too few librarians possess
the necessary hardware to do complete
audio/video input and output. Simi-
larly, few patrons have this sort of equip-
ment. On another note, potential users
of such a system, informally surveyed,
believe telephone communications are
adequate for reference interviews and
librarian/patron interactions. Unfortu-
nately, these people do not seem to
understand the benefits of non-verbal
communication.
Librarianship and the Creative
Spirit
In my opinion, the important things
about these projects are not the projects
themselves, but rather what they repre-
sent. These projects represent a libraryTs
ability to provide new and progressive
information services with computers.
These projects implement traditional li-
brary skills and principles using com-
puter technology. Librarianship is often
described as the process of collecting,
organizing, archiving, disseminating,
and, sometimes, evaluating information.
Each of the projects outlined above mani-
fests one or more of these characteristics.
The Alcuin Project organizes and dis-
seminates bibliographic information.
The Mr. Serials Process manifests all the
characteristics listed above except evalu-
ation. Ask Alcuin attempts to dissemi-
nate information and, in the future, will
do a bit of evaluation as well. See You See
A Librarian also demonstrates ways of
disseminating information.
This process of amalgamating tradi-
tional library skills and ethos with com-
puter technology requires a certain type
of thinking as well as something else I
have coined as othinquing.� In this set-
ting, othinking� is an intellectual pro-
cess characterized by methodical, sys-
tematic, left-brain activities. In many
ways this sort of activity is characterized
by endeavors such as mathematics and
computer programming. The other half
of the process, othinquing,� is intuitive,
creative, and unsystematic. Many
people characterize artistic endeavors
in this manner.
Both of these intellectual pro-
cesses " thinking and thinquing " are
necessary for libraries to manage tech-
nology effectively. Thinking must be
used to analyze the needs of our clien-
tele. It must be applied when drawing
up a budget. Thinking is a necessary
activity when learning how to use the
newest piece of software. Similarly,
thinquing must be a part of the process
of evaluating how to use computer tech-
nologies for library services. Thinquing
must be taken into account when asked
a new reference question and the an-
Thinquing is the process you use when you
encounter a new problem and must come up with
some sort of solution. The problem with the
library profession today is its tendency to ignore
obvious problems; consequently, it rarely employs
the practices of thinquing.
Winter 1996 " 159
swer is not readily apparent. Thinquing
is the process you use when you en-
counter a new problem and must come
up with some sort of solution. The prob-
lem with the library profession today is
its tendency to ignore obvious prob-
lems; consequently, it rarely employs
the practices of thinquing.
Put another way, it behooves librar-
ies not only to keep abreast of new
computer technologies (thinking), but
also to discover possibilities for improv-
ing services with these technologies
(thinquing). Then, and only then, will
librarians manage computer technol-
ogy effectively. The entire process re-
quires a fundamental understanding of
library principles and, at the same, it
requires individual librarians to thinque
ooutside the box� in order to enhance
methods of applying these principles.
In todayTs world of networked in-
formation, more and more information-
seeking activities take place without a
librarian. Frequently, our clientele can
do real, significant research without ever
stepping into a library. Many of our
profession, as well as lay people, see this
changed environment as a prelude to
the demise of libraries. While the future
of libraries will not be the same as their
past, I do not see libraries fading away.
Rather, I see the current environment
fostering a means for evolution and an
enhancement of library services. Like a
caterpillar, libraries can use the current
environment to foster growth and reor-
ganization and to emerge as a beauty
unto itself and for others.
In conclusion, as more and more
people gain access to more and more
information, these same people will have
to come to terms with methods for evalu-
ating and using this information. This
process, the process of evaluating and
using information, is, in my opinion,
the future of librarianship. This process
moves the library from a mission of
dispensing information to one of foster-
ing knowledge and understanding. It
has been said that understanding is like
a four-rung ladder. The first rung on the
ladder represents data and facts. As the
data and facts are collected and orga-
nized they become information, the sec-
ond rung on the ladder. The third rung
is knowledge, where knowledge is infor-
mation internalized and put to use. The
last rung is wisdom, knowledge of a
timeless nature. Technology has enabled
more people to climb between the first
and second rungs of the ladder with
greater ease. Similarly, technology may
enable libraries and librarians to climb
higher on the ladder as well and provide
knowledge services instead of simply
information services.
References
1 See http://www.lib.ncsu.edu/staff/
morgan/cataloging-digital- mediums.html
2 See gopher://gopher.lib.ncsu.edu/
11/library/stacks/Alex
3 See http://www.lib.ncsu.edu/
stacks/alex-index.html
4 See http://dmcpl.dayton.lib.oh.us/
~kambitsch/niso/www2dra_ forms NL.
html
5 See http://library.ncsu.edu/
® See ftp://ftp.lib.ncsu.edu/pub/
stacks/alex/alex-950224-tagged.txt
7 See http://www. lib.ncsu.edu/staff/
morgan/al-helper.html
8 See http://library.ncsu.edu/
drabin/alcuin/
° See http://www.lib.ncsu.edu/staff/
morgan/report-on-mr-serials.html
10 To learn more about Harvest, see
http://harvest.cs.colorado.edu/
"1 You can see the very begininngs
of this process at http://sunsite.berkeley.
edu/~emorgan/morganagus/
12 You can see the very begininngs of
this application at http://www.lib.ncsu.
edu/staff/morgan/alcuin/
13 See http://sunsite.berkeley.edu/
~emorgan/see-a-librarian/
14 For more information about CU-
SeeMe, see http://cu-seeme.cornell.edu/
John Higgins, Sales Representative
ww
OXFORD
160 " Winter 1996
P.O. Box 21011
Columbia SC 29221
1-800-222-9086
Fax: 803-731-0320
OXFORD UNIVERSITY PRESS ae QUALITY BOOKS INC.
North Carolina Libraries
,
nity
Techno Teamwork:
Involving All Staff in Library Automation
t is axiomatic among todayTs li-
brarians that an understanding
of the emerging electronic infor-
mation environment is crucial to
shaping the direction of libraries
and librarianship as we enter the
Information Age. Yet the staffs of
todayTs libraries frequently feel so over-
Whelmed by the requirements of day-to-
day operations that they have little time
to devote to mastering the new infor-
mation technologies. The manifold dif-
ficulties associated with developing
technological expertise among staff
have been exacerbated in many librar-
ies by an organizational structure which
has historically concentrated technical
knowledge within a single unit and in-
adequately supported the development
of technical knowledge within depart-
ments librarywide.
The traditional organizational
model for most libraries was predicated
in part upon the idea that it was the sys-
tems office (or its functional equivalent)
that dealt with the majority of the tech-
Nology within the library. At the time
Many systems offices were established,
Mainframes sited in nonlibrary campus
Computing centers were often the
Norm, the personal computer was a na-
Scent technology, and the vast majority
of automated processes involved the
Manipulation of bibliographic records
in a large, centralized database. In that
environment, it made sense to focus
technical knowledge within a single
unit with primary responsibility for the
design and maintenance of the techni-
Cal aspects of the online catalog and cir-
Culation system.
But trends (especially the wide-
North Carolina Libraries
by Tim Bucknall
spread adoption of PCs, the popularity
of CD-ROM and online journal indexes,
the continual enhancement of elec-
tronic personal productivity tools, in-
creased access to remote data, and grow-
ing patron demand for access to a wide
variety of electronic tools) have led to
increased automation at the depart-
mental level, where technology has
been applied to a broad variety of pro-
cesses and functions, many of which
have little to do with the OPAC that was
often the raison dTétre for the librarywide
automation mandate of most systems
offices. (And with the advent of client/
server OPAC interfaces and the intro-
duction of nonlocal resource access,
even the libraryTs catalog has begun to
move away from the centralized com-
puting model upon which the original
conception of the systems office was
largely founded.) Technology within li-
braries is no longer focused almost
solely upon the OPAC, but has pervaded
almost every department within the li-
brary, where it has been adapted to lo-
cal needs and become an indispensable
tool in daily operations.
Many libraries increas-
ingly recognize that admin-
istrative and organizational
structures must adapt to this
new reality. A centralized or-
ganizational structure for
managing technology be-
comes less effective as the
technology itself becomes
more decentralized.
Those libraries which
have not adapted are facing
increasingly significant
problems stemming from a
growing discontinuity between those
with knowledge of the technology and
those with knowledge of departmental
processes. Adherence to the traditional
organizational model concentrating
technical knowledge within the systems
office has in many instances resulted in
the polarization of the libraryTs knowl-
edge base. It is often the staff of the sys-
tems office who maintain the most ex-
tensive knowledge of operating systems,
networking, hardware, communica-
tions protocols, software, and other in-
formation relating to the libraryTs com-
puting infrastructure. They know how
to use the new technologies and what is
needed to implement them. They do
not, however, have familiarity with the
detailed workings of each department.
On the other hand, the staff within
each department have an intimate un-
derstanding of its work flow and pro-
cesses, but often has a more limited un-
derstanding of the technological tools
that might be used to augment depart-
mental productivity. This segregation of
knowledge within the library can result
A centralized organizational
structure for managing
technology becomes less
effective as the technology
itself becomes more
decentralized.
Winter 1996 " 161
in enormous inefficiencies, as well as a
marked underutilization of new infor-
mation technology.
As the knowledge gap between the
two groups has grown, many libraries
have realized that, to automate pro-
cesses within the library effectively and
efficiently, there must be a thorough
understanding both of the processes to
be automated and of the technological
tools used to automate them. Many li-
braries have chosen to confront this is-
sue by altering their organizational
structures. Most of these efforts fall into
one of three categories " task forces,
departmental electronic experts, and
teams. These methods are not mutually
exclusive"some libraries have
adopted all three or some combination
thereof, while others have not imple-
mented any.
Perhaps the most common of the
three organizational models is the task
force. In this model, groups are created
that are comprised of systems staff and
members of the department where a
specific technological solution is to be
implemented. The task force stays to-
gether only until the immediate goal is
accomplished. Then the group is dis-
banded and another is formed later to
deal with the next issue. And therein
lies the problem. The otechies� are con-
stantly working with different units and
rarely get to spend enough time with
any single unit to achieve more than a
superficial understanding of its work
flow and local concerns. The depart-
mental staff gets exposed to only se-
lected technological issues and concepts
but only for a relatively brief period of
time. Then staff members return to
their normal work, where there is often
no formal mechanism to maintain and
expand their recently acquired techni-
cal knowledge. The primary problem
with this method is that, although it
provides a solution to the problem at
hand, it does not provide for any long-
term interaction between the two
groups. So the task force may come up
with ideas for handling electronic seri-
als, or document delivery, or any other
current problem; but the otechies� go
away not greatly enlightened as to what
goes on in the department, while the
departmental staff gains little long-term
understanding of technology.
A second common method of
bridging the gap between systems staff
and departments is the development of
departmental electronic experts. While
the task force model seeks to bring to-
gether staff with technical knowledge
162 " Winter 1996
and staff with knowledge of departmen-
tal processes and needs, this model
seeks to consolidate both types of
knowledge within a single individual in
each department. That individual is
then available within the department to
handle a wide range of technology
needs. This approach lends itself readily
to job enrichment and empowerment
of departments, but can also result in a
radically uneven distribution of tech-
nological expertise among departments
(depending on departmental attitudes
towards technology and the availability
of staff with an aptitude for working
with computers). The departmental ex-
pert model is often plagued by insuffi-
cient administrative support, which is
commonly manifested by a dearth of
formal technical training opportunities
for the departmental experts, a lack of
release time from other responsibilities,
and the inadequate representation of
new technical responsibilities within
job descriptions. In addition, relation-
ships with primary technical support
staff are apt to be vague. Without de-
partmental support, the departmental
electronic expert can in fact occupy an
essentially nominal position.
The third approach is team-based.
This approach, utilized by both Duke
and North Carolina State University,
adopts elements of the previous two
models. The team is somewhat similar
to the task force, in that it is comprised
of staff from various departments and
brings together people from different
units with diverse perspectives on li-
brary automation. Unlike the task force
model, however, the teamTs mission is
ongoing, which reduces some of the
inefficiency of the task force model.
The team approach also tends to sup-
port the development of electronic
experts within departments because
that is where the individual team
members have offices. And because
the team is a formal, librarywide, ad-
ministrative entity, the team usually
receives more substantive administra-
tive support than do departmental
electronic experts unaffiliated with a
formal team or task force. Addition-
ally, the team can collaborate on
intradepartmental concerns and may
effectively assist in establishing priori-
ties for librarywide projects, especially
when funding or staffing is an issue.
Jackson Library's Local
Technical Expert Program
At the University of North Carolina at
GreensboroTs Jackson Library, we had
over the years developed two basic ap-
proaches to technological implementa-
tion and innovation. We utilized a short
term approach; task forces were called
into being until their mission was ac-
complished and then they were dis-
banded. We also had a strictly volunteer
departmental expert approach, which
resulted in a few departments having
individuals with some degree of techni-
cal expertise, while other departments
literally had no one who could even for-
mat a floppy disk. But we had no for-
mal, long-range vision for fostering en-
hanced understanding and use of infor-
mation technologies librarywide. In
March 1995, we decided that the selec-
tion, implementation, and manage-
ment of new technologies were simply
too important to rely solely on tempo-
rary and ad hoc measures. We decided to
implement a new approach which
would provide for a permanent and
ongoing solution. Our idea was to com-
bine the best elements of all three of the
common models by formally training,
supporting, and developing electronic
expertise at the departmental level
through a team approach. To achieve
this goal, we asked each department
head within the library to select an in-
dividual to serve as that department's
Local Technical Expert (or LTE). We
asked that the team be representative of
the overall library staff and were pleased
that the thirteen-member team in-
cluded both para-professionals and li-
brarians. Positions ranged the full
gamut from library clerks to members of
the library administration. Actual com-
puter experience varied widely from sig-
nificant to virtually none.
A key to the success of the new ini-
tiative was the development of goals
and expectations for the LTE Team.
These were presented by the team
leader at the first meeting and were dis-
cussed by the entire group. At the end
of the first year, these goals were re-
viewed by the entire team and were re-
instituted by consensus.
The Goals of the LTE Team
1. The team will get together on a
regular basis to exchange ideas and
information and conduct practical
hands-on training sessions in the
use of computers and electronic
technologies.
2. LTEs will be the local departmentTs
first recourse for technical
problems.
3. The LTEs will be a primary mecha-
nism for delivering technical news
North Carolina Libraries
SS
and information to their
department.
4. The LTEs will help to identify
departmental training needs, will
determine which departmental
processes are in need of auto-
mation, and will assist in
implementation.
5. The LTE team will raise the general
level of technical knowledge within
the library.
Achieving our Goals
Our first goal was to meet regularly to
exchange information and expertise.
The team members meet at least once
per month and discuss any technical
problems and solutions which have oc-
curred within their departments. The
LTEs have also undergone a good deal
of training. Given the wide disparity in
computing experience within the
group, at the first meeting we sought to
ensure that all team members had a
fundamental grounding in our local
computing environment. To achieve
this, we started by demystifying the
computer by taking it apart, identifying
the function of each of the compo-
nents, and then reassembling it. Then
We defined essential computing termi-
nology so that barriers to communica-
tion would be minimized, and we
mapped the key components of our
Campus network and discussed their
functions.
At subsequent meetings of the team
We established core computing compe-
tencies for the LTEs and, relying on the
expertise of various members within the
team, we trained each other in the fol-
lowing areas:
" Windows 3.1, Windows 95, and
basic Windows applications
" Internet use, World Wide Web
browsers, basic UNIX, and HTML
" Databases accessible through our
OPAC
" Diagnosis and resolution of basic
hardware problems
" File management, data recovery,
and back-ups
" Support for a wide variety of staff
applications
Once the LTEs had developed suffi-
cient expertise, we were able to imple-
Ment our second goal, which was to
make each LTE the first recourse for
technical problems occurring within
his/her department. This was a signifi-
cant change from our previous system
of problem resolution, under which vir-
tually all technical questions went di-
North Carolina Libraries
rectly to either the Systems Office or the
Electronic Information Resources Unit.
Now, any technical questions go to the
departmental LTE first. Unresolved
questions are referred to Systems or
Electronic Information Resources.
When these otechies� come to fix the
problem, the LTE is encouraged either
to observe, or to participate actively in,
the problem resolution. This enables
the LTE to fix the problem indepen-
dently if it recurs. Problems and solu-
tions are then reported to the entire LTE
team at the next meeting so
that everyone will know what
to do if the same problem
arises with computers in indi-
vidual departments.
The third goal of the Lo-
cal Technical Experts team
was to have each LTE dissemi-
nate technical news and in-
formation to his/her depart-
ment (especially as part of
regular departmental meet-
ings). Because each LTE has
both an understanding of
technical issues and a strong
familiarity with departmental
concerns, we thought that
fies WEES Could = prove
uniquely effective in conveying techni-
cal information by placing it in a de-
partmental context .
The fourth goal was to involve the
team in the ongoing identification of
new electronic initiatives and innova-
tions which could prove important to
the libraryTs various departments. In dis-
cussing this goal, we recognized that
departments donTt all have the same
needs and requirements, so it would
make little sense to adopt a single li-
brarywide standard for computer
knowledge and expertise. For example,
is the Web as crucial to acquisitions as
it is to reference? Are spreadsheets as
important for reference as they are for
acquisitions? We wanted the LTEs to
help us figure out who needed to know
what, and it seemed that someone who
had both technical knowledge and
... we recognized that
departments donTt all have the
same needs and requirements,
so it would make little sense to
adopt a single librarywide
standard for computer
knowledge and expertise.
knowledge of a departmentTs needs
would be most capable of making that
determination.
The fifth goal of the LTE team was
to raise the general level of electronic
expertise throughout the library. We
feel that this is absolutely crucial as our
libraries move rapidly into an increas-
FOREIGN BOOKS and PERIODICALS
CURRENT OR OuT-OF-PRINT
Specialties:
Search Service
Irregular Serials
International Congresses
Building Special Collections
ALBERT J. PHIEBIG INC.
Box 352, White Plains, N.Y. 10602 * FAX (914) 948-0784
Winter 1996 " 163
ingly automated environment. Our first
step to achieving this goal was the train-
ing of the LTEs themselves, which
brought a base level of technical knowl-
edge to every department within the li-
brary. The second step was an extensive
librarywide training initiative con-
ducted in July 1995. All of the LTEs con-
tributed their time and expertise to of-
fer fifty hands-on staff training sessions
on a variety of topics relating to the use
of computers within Jackson Library. In
July 1996, the LTE team collaborated on
the development of a curriculum of
over twenty computing courses to be of-
fered to the library staff on an ongoing
basis. These courses are taught by the
LTEs and cover such things as HTML,
UNIX, advanced word-processing tips,
Excel, file management, and oInside the
Computer.�
Successes and Problems
During our first year, the team has made
significant progress in achieving most
of its stated goals. Many of the accom-
plishments stem from the libraryTs
move from centralized computing
support to a much more decentralized
model. For example, visits to departments
by systems staff to resolve technical
problems have dropped significantly,
because the LTEs are able to solve a
steadily increasing array of problems
on a local level. This has improved re-
sponse time, and highly- trained
otechies� are now freed from much of
the burden of resolving relatively mun-
dane day-to-day technical problems and
allowed instead to concentrate on more
complex issues. This decentralization
has also had the desired effect of raising
electronic awareness and expertise li-
brarywide and has empowered depart-
ments to have greater input into the se-
lection, adoption, and implementation
of information technology within the
library.
These general, librarywide advances
have been matched by concrete initia-
tives at the departmental level. During
the first year of the teamTs existence,
LTEs have been involved in numerous
projects, including:
" AIlLTEs have their own Web pages;
have written departmental Web
pages; and created personal home
pages for all interested library staff.
" LTETs have been paired with subject
specialists in an initiative involving
the creation of subject-oriented
Web pages for use by the campus
community.
" Personnel evaluation forms have
164 " Winter 1996
been set up online as templates.
" Library news, events, internal pub-
lications, online documentation,
and committee information are
maintained as a Web site.
" All library committee and depart-
mental e-mail mailing lists have
been centralized.
" Over 50 computer-oriented staff
training sessions were taught by
members of the team.
" Anew project involving the cata-
loging of selected resources on the
Internet was developed and
implemented.
" The cataloging of some ovirtual
holdings� of full text electronic
journal articles was proposed,
investigated, and implemented.
" Telnet Passport access to OCLC was
installed librarywide.
" The Government Documents
Department set up patron access
stations for Internet resources. This
marked the first time a public
service unit had provided public
access to the Internet through a
opoint and click� interface.
" Office automation needs were iden-
tified, resulting in the development
of shared spreadsheets for payroll,
library statistics, and the annual
report.
" Portions of three collections from
the Special Collections Division
have been digitized and made avail-
able via the World Wide Web.
" The deployment of Windows 95
was scheduled and supported.
" Ongoing oComputer Skills
Enhancement Classes� for staff
were designed and are being taught
by volunteers from the LTE team.
While the librarywide dissemina-
tion of technical knowledge and distri-
bution of technological responsibility
have yielded many benefits, they have
not been without their problems. Many
of these are the direct result of wide
variation in departmental interest in in-
formation technology, manifested by
varying levels of commitment to team
efforts among the LTEs and by differing
degrees of departmental support for its
LTE. In addition, the line authority of
department heads over their depart-
mental LTE occasionally has caused
long-term, librarywide technological
initiatives to become subordinated to
immediate, individual departmental
concerns. Finally, the reluctance of
some departments to reexamine more
traditional services and responsibilities
has meant that most of the LTEs have
been asked to assume the not inconsid-
erable duties of being a Local Technical
Expert without any commensurate re-
duction of their workloads in other ar-
eas of responsibility.
Conclusion
After a year of work, the LTE program
at Jackson Library has achieved its
stated goals and has implemented a
number of innovative services and
programs in departments throughout
the library. In fact, the overall concept
of developing departmental technical
expertise has proven so popular that
many of the training sessions initially
developed to train the LTE team are
now being made available to all li-
brary staff. This staff training compo-
nent has become a major focus of the
groupTs responsibilities. Other future
directions include more work on inter-
departmental projects, expanded use
of a collaborative work space, and an
even more active role in project devel-
opment and implementation.
Overall, Jackson LibraryTs team-ori-
ented approach to redesigning technical
support and developing local electronic
expertise at the departmental level has
proven effective in removing many of
the barriers between departmental staff
and the staff of the Systems Office and
the Electronic Information Resources
unit. The emphasis on librarywide col-
laboration, combined with the empow-
erment of departments to have a greater
influence over the adoption and imple-
mentation of new information tech-
nologies, has allayed some of the inevi-
table concerns attendant on the impo-
sition of new administrative structures.
Perhaps most importantly, however, the
staff of Jackson Library have a greater
understanding of the issues, problems,
and benefits of the new information
technologies and are now better
equipped to manage change, rather
than to be managed by it.
Thank You to NCLA
Contributing Members:
_ David S. Ferriero, |
Duke University
| Dr. Benjamin F. Speller, Jr.,
North Carolina Central University
_ Martha Richardson,
Southeastern Library Network
Tom Broadfoot,
__ Broadfoot's Publishing Company
North Carolina Libraries
Introducing the Internet in a
he opportunity to offer public
access to the Internet was an ex-
citing one for Stanly County Pub-
lic Library. We serve a county with
a population of approximately
55,000, 71 % of which is considered
tural. The main library is located in
Albemarle, which has a population of
about 15,000. We had had a few ques-
tions about Internet access from patrons
but had not anticipated being able to
offer the service so soon. There was no
money for the computer equipment in
our budget, and we had no inexpensive
Means of accessing the Internet in our
community. The chance to participate in
arural outreach project gave us the means
to connect to the World Wide Web and
Internet, but it presented the library with
New issues to resolve. Our challenge was
twofold: first, solve the internal manage-
Ment issues and, second, market the ser-
Vice to patrons, many of whom had
Never seen the Internet before.
We began with the technology it-
Self, working with the staff of the Public
Library of Charlotte and Mecklenburg
County (PLCMC) to determine the best
Way to connect our library to CharlotteTs
Web, selecting equipment to accomplish
the connectivity, placing the equipment
in the library, installing phone lines, and
Wiring the building. A major issue for li-
braries in rural areas is expensive long
distance charges. In order for Stanly
County to work with CharlotteTs Web, we
Needed to establish a direct connection
to the web server in Charlotte. The con-
nection needed to be inexpensive so that
We could continue to fund it once the
Srant period was over.
North Carolina Libraries
oa
Rural Setting
by Penny H. Welling
The technical support staff of
CharlotteTs Web met with us in Albemarle
to see our facilities and to discuss the
various options we had for access. The
telephone companies in Stanly County
did not offer ISDN connectivity at the
time, so a new modem bonding experi-
ment was devised by David Ramsey, Sys-
tem Administrator of CharlotteTs Web, to
offer 56K speed by bonding two 28.8
modems. We needed two direct phone
lines for this option. The modem server
that was selected allows us to add up to
30 computers to the lines already estab-
lished. This connection has proved to be
very quick and efficient. We have been
down only one time in four months.
This connection also has few points for
failure and can be managed easily.
Another issue to be resolved was the
placement of the equipment in the
building. In an older library that was not
designed for computers, this involves
converting space already in use. We
wanted the computers to be placed in
the reference area, along with other
computers that we use for CD-ROM
searching, but we were not able to create
a unified area. The Internet computers
were placed on a table in front of the
reference and information desk area so
that they could be easily supervised by
the reference staff. The table gave us
room for two computers to share a
printer and space to post our policies
and sign up sheets as well. The area had
to be wired for electricity and connected
to the modem server, which was placed
in a basement area out of the way. We
also bought a backup power supply for
the modem server.
One of the recurring problems for a
small library like ours is the lack of local
technical support for a sophisticated
Internet connection. We also were con-
cerned about tampering and daily main-
tenance, but were reassured to find that
one of the goals of this grant was to de-
sign a simple system that could not be
altered and that did not require a lot of
maintenance. While our staff is com-
puter literate, and we have good in-
house technical support for our automa-
tion system, we were not prepared to
install or support the technology re-
quired for the Internet connection.
Policies and Procedures
Another concern for our library was
developing an Internet access policy
and establishing procedures for using
the computers in the library. We looked
at the statement from ALA and at
Internet policies from several libraries
before developing one for Stanly
County. We wanted to address the is-
sues of accuracy of inforrnation and the
potentially offensive nature of some
sites. We also wanted to establish a
minimum age for unsupervised Internet
use. The last sentence of our policy was
borrowed from Charlotte-Mecklenburg
and sums up our philosophy: oThe
library's overall intent is to address pos-
sible misuse rather than eliminate the
opportunity to use the Internet and
World Wide Web as resources.� We
wanted the policy to alert patrons to
potential hazards, but not to limit their
use of these valuable resources.
When developing procedures for
scheduling the computers, we decided to
Winter 1996 " 1695
The World at Your Fingerti
LIBRARIES ONLINE!
About Libraries Online!
In November 1995, the Microsoft Corporation, in partnership with the
American Library Association, launched Libraries Online!, a $3 million
initiative to extend information technologies to underserved populations.
Studies had shown that people with low incomes and those living in rural
areas and inner cities were the least likely to have access to the Internet,
multimedia technology, and.current software. The Microsoft grants were
awarded to provide the incentive for research and development of
innovative approaches to reach these underserved groups.
Nine U. S. library systems were chosen to participate and each
received a combination of cash grants, Microsoft software, computer
hardware, training, and technical support to implement its project. In
North Carolina, the Public Library of Charlotte and Mecklenburg County
received a grant for a project to extend technology and Internet access
both to inner city populations and, through the community network,
CharlotteTs Web, to rural populations of neighboring counties.
The Libraries Online! grant for rural access, along with an additional
grant from the State Library of North Carolina to cover communications
costs, allowed Charlottes Web to extend service beyond Mecklenburg
County lines for the first time. It also provided an excellent opportunity to
discover and develop solutions to meet the special challenges of provid-
ing public access to technology in a rural environment.
The following components were judged to be critical to the success
of the rural project:
1. An economical communications solution that would be affordable by
the partner library after the grant funds ran out
2. Technical help to assist in setting up equipment and installing
software
3. Training for staff and volunteers
4. Enthusiasm and a willingness to provide the new service on the part
of the rural library's staff
Charlottes Web would order and set up the equipment and provide
the technical expertise, training, and grant administration. Together,
CharlotteTs Web staff and the partner library staff would develop a plan
that would be easy and economical for the partner library to maintain
after the grant period. In addition, the partner library was responsible for
providing space, necessary furniture, willing staff and volunteers to train
others, and marketing for the new services in their community.
Partnership with the State Library of North Carolina was essential to
the success of the project, not only for the additional funds provided but
also for help in selecting those counties which would make strong
partners. Several libraries were identified which could provide the
necessary support for a successful project. Final selection also was based
on the potential for a low-cost communications solution and the rural
character of the county.
Stanley County Public Library was the first rural site to be established
through the project. Library Director Penny Welling and her staff were
ready and eager to begin offering access to CharlotteTs Web, the Internet,
and Multimedia CDs in their community.
" Pat Ryckman
166 " Winter 1996
treat them like any other equipment that
was available for public use. We offered two
options for scheduling the computers. One
can be reserved up to 24 hours in advance,
and one is available on a first come, first-
served basis. Each computer is scheduled in
blocks of one hour, with the option to con-
tinue if no one else is waiting. These comput-
ers have been in almost constant use since
we began the scheduling in May. There has
been some use of the reservation system, but
most patrons come in and even wait in line.
We have not encountered any problerns re-
lated to the policy. There have been some
questions about children under 12 being al-
lowed to use the computer, but parents have
complied with the request to supervise them.
Training
As soon as the technical questions had been
resolved and plans were underway to install
the equipment, the next step was to train
staff members and volunteers to assist the
public in Internet searching. Our reference
staff already was using the Internet to answer
some reference questions and to access
OCLC. Many were using Lynx to access the
Internet and were familiar with the overall
concept of the Internet. The addition of the
grant computers, however, allowed us to
learn the graphical interface. Carolyn Felton,
Volunteer Coordinator for CharlotteTs Web,
saved us a lot of time-consuming prepara-
tion by offering a one-hour training session
to everyone who worked at the library and
to volunteers recruited to assist with the
project.
We were encouraged to recruit volun-
teers that could be trained to assist patrons
as they used the Internet computers. In two
sessions, 18 volunteers were introduced to
the Internet and CharlotteTs Web. Most of
these volunteers had little computer experi-
ence. They attended the one-hour training
and then were scheduled to practice on the
computers for a month. A follow-up session
was scheduled to answer questions or ad-
dress concerns that arose from the practice
sessions. While volunteers were diligent in
practicing, we did not have a good turnout
for the follow-up session. The success of
practice times varied greatly as well. While
some took to browsing immediately, others
were frustrated with their lack of success.
One big difference between staff and volun-
teers was the fundamental understanding by
library staff about what to expect from
Internet searches. Volunteers tended to be
unsure about what they wouid find, and of-
ten were disappointed that the Internet
could not do more. Regardless of their posi-
tions in the library, our staff members were
able to develop better search queries. For
volunteers I added more training on the best
ways to enter queries or search terms using
North Carolina Libraries
various Internet search engines.
In practice, the volunteer program
at our library has not been highly suc-
cessful. With only two computers, we
frequently have patrons that need no
assistance, leaving the volunteers with
little to do during their scheduled time.
The volunteer training has created some
enthusiastic Internet users, but our ref-
erence staff has actually assisted most
patrons. Volunteers also will be helpful
with marketing and when teaching pro-
grams such as oUsing the Internet to
Search for Jobs.� Having volunteers lead
this type of session will be a more pro-
ductive use of the trained volunteers in
Our setting.
An important element of training
for both staff and volunteers is the will-
ingness to explore. Some staff and vol-
unteers were concerned about needing
to acquire a certain level of knowledge
about the Internet by a given date. After
the computers were installed and every-
One had been trained, we allowed staff
and volunteers the exclusive use of the
computers for a month to give them
adequate time for practice. Our goal here
Was to create an atmosphere where risk-
taking and exploration are valued and
encouraged.
Marketing
One of the most effective marketing
tools for our library was the enthusiasm
of staff members for public access. Dur-
ing the time that the computers were
available for staff and volunteers to prac-
tice, our reference staff answered many
questions for the public about what the
computers were for and when they
would be ready for public use. They also
were using the Internet to answer refer-
ence questions and began to educate
Patrons about how they could answer
their own questions once the computers
were available. Signs were placed on the
computers announcing the opening
date for their use.
We held a Grand Opening Day
when we thanked our grant partners and
began to schedule the computers for
public use. The grant included support
for this type of marketing activity.
PLCMC provided us with tee shirts for
volunteers to wear on that day. We wore
oStanly County Online� buttons, which
were a takeoff on the Libraries Online!
project. We offered refreshments and the
chance to see demonstrations of Internet
access. The opening was featured in the
local newspaper.
We have posted signs announcing
the availability of a volunteer one after-
noon per week to give demonstrations of
the Internet. This has been a successful
feature of the volunteer program and a
good way to introduce people with no
previous experience to the possibilities
of the Internet. There are still many
people who come into the library that
have heard of the Internet and want to
see what it is or what it will odo.� A dem-
onstration is the best way to answer this
questlon.
For patrons ready to browse, we
have discovered that providing Web ad-
dresses is a good way to begin. This fall
we will begin publicizing an oaddress of
the week� for young people, which will
be featured in the local newspaper and
posted at the computers. Staff will be
advised about this address and what
they can expect to find there. Instruc-
tions for using the Open feature to locate
the address will also be posted at the
computer. This will allow us to educate
our patrons and to remind the commu-
nity of the public access option at their
local library.
Benefits of Public Internet Access
The ability to offer public access to the
Internet has brought many benefits to
the library and its patrons. We have at-
tracted a new group of users; a study of
our computer sign-up sheets indicates
that we have scheduled people that have
858 Manor Street
Lancaster, PA 17603
CURRENT EDITIONS, INC.
W/HOLESALERS
TO LIBRARIES
"Support North Carolina Libraries"
not used other library services. Our in-
formation services manager has been
able to cancel some expensive print and
CD-ROM sources that are now available
on the Internet. For instance, we have
located several ways to search for phone
numbers on the Internet and will no
longer subscribe to our telephone CDs.
The Internet has proved to be a good
source of medical information as well.
We donTt have an extensive medical in-
formation collection because of the ex-
pense of updating frequently. Now
Internet access allows patrons current
information.
As more businesses and organiza-
tions add World Wide Web addresses, we
find many patrons come in with ad-
dresses that they want to visit. Of par-
ticular interest is the ability to do job
searches on the World Wide Web. Stanly
County has a high unemployment rate
and job seekers have been using the
Employment Security Commission job
listings on our reference computer for
some time. There is much more informa-
tion on the Web, and searchers can pin-
point jobs and locations better using
these resources. The only disadvantage
we have found is the inability of some
users to comprehend the written instruc-
tions on these pages. While computer
access to the Internet offers many advan-
tages to the information seeker, it is still
necessary to have a basic level of reading
comprehension to use this method suc-
cessfully. Our staff has spent time assist-
ing some patrons as they read the mate-
rial they have retrieved.
Evaluating public access to the
Internet is another management ques-
tion for Stanly County Public Library.
We had attempted to control use by
scheduling and policy decisions. We
found that the scheduling of the com-
puters has been successful as planned,
with few exceptions. An element of
evaluation in the original Libraries On-
line! grant is the tracking of user demo-
1-800-959-1672
1-800-487-2278 (FAX)
North Carolina Libraries
Winter 1996 " 167
graphics, looking primarily at age, gen-
der and race. The original funders want
to see who benefits from Internet and
World Wide Web access in a rural or low
income area. We also want to answer
that question. In the first three months
of the project, we have had many young
people using the computers. This use
could be due to summer vacations or it
may be a pattern that continues into the
fall. Our library has heavy after-school
use, and we will be evaluating the suc-
cess of computer scheduling during this
time of year.
The ease of operating the equip-
ment and the amount of time it is func-
tional are other areas for evaluation. In-
stallation was in the hands of the
CharlotteTs Web representatives, but has
been timely. We have had no attempts at
vandalism so far. From a technical stand-
point, the system that was designed and
installed by the PLCMC representatives
has been easy for us to manage, with
little need for adjustment or input by
their staff.
Another evaluation issue for this li-
brary and all others is the cost of provid-
ing the service. We are tracking tele-
phone charges and print cartridge costs,
as well as the staff time required to man-
age the equipment. Charges for the tele-
Broadfoot's
of Wendell
6624 Robertson Pond Road ~ Wendell, NC 27591
Phone: (800) 444-6963 ~ Fax: (919) 365-6008
SOFTWARE
VISUALS
Spring & Fall Catalogs
Are you on our mailing list?
Tar Heel Treasures
for
natives & newcomers
young & old
168 " Winter 1996
MULTICULTURAL
SELECTIONS
phone lines will have to be added to the
constantly growing expense of tele-
phone connections that we require for
telephone, fax, and online catalog con-
nectivity throughout our library system.
This new service will also change the
way our budget is allocated for reference
and information services in the future.
We will buy fewer print resources, espe-
cially expensive, seldom used materials
that contain information we can locate
on the Internet, but we will have more
telephone charges and greater staffing
needs for computer support.
Determining the needs of patrons
and tracking how they use the equip-
ment will also be important. We have
many teenage patrons who enjoy play-
ing games. Senior citizens are doing ge-
nealogical research on the Internet.
Have we expanded to an even greater
degree the all encompassing mission of.
a public library? How much do we want
to encourage this use? How does it fit
into our overall mission to provide li-
brary services to our community? These
are questions that we will continue to
address as we evaluate this service.
Overall, our experience with public
access to the Internet has been a positive
one. Several elements contributed to this
outcome. The Public Library of Char-
lotte and Mecklenburg County worked
with us to design a system that required
little technical maintenance and support
on our part. They also offered training at
just the right time to help us launch the
project quickly. Our library had staff
members that valued computer technol-
ogy and took the lead in promoting the
Internet computers and assisting patrons
with their use. Our community was very
enthusiastic as well, from the trustees
who were willing to create a ouser-
friendly� Internet policy that did not
overly limit or restrict, to the patrons
who were receptive to the opportunity
to use new technology. Offering new
technological services to library patrons
seems to be a given for library managers
now, whether it be online public cata-
logs, CD-ROM databases, or Internet ac-
cess. For libraries, what used to be con-
sidered a once-in-a-lifetime switch from
card catalog to computer has now be-
come an on-going process as formats
and technologies continually change.
For rural or urban libraries, planning,
training, financing, marketing, and
evaluating are steps that apply each time
we introduce a new technology. Patrons
and staff alike can then enjoy the ben-
efits of having added a new and valued
library service for the community.
Broadfoot's has TWO Locations Serving Different Needs
)Broadfoot
|Publishing
c ompany
1907 Buena Vista Circle ~ Wilmington, NC 28405
Phone: (800) 537-5243 ~ Fax: (910) 686-4379
ecent Publications:
The Colonial & State Records of NC (0 vols.)
North Carolina Regiments (5 vols.)
Roster of Confederate Troops (16 vols.)
Supplement to the Official Records (100 vols.)
Full Color Catalog (free upon request)
North Carolina Libraries
orld
by Ralph Lee Scott
North Carolina Library
URLs
n the summer of 1996 I requested on the Listserv NCLA-L that
North Carolina libraries with home pages send me a copy of their
Internet locations for inclusion in what I hope to be an annual
directory in North Carolina Libraries. This request was in response to
several inquiries from librarians in North Carolina for such a direc-
tory. The list below is what I have received as of November 15, 1996.
Please continue to send me updates to this directory, for which I thank
you very much.
University of North Carolina at Charlotte
http://library.uncc.edu/lis/library
East Albemarle Regional Library System
http://earl.library.net
University of North Carolina at Wilmington
http://www.uncwil.edu/sys$disk1/randall/wmr.html
UNC Coastal Library Consortium
http://unccle.coast.uncwil.edu
North Carolina A & T State University
http://library.ncat.edu
New Hanover Public Library
http://www.wilmington.net/nhcpl/
Elon College
http://www.elon.edu/users/o/library
East Carolina University Health Sciences Library
http://www.hsl.ecu.edu
East Carolina University Joyner Library
http://www. fringe.lib.ecu.edu
Central North Carolina Regional Library
http://ils.unc.edu/nclibs/centralnc/home.htm
Cumberland County Public Library & Information Center
http://www.cumberland.lib.nc.us
School of Library and Infomation Sciences -
North Carolina Central University
http://www.nccu.edu/slis/home/slishome.html
Wake Forest University
http://www.wfu.edu/Library
Bowman Gray School of Medicine, Wake Forest University
(Carpenter Library)
http://www.bgsm.edu/bgsm/library/
University of North Carolina at Greensboro
http://www.uncg.edu/lib
Duke University Medical Center Library
http://www.mce.duke.edu/mclibrary/
North Carolina Libraries
Asout THE AuTHors ...
Tim Bucknall
(bucknall@sesat.uncg.edu)
Education: M.A., and M.L.S., UNC at Chapel Hill;
B.A., University of Texas
Position: Electronic Information Resources
Librarian, Jackson Library, UNC
at Greensboro
Diane Kester
(Isddkest@eastnet.ecu.edu)
Education: B.A./B.S., Texas WomanTs University;
MAEd./MLS, East Carolina University;
Ph.D., UNC-Chapel Hill
Position: Associate Professor, Department
of Library Studies and Educational
Technology, East Carolina University
Constance A. Mellon
(Ismellon@ecuvm.cis.ecu.edu)
Education: B.A., Hiram College; M.S.LS., and
Ph.D., Syracuse University
Position: Associate Professor, Department
of Library Studies and Educational
Technology, East Carolina University
Eric Lease Morgan
(eric_morgan@ncsu.edu)
Education: B.A., Bethany College; M.1.S.,
Drexel University
Position: Systems Librarian, North Carolina
State University
Susan Smith
(smithss@lib.wfu.edu)
Education: B.A., University of Maryland;
M.L.LS., UNC at Greensboro
Position: Electronic Resources Librarian,
Z. Smith Reynolds Library, Wake
Forest University
Bil Stahl
(aliOOwms@unccvm.uncc.edu)
Education: B.S., Geneva College; M.S., Indiana
University of Pennsylvania;
M.S.L.S., University of Illinois
Position: Director of Information Technology,
University of North Carolina at
Charlotte
Jerry A. Thrasher
(thrasher@clsn1269.cumberland.lib.nc.us)
Education: B.A., University of Alabama;
M.S.L.S., Florida State University
Position: Director, Cumberland County Public
Library & Information Center
Penny H. Welling
(pwelling@ncsl.dcr.state.nc.us)
Education: A.B., Duke University; MAT, UNC at
Chapel Hill; M.L.LS., University of
South Carolina.
Position: Director of Library Services,
Winter 1996 " 169
Putting Technology in Its Place
by Constance A. Mellon
table in the sunny middle school library were big and
boisterous, but as the librarian moved to the head of
the table and lifted the book she held in her hands, they
became quiet. Dramatically, her voice filled the room
with the adventures of a dog named Shiloh, and the
students hung on every word. The librarian is my friend,
Lina Christopher, media coordinator at P.S. Jones Middle
School in Washington, North Carolina. Her annual
presentation of Shiloh, by Phyllis Reynolds Naylor, helps
her sixth graders to develop a love of the library and a
rapport with their librarian. This kind of experience should
be a vital and valued part of library media programs, but as
North Carolina and the nation continue to worship the
great god Technology, it is the kind of experience that I am
afraid may become available to fewer and fewer children
until, at last, it disappears.
In the courses I teach at East Carolina University, I
come into close contact with many media coordinators
throughout eastern North Carolina, and the stories I hear
worry me: book budgets slashed in favor of software,
computer skills more valued than the ability to fascinate
children with books, and library programs disrupted to
allocate space for computer labs. Fortunately, the librarians
with whom I work continue to value books and to recog-
nize their importance in literacy and creative thinking.
They hold book fairs to increase the size of their collec-
tions, they practice their skills in storytelling, booktalking,
and reading aloud, and they spend hours of their own time
working with motivational programs like Accelerated
Reader and Battle of the Books. But the rewards and
recognition they earn from book-related activities are often
significantly less than those that come from Internet
activities or computer troubleshooting.
I am certainly not against technology. Far from it.
What does concern me, however, is the prevailing attitude
among educators, many of whom hold both the power and
the purse strings in public schools, that technology will
solve all our educational problems. This attitude reminds
me of the words of Thomas Edison, published in the New
York Dramatic Mirror on July 9, 1913. Edison, discussing
the new technology of the early 1900s " the motion
picture " was quoted as saying, oBooks will soon be
obsolete in the schools. Scholars will be instructed through
the eye. It is possible to teach every branch of human
T=: sixth grade students who were gathered around the
170 " Winter 1996
knowledge with the motion picture. Our school system
will be completely changed in ten years.� Time proved
Edison wrong, as it proved wrong similar claims made
about videotape in the 1970s. Now these same claims are
being made for computers. Perhaps we would do well to
heed the message of Isaac AsimovTs short story oThe Fun
They Had.� Published more than twenty years ago,
AsimovTs story is set in a time when children are educated
at home by computers and every lesson is designed specifi-
cally for each child. A young boy tells his friend about othe
old days� when children all went to school together and
learned the same things at the same time so they could
discuss what they had learned. And his friend thinks
longingly, oWhat fun they had.�
Technology is an integral part of our society today, and
we must acknowledge it as such. But computer technology
will take its place in society in the same way that the
automobile, the telephone, and television did. It will
simply fade into the social background like those earlier
technologies. In 1927, my mother announced LindberghTs
arrival in Paris over the crystal set radios tuned to the tiny
broadcasting station where she worked. Twenty years later,
she and her husband, with their young daughter, sat
spellbound in front of their first television set. Forty-two
years later, her daughter watched in amazement as the first
man walked on the moon. Technology happens. But that
same woman read aloud to her daughter from the time she
was a baby, took her to the library every Saturday for story
hour, and coaxed her into chores by telling family stories.
Reading and imagination were valued in my home as they
were in the schools and libraries in which I spent my
youth. As a result, I can imagine a world given over to
technology, a world where reading is a lost art and all
information is accepted as equally reliable because it is
easily accessible on the Information Highway. Education is
far more than technological know-how. In the memorable
words of Alan Kay of Apple Computer, Inc., oAny problem
schools cannot solve without the computer, they canTt
solve with the computer.� LetTs not pretend they can.
North Carolina Libraries
"""
GOUNFER- POINT
Technology Should Have A Prominent Place
by Jerry A. Thrasher
es, there is a lot of hype about technology, Internet,
and the World Wide Web in libraries and society as a
whole; and thatTs OK. I donTt anticipate that personal
computers will ofade into the social background� any more
so than the annual fall introduction and daily promotion of
this yearTs latest automobiles. The promotion and prolifera-
tion of cellular telephones creeps into every newspaper and
magazine we pick up. Televisions are getting more numer-
ous, a lot bigger and smaller, and going digital on us with
hundreds of channels. Personal computers will increasingly
become a major part of our daily personal and work life.
There will certainly be more of them, and they will be
smaller, faster, and have a much greater memory capacity.
Many of us remember when personal computers became
the hot thing in the early 1980s. Our library purchased a
rather large Tandy product for our administrative office in
1982. The computer made it easier for my secretary and me
to proof my letters and memos without having to retype the
entire document every time I needed to make a major edit.
There are scores of them throughout the library system now.
They have improved our productivity, communication, and
capabilities.
Since libraries are primarily about providing access to
information and the written word to our constituents or
customers, it is imperative that we keep abreast of new
formats and communications technology. Libraries have
added new technology, but nowhere near the amount that
private companies and small businesses have. Most of us are
behind the curve and striving to catch up.
Although our public library has added technology and
will add more in the months and years ahead, we have also
added mote traditional library services. In the last few years
weTve added a story time program for 12-to-17 month-olds
called oTots ~N Tales.� This is in addition to the traditional
toddler, preschool, and school age programs for children.
Other non-techie programs recently offered by our
library include oTeen Read,� a summer reading program for
teenagers, oFamily� story times for all ages, and several book
discussion groups. Besides the traditional oGreat Books�
series, the Library offers a book discussion group on African-
American authors called oOpen Gates.� Our oNew Horizons�
book club is for new adult readers with low level reading
skills. This book club was created for adults enrolled in adult
basic education dasses, GED classes, high school diploma
programs, and one-on-one literacy tutoring programs. We
North Carolina Libraries
even have a monthly oMystery� book club that is coordi-
nated by the library staff for popular detective and mystery
stories readers.
Libraries continue to enhance their information services
to the public during this age of technology. Many libraries
are creating specialized telephone reference services to allow
staff at public information desks to concentrate on giving
quality information and readersT advisory service to our
walk-in customers. The telephone service desk and the walk-
in service desk now have computer terminals that allow the
staff to access many more information resources to help
answer customersT questions.
Many public libraries expanded their traditional
services to offer Information and Referral (I&R) services that
provide specific information on local community services
and resources to meet numerous social needs. From their
extensive files, some libraries have developed printed
annual community resource directories for distribution.
Libraries are now moving beyond that and providing this
information on their online public access catalogs (OPACs)
and even on their World Wide Web (WWW) home pages.
This is a wonderful example of how libraries can use the
latest in technology to provide greater community access to
a fairly basic traditional library servlce.
Modern technology requires reading and critical
thinking skills. Often the computer can create the incentive
for adults or children to work on their reading skills so they
can use the computer adequately. Obviously, technology is
not a panacea, but it is a tool that libraries must use and
provide to our customers if we expect our institutions to be
relevant to the current information and recreational needs
of our communities or clientele.
Taking significant steps to provide technology in
libraries with stagnant budget growth is very difficult. We
should, however, use the technological interests of our
funding bodies to enhance and increase our funding to
provide computer services.
Libraries should continue to adopt and adapt new
technology to fulfill their missions. They should also create
opportunities for children, teens, and adults to meet
together or separately to share their love of reading and
intellectual interests. For the benefit of our customers, our
goal should be to maintain and augment the best of our
past, as we make room for the heavily requested technology
services and resources of the future.
Winter 1996 " 171
oLvsmeanpe? North Carcliniaua
*Lagniappe (lan-yap�, lan� yapT) n. An extra or unexpected gift or benefit. [Louisiana French]
compiled by Plummer Alston Jones, Jr.
Managing Technology Peopleography
by Diane Kester
he demands made on librarians as they seek solutions to managing technology are many. One
individual cannot be expected to become an expert on every application, software, or resource.
With this issue of North Carolina Libraries we begin the database of persons in the state who are willing
to share their expertise in specific areas of technology. The following people have submitted their
names to begin this database of resource people. If you would like to be added, please write, fax or e-
mail your name, library/school, mailing address, phone, fax, e-mail address, and the category(ies) with
which you will be willing to help others in a time of need. The data will be gathered and published
electronically, thus creating a database of human resources or a peopleography!
|. Software
ASSEMBLY LANGUAGE
Carl Fulp
Z. Smith Reynolds Library
Wake Forest University
P:OPB OK 7:
Winston-Salem, NC 27109
910-759-1952
Fax: 910-759-9831
fulpc@wfu.edu
AUTOMATION SYSTEMS
Gerry Solomon
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-4734
gsolomon@dpi.state.nc.us
Janie Neely
Davie County Public Library
Mocksville, NC 27028
704-634-2023
jneely@ncsl.dcr.state.nc.us
Dynix
Dan Smith
Z. Smith Reynolds Library
PEOr bDOxXe we
Winston-Salem, NC 27109
910-759-5797
Fax: 910-759-9831
smithd@lib.wfu.edu
172 " Winter 1996
Endeavor Information Systems (Voyager)
Stacy Anderson
Mary Jo DeJoice
Catawba College Library
2300 W. Innes St.
Salisbury, NC 28144
704-637-4448
Fax: 704-637-4304
sanderso@catawba.edu
mdejoice@catawba.edu
Follett
Larry Bennett
Follett Software Co.
9200 Sandpiper Dr.
Charlotte, NC 28277
800-323-3397 x7921
704-541-6135
Lbennett@fsc.follett.com
Toni Wooten
Media Coordinator
Harnett Central High School
Route 4
Angier, NC 27501
919-639-7057
Fax: 919-639-7057
twooten@nando.net
North Carolina Libraries
Gaylord Galaxy Automation System
Vickie Ward
Columbus County Public Library
407 N. Powell Blvd.
Whiteville, NC 28472
910-640-6620
Fax: 910-642-3839
MARC records
Carol Truett
Dept. of Leadership and Educational Studies
Appalachian State University
310 Duncan Hall, RCOE
Boone, NC 28608
704-262-3115 or 262-3164
Fax: 704-262-2128
truettca@conrad.appstate.edu
Janie Neely
Davie County Public Library
Mocksville, NC 27028
704-634-2023
jneely@ncsl.dcr.state.nc.us
SPECIFIC APPLICATION PROGRAMS
FundMaster (budget management software)
Toni Wooten
Harnett Central High School
Route 4
Angier, NC 27501
919-639-7057
Fax: 919-639-7057
twooten@nando.net
DESIGNING AND WRITING WEB PAGEs
Tim Bucknall
Jackson Library
University of North Carolina at Greensboro
Greensboro, NC 27412-5201
910-334-4238
Fax: 910-334-5399
bucknall@sesat.uncg.edu
Jennifer Diemand Cassidy
Elon College
Elon College, NC 27244
910-584-2512
Fax: 910-584-2479
cassidyj@numen.elon.edu
Sandi Culver
Cumberland County Public Library & Information Center
300 Maiden Lane
Fayetteville, NC 28301-5000
910-483-1580 x102
Fax: 910-486-5372
sculver@cumberland.lib.nc.us
Linda C. Schlekau
Havelock Middle School
102 High School Dr.
Havelock, NC 28532
919-444-5125
cn2532@coastalnet.com
North Carolina Libraries
a
INTERNET RESOURCE MANAGEMENT
Frances Bryant Bradburn
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-1528
Fax: 919-715-4823
fbradbur@dpi.state.nc.us
Tim Bucknall
Jackson Library
University of North Carolina at Greensboro
Greensboro, NC 27412-5201
910-334-4238
Fax: 910-334-5399
bucknall@sesat.uncg.edu
Janice Johnson
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-4730
Fax: 919-733-4762
jjohnson@dpi.state.nc.us
Dan Smith
Z. Smith Reynolds Library
PE@mBOxe Wiis:
Winston-Salem, NC 27109
910-759-5797
Fax: 910-759-9831
smithd@lib.wfu.edu
Toni Wooten
Harnett Central High School
Route 4
Angier, NC 27501
919-639-7057
Fax: 919-639-7057
twooten@nando.net
Unix
Dan Smith
Z. Smith Reynolds Library
P. O. Box 7777
Winston-Salem, NC 27109
910-759-5797
Fax: 910-759-9831
smithd@lib.wfu.edu
Winter 1996 " 173
ll. Hardware
HARDWARE AND MAINTENANCE CD-ROM tower / SCSI Express / Netware 3.12
Carl Fulp Pam Sessoms
Z. Smith Reynolds Library University of North Carolina at Chapel Hill
Wake Forest University Davis Library, Reference Dept., CB#3922
EO BOXe eu, Chapel Hill, NC 27514
Winston-Salem, NC 27109 919-962-1151
910-759-1952 pam.davis@mhs.unc.edu
Fax: 910-759-9831
fulpc@wfu.edu LANs, INCLUDING CD-ROMs
. oo sp University of North Carolina at Greensboro
Greensboro, NC 27412-5201
910-334-4238
Fax: 910-334-5399
bucknall@sesat.uncg.edu
Winston-Salem, NC 27109
910-759-5797
Fax: 910-759-9831
smithd@lib.wfu.edu
Carl Fulp
CD-ROM InstALLATION AND MAINTENANCE Z. Smith Reynolds Library
Ross A. Holt Wake Forest University
Randolph County Public Library P.©. Box 7777
201 Worth St. Winston-Salem, NC 27109
Asheboro, NC 27203 910-759-1952
910-318-6806 Fax: 910-759-9831
Fax: 910-318-6823 fulpc@wfu.edu
rholt@ncsl.dcr.state.nc.us Rose Aone
Randolph County Public Library
201 Worth St.
rrr reer Asheboro, NC 27203
910-318-6806
Fax: 910-318-6823
rholt@ncsl.dcr.state.nc.us
Tired of making
opermanent loans?"
Janice Johnson
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-4730
Fax: 919-733-4762
jjohnson@dpi.state.nc.us
Pam Sessoms
University of North Carolina at Chapel Hill
Davis Library, Reference Dept., CB#3922
Chapel Hill, NC 27514
919-962-1151
(i ChechointT sn
Z. Smith Reynolds Library
BOS BOxe/7 / 7
Winston-Salem, NC 27109
910-759-5797
Fax: 910-759-9831
smithd@lib.wfu.edu
Phe
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
174 " Winter 1996 North Carolina Libraries
NESS peso arrears ee En pS aa NNN eS DDN Ses at ee ne ea OE ee ee ee a
Ill. Personnel, Policies, and the Public
AUP=ACCcEPTABLE USE POLICIES
Frances Bryant Bradburn
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-1528
Fax: 919-715-4823
fbradbur@dpi.state.nc.us
Toni Wooten
Harnett Central High School
Route 4
Angier, NC 27501
919-639-7057
Fax: 919-639-7057
twooten@nando.net
BIBLIOGRAPHIC INSTRUCTION IN THE ELECTRONIC
ENVIRONMENT
Larry Bennett
Follett Software Co.
9200 Sandpiper Dr.
Charlotte, NC 28277
800-323-3397 x7921
704-541-6135
Lbennett@fsc.follett.com
Tim Bucknall
Jackson Library
University of North Carolina at Greensboro
Greensboro, NC 27412-5201
910-334-4238
Fax: 910-334-5399
bucknall@sesat.uncg.edu
Distance LEARNING
(technologies, applications, and programming resources,
techniques for teaching on television)
Linda DeGrand
Distance Learning Systems
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-715-1545
Fax: 919-733-4762
Ldegrand@dpi.state.nc.us
Diane Kester
Dept. of Library Studies & Educational Technology
East Carolina University
Greenville, NC 27858
919-ECU-4389
Lsddkest@eastnet.educ.ecu.edu
North Carolina Libraries
STAFF DEVELOPMENT FOR TECHNOLOGY
Tim Bucknall
Jackson Library
University of North Carolina at Greensboro
Greensboro, NC 27412-5201
910-334-4238
Fax: 910-334-5399
bucknall@sesat.uncg.edu
Linda DeGrand
Distance Learning Systems
Public Schools of North Carolina
301 N. Wilmington St.
Raleigh, NC 27601-2825
919-725-1545
Fax: 919-733-4762
Ldegrand@dpi.state.nc.us
Diane Kester
Dept. of Library Studies & Educational Technology
East Carolina University
Greenville, NC 27858
919-ECU-4389
Lsddkest@eastnet.educ.ecu.edu
Linda C. Schlekau
Havelock Middle School
102 High School Dr.
Havelock, NC 28532
919-444-5125
cn2532@coastalnet.com
Carol Truett
Dept. of Leadership and Educational Studies
Appalachian State University
310 Duncan Hall, RCOE
Boone, NC 28608
704-262-3115 or 262-3164
Fax: 704-262-2128
truettca@conrad.appstate.edu
RFPs ror Liprary AUTOMATION
Janie Neely
Davie County Public Library
Mocksville, NC 27028
704-634-2023
jneely@ncsl.dcr.state.nc.us
ACCELERATED READER
Diane Kester
Dept. of Library Studies & Educational Technology
East Carolina University
Greenville, NC 27858
919-ECU-4389
Lsddkest@eastnet.educ.ecu.edu
Winter 1996 " 175
____ NORTH CAROLINA
Dorothy Hodder, Compiler
aswell County Training School (CCTS) was well known in North Carolina during
the days of segregation because it had a reputation for educational excellence.
Having lived through that era, I looked forward to reading what Vanessa Siddle
Walker had to say about the Caswell community with great anticipation.
Walker said that Their Highest Potential is not about segregated schools versus
desegregated schools. She set the stage for the reader by giving a few facts about
the environment that existed during the period she writes about. Her research in public
documents shows that conditions of the schools for blacks in North CarolinaTs segregated
education system were dismal, although North Carolina was viewed as being the SouthTs
most progressive state in education in 1935. A commission with equal representation of
blacks and whites reported that othe buildings now in use for colored students are in a
poor state, poorly lighted and heated, the furniture is antiquated� and overy few rural
colored schools are equipped with modern single desks.� In 1954, the value of school
property for black students was $70, versus $217 for white students. Also, North Carolina
required the segregation of textbooks used by black and white
children. Conditions like these were common for black students
in North Carolina and throughout the United States before the |
Freedom Riders and the Civil Rights Movement of the 1960s.
Vanessa Siddle Walker. Walker allows the reader to take a step back in time and
form a relationship with a rural African American community
Their Highes t Potential: that in the early 1930s dreamed what seemed like the impossible
An African American School dream. She introduces a very unfunny subject with a light-
hearted look at the events that led to the beginning of the
C ommunity in the Segregated South. oeducation� movement by blacks in Caswell County, North
Carolina. She tells the story of oChicken Stephens,� a white man
Chapel Hill: University of North Carolina Press, 1996. whose house wound up being used to house black elementary
259pp. Cloth $34.95. ISBN 0-8078-2276-0; school students. She weaves a compelling story of the effects of
Paper $14.95. ISBN 0-8078-4581-7. racism on the lives of the Caswell County community when
176 " Winter 1996
segregation was a fact and a way of life in North Carolina. As
Walker so effectively shows in her book, segregation did nothing
to diminish the thirst for knowledge in Caswell CountyTs African
American community.
Because education was a top priority for this community, it was incorporated into the
very fabric of everyday life. Parents made demands of the county school board and the
state administration just like their white counterparts. Unfortunately, their needs always
took a low or no priority. Undaunted in their quest, Caswell county parents worked side
by side with local teachers to help students achieve at their ohighest potential.� Failure to
learn was not an option in a community that personified the very essence of oworking
together " meeting needs " we are family.�
Walker captures the spirit of Caswell CountyTs black community, showing how it
educated its own from the turn of the century through the late 1960s. She greatly
emphasizes the altruistic nature of the Caswell County African American community,
showing that there was ono poverty of spirit,� when she describes the parentsT contribu-
tions made during the Depression years. They struggled to provide supplemental support
of money and free labor to aid in the schooling of their children, building schools,
providing transportation and food, and doing just about anything that would help their
children. School was not just about book learning to them; it was about achieving oneTs
highest potential. Walker quotes from accountings by Thomas Sowell where he noted
that the schools were remembered as having atmospheres where support, encourage-
North Carolina Libraries
ment, and rigid standards were combined to enhance studentsT self-worth and increase their
aspiration to achieve. The Caswell County black community supported an educational environ-
ment that was tantamount to a owomb to tomb� commitment. The owhole� child was sus-
tained from elementary school to high school and beyond. Many former students returned to
teach in the community. In her research, Walker found reference to a 1949 yearbook that was
dedicated to the opatrons,� commending those who worked untiringly for a better school and
facilities. Also, the Southern Association of Schools and Colleges (SASC) in its 1953 report said,
odue recognition should be given the principal, teachers, students, and patrons (mostly
parents) for needed supplies and equipment.�
Many names of parents and teachers deserve to be on the Caswell Community honor roll
for their perseverance and dedication. One of these is N. L. Dillard, a moving force in the
educational advancements made in the Caswell County community from the time of his
arrival in 1930 to the day he was honored in 1968. He played a significant role in getting a
high school for blacks started in Caswell county. He would later become the principal of the
oinfamous� Caswell County Training School.
The author did an exceptional job of focusing on the osense of community and family�
that was so evident in her findings. Through a combination of oral histories and public records,
Walker developed a sequence of historical facts into an easy-to-read book. She moves the reader
through what could easily have been just a regulation history of the Caswell CountyTs black
community.
For many, this book will be an eye-opener. For me, it was reliving the past. It is but one of
myriad stories that can be told by African Americans. This book is strengthened by the author's
inclusion of information about her methodology, which will be genuinely helpful to others
who wish to attempt writing this type of story. The onotes to pages� section, divided by
chapters, lends credibility to the book as a whole. The book includes a bibliography and index.
This book is suited for academic and public libraries. Also, I would strongly recommend it
as mandatory reading for students of North Carolina history.
Vanessa Siddle Walker is an assistant professor of educational studies at Emory University
and is co-author of Facing Racism in American Education.
" Barbara S. Akinwole
State Library of North Carolina
orth Carolina author Sue Ellen Bridgers has written a novel about an ill-fated
marriage between Bethany Newell and Joel Calder. Set in Depression-era
North Carolina, the story shows these various aspects of their courtship:
Bethany and JoelTs delight with each other, Bethany living with her Aunt
Charlotte who opposed the marriage, BethanyTs alcoholic father, JoelTs
farming parents, and JoelTs dark side. No matter what the obstacles, Joel and
Bethany are both stubborn, and the marriage does take place. The rest
of the novel depicts a cycle of abuse leading to a horrifying conclusion.
The second sentence of the book: oIt was dawn following a cold
clear night, the kind of morning youTd want for a hogkilling,� is
Sue Ellen Bridgers. portentious, and, without obtrusive explanation, shows the operation
of farm life. Bridgers effectively uses small amounts of information to
All We Know of Heaven. depict the setting, and there is a good choice of words to show the
personalities of the characters.
Bridgers uses various characters to tell the story in her book. While
the process of adjusting from one viewpoint to another has negative
effect on continuity, it has a positive effect on understanding. The
reader may gain understanding about a wifeTs acceptance of abuse
from her husband. The writing style presents more rounded characters
than might have been possible otherwise because it shows what
several people thought about an event. Even a secondary character, Aunt Charlotte, has
more than one side revealed as the book progresses.
Although this book is being targeted at the adult market, Bridgers is known for her
young adult novels such as Home Before Dark and All Together Now. While it takes some
effort to get involved in the book, that effort will be rewarded by finding out that, for a
troubled soul, love may not be enough. Recommended for fiction collections in public
libraries and school libraries serving older teenagers.
Wilmington: Banks Channel Books, 1996.
212 pp. $22.00. ISBN 0-9635967-4-8.
" Mel Burton
ae Gaston County Public Library
North Carolina Libraries Winter 1996 " 177
NN eS eg a aa Fig Nk Sire 8S 0 Elgg on 2a a ROE ROE PE No
frican American, southern, and womenTs history are all enjoying a boomlet of
sophisticated and revealing writing. The present book, a reworking of a Chapel
Hill dissertation, makes a significant contribution to all three areas. All histori-
ans have to read behind their documents, to be attentive to nuances and
contradictions in written evidence, but students of gender and racial minorities
must be doubly so. Gilmore, a descendent of a distinguished white North
Carolina family, fulfills this need while assembling the evidence from a wide
range of obscure sources. Her conclusions, based on feminist and
racialist theory, are in general convincing.
The period under review was the nadir of African American
Glenda Elizabeth Gilmore. history: black economic status declined and political rights deterio-
rated while segregation laws were enacted and enforced. As black
Gender & Jim Crow: Women and men lost the right to vote, black women mobilized to gain influ-
the Politics of White Supremacy in
ence. Gender & Jim Crow is important in resurrecting the voices of
these women. Unfortunately, only a small number of voices have
North Carolina, 1896-1920 been recovered, mainly of relatively well-educated omiddle-class�
black women. Most of GilmoreTs work rests on evidence from
Chapel Hill: University of North Carolina Press, Salisbury and New Bern, with less but interesting evidence from
1996. 384 pp. Cloth, $49.95. 0-8078-2287-6. Charlotte and Wilmington.
Paper, $17.95. 0-8078-4596-S.
GilmoreTs reading of the Wilmington Riot of 1898 indicts the
Democrats for whipping up racial hatred through loud and deliber-
ate embellishments of rape stories, while she blames the Republi-
the same thing.
free of jargon.
cans for crassly abandoning their black allies after 1900. Although
opportunities for higher education of black women declined after
disenfranchisement in 1901, their public role expanded with the growth of Progressive
government. GilmoreTs own bias comes through, however, when she praises black
feminists for using white rhetoric for their own uses but criticizes James Shepard for
The UNC Press does its usual fine job of printing, but the index has misleading gaps
and does not cover the excellent endnotes. The illustrations are well-placed but not
particularly revealing. Charlotte was not the stateTs largest city until 1910, but
otherwise Gilmore has done her homework well. The writing is clear and mercifully
GilmoreTs Gender & Jim Crow adds depth and breadth to our ever-increasing vision
of black diversity in history. It fits well within the territory explored by Jacqueline
JonesTs Labor of Love, Labor of Sorrow (1985) and complements HigginbothamTs Righ-
teous Discontent and GreenwoodTs Bittersweet Legacy. All libraries interested in North
Carolina or African American history should add this title to their collections.
" Patrick Valentine
Wilson County Public Library
hermanTs March Through North Carolina: A Chronology, by Angley, Cross, and Hill,
three researchers from the North Carolina Department of Cultural ResourcesTs
Division of Archives and History, details ShermanTs effective use of destruction,
terrorism, and laying waste to land to cripple a people and end a war.
As the introduction explains, in May 1994 the Cape Fear Living History
Wilson Angley, Jerry L. Cross, and Michael Hill.
ShermanTs March Through North
Carolina: A Chronology.
Raleigh: North Carolina Department of Cultural
Resources, Division of Archives and History, 1995. 129
pp. Paper, $8.00. ISBN 0-86526-266-7.
178 " Winter 1996
Society proposed a monument commemorating Union troops.
The resentment from North Carolinians was overwhelming. In
light of ShermanTs March, the reader can easily understand why
the people of North Carolina rejected the proposed statue of
General William Tecumseh Sherman for the Bentonville
Battleground State Historic Site. On their famous March,
Sherman and his troops created a pain to last for decades.
This well-researched book impresses the reader with day-to-
day accounts and stories written by members of ShermanTs
army, escaped slaves, and individual noncombatants, recollect-
ing how they were pillaged of belongings or suffered bodily
harm. The book is well-balanced, describing how both Union
North Carolina Libraries
)
and Confederate troops, particularly deserters, took advantage of an unprotected
populace. For example, on March 4, 1865, the Daily Conservative of Raleigh
reported that desperadoes or outlaw Confederates threatened a lone widow of
Guilford, tieing a rope around her neck, until she gave them her hidden money.
Descriptions such as this evoke pity for the innocent. The strength of this book is
that it tells the story of ShermanTs March through the voices of its victims. The
authors set up interesting contrasts in viewpoint, such as a Union diarist from
Minnesota who recorded how inviting the landscape and people of Warren County
were, next to a diarist from Louisburg who records her indignation towards Federal
calvary companies coming into town.
Each section of the book has informative endnotes. The book includes an
interesting bibliography and a useful index. The four maps included are, unfortu-
nately, black and white copies of colored originals and do not distinguish well
between roads and troop movements. No photographs or portraits are included. In
all, this is a well-balanced look at the experiences of troops and civilians alike, with
excellent descriptions of sites and personal encounters. Recommended for all North
Carolina history collections.
" Joseph Shepard
New Hanover County Public Library
his is the third in a series of novels which are set in Mitford, a friendly village
somewhere in the hills of North Carolina. The first, At Home in Mitford, was an
American Booksellers Book of the Year nominee. Light in the Window is the second,
and, apparently there are more to follow the most recent title. According to the
publisher, the author was a successful advertising executive before moving to her
current home in Blowing Rock.
All three novels revolve around Father Timothy Kavanaugh, an Episcopal priest
in his early sixties, who ministers to his parishioners and neighbors while dealing
with his own shortcomings. As These High Green Hills begins, Father
Tim, until recently a bachelor, is happily adjusting to married life with
his energetic wife, Cynthia. This change serves as background while
the priest and his neighbors cope with a variety of problems ranging
from the merely sticky (how to tell an elderly strong-willed financial
Jan Sa pillar of the church that she should no longer drive) to the very serious
These High Green Hills. (rescuing a child from an abusive father). He also encounters personal
trials such as facing his fears while lost in a cave and feelings of
New York: Viking, 1996. 333 pp. $22.95 jealousy toward longtime friends. In the end all these matters, both
ISBN 0-670-86934-1. pastoral and personal, are satisfactorily resolved as courage and caring
prevail.
While Mitford as a place provides overall structure to the varying
threads of the narrative, the North Carolina setting is incidental.
Although there is a mention of trillium and other native plants and of
someone going to Asheville and a church bulletin from Canton,
Mitford is not grounded in, nor does it convey, a feeling of North Carolina or the Appala-
chian Mountains. Mitford could be anywhere in the South, yet it is a special place. Its appeal
is that most of its citizens live in a state of Grace.
This book is well-written, by turns humorous and sad, yet always hopeful. There is an
audience that will treasure this series. Recommended for most public libraries.
" Bill Kirwan
Western Carolina University
* Due to a 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 Libraries Winter 1996 " 179
SS
athaniel Cheairs Hughes, Jr., with determination not unlike that of William Tecumseh
Sherman himself, conducted research for some forty years before completing this
thoroughly documented and well-written account of North CarolinaTs only major Civil
War battle. As the extensive bibliography reveals, the author examined scores of original
manuscript collections located throughout the country and many other primary and
secondary sources. Hughes uses these materials not only to provide an accurate and
objective description of his subject, but also to enliven it with fascinating quotes from
Nathaniel Cheairs Hughes, Jr.
Bentonville: The Final Battle of
Sherman and Johnston.
Chapel Hill: University of North Carolina Press,
1996. xix, 336 pp. $37.50. ISBN 0-8078-2281-7.
participants of the battle. Consequently, Bentonville will be useful to
scholars and interesting to laymen who thrive on knowledge of this
gallant and tragic period of our history.
The Battle of Bentonville took place during March 19-21, 1865, in and
around this small community in southern Johnston County. The
engagement involved the forces of Union General William T. Sherman
and Confederate General Joseph Eggleston Johnston. ShermanTs greatly
superior troops, fresh from victories in Georgia and South Carolina, were
marching toward Goldsboro, with its strategic intersection of major rail
lines, preparatory to their goal of defeating Robert E. LeeTs Army of
Northern Virginia. Johnston assembled remnants of weary Confederate
forces in a desperate surprise attack that was destined to fail.
Hughes does much more than simply describe the intricate military
tactics of the battle (though he does this in considerable detail). First, he
places the battle in the context of the final stages of the Civil War. To
help readers understand the engagement, the author fully develops the
character of many of the key Union and Confederate officers, thus
explaining why they took certain steps. He shows also how rank-and-file soldiers
felt about their leaders. Hughes analyzes the battle, pointing out brilliant maneu-
vers and costly mistakes. He explains the overall significance of Bentonville.
Bentonville: The Final Battle of Sherman and Johnston, is the work of a seasoned
Civil War historian who has written university press books pertaining to Gideon J.
Pillow, William J. Hardee, and the Battle of Belmont. Although the quality and
usefulness of the illustrations and maps do not match those of Mark L. BradleyTs
Last Stand in the Carolinas: The Battle of Bentonville (Campbell, CA: Savas
Woodbury Publishers, 1996), HughesTs book will be of great interest to many
patrons of academic and public libraries.
" Maurice C. York
East Carolina University
t the edge of the Blue Ridge Parkway near Boone, a lovely mansion sits on the
side of a hill overlooking vast tracks of forest and a beautiful lake. Each year
thousands of people visit this site, the Moses H. Cone Memorial Park, to
admire the vistas, walk the extensive trail system, and make purchases of
Appalachian crafts from the gift shop inside. The house and the
park are part of the fascinating story of Moses H. Cone and, in
particular, his influence on this area of North Carolina.
Although his name is associated more often with the city of
Greensboro, Moses Cone also had a dramatic impact on Blowing
Philip T. Noblitt. Rock and Watauga County. Cone began acquiring land on and
around Flat Top Mountain near Blowing Rock in the 1880s so that
A Mansion in the Mountains: he could build a home in what was then considered a more
the Story of Moses & Bertha Cone & healthy climate. The concept of Flat Top Manor, a home built to
reflect its ownerTs wealth and social standing, and its surrounding
Their Blowing Rock Manor. environment, was modeled after that of the Biltmore estate in
Boone: Parkway Publishers Inc., 1996. 216 pp.
Paper, $14.95. ISBN 1887905-02-2.
Asheville. Careful attention was paid to the mansionTs site, its
system of internal carriage pathways, landscaping, and grounds
maintenance. Cone, imitating VanderbiltTs interest in forestry,
even brought in experts to begin the scientific farming of apples.
Throughout his later life, Flat Top Manor remained ConeTs
180 " Winter 1996
North Carolina Libraries
Se ee ee
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favorite residence. While using the mansion for social and family activities, Cone
also made it a base for his efforts to promote education and business in the local
area. He purchased land for local public schools and was influential in the devel-
opment of what later became Appalachian State University. At ConeTs death in
1908, his widow, Bertha, inherited the mansion, which then entered a new phase
of its existence. The story of BerthaTs management of the estate is as interesting as
that of its construction. Throughout her later life, Bertha opposed the Blue Ridge
ParkwayTs development plans which she felt would destroy the very type of
environment that her husband had worked so hard to build. Only after her death
was the property conveyed to the National Park Service.
Philip Noblitt, an interpretive specialist for the Blue Ridge Parkway, has written
a very interesting and well-researched volume that combines biography with social
history and architectural detail to explain the important role of Flat Top Manor in
the life of the Cone Family and on the surrounding area. Details about the estateTs
management, the lives of the Cones and MosesT business activities are skillfully
combined in a fast-paced narrative. The author also describes the National Park
ServiceTs acquisition of the property and its management approach. Several black-
and-white photographs of the Cones and their home are included, along with
extensive footnotes, a full bibliography, and an index.
This volume will appeal to anyone interested in North Carolina history and
especially to those who have visited or intend to visit the Moses H. Cone Memorial
Park. This work is highly recommended for all North Caroliniana collections and
especially for public and high school library collections.
"John Welch
State Library of North Carolina
very time I find myself stopped at a railroad crossing, I revert to my childhood
practice of counting the cars. History on Steel Wheels has a similar effect, luring the
reader into viewing the rolling stock through the photographs and bringing the
rail to life through photos of the workers through the ages. Railroad historian
Jackson McQuigg wrote this book as an enhancement to the North Carolina
Transportation Museum in Spencer, NC. He provides detailed histories of some of
the more interesting rail cars and engines found at the museum, and through railroading,
gives a better understanding of one aspect of North Carolina history.
McQuigg begins this rich little 86-page book with a brief history of Spencer Shops, then
devotes one chapter each to a specific item of rolling stock at the museum. Six of the
thirteen chapters cover locomotives, all with very different histo-
ries. The locomotives featured are diesel-electric, steam, diesel, and
all-electric. The remaining chapters feature a caboose, a US Army
hospital car, a ~Jim CrowT segregated coach car, the private cars of
James B. Duke and U.S. Steel President Charles Schwab, and two
sleeping cars, one by Pullman and the other by Southern Railway.
The rail companies represented include most of the major lines in
Jackson McQuigg. the state, including the aforementioned Southern, Norfolk &
History ons teel Wheels: Western, Norfolk Southern, Seaboard Air Line, Piedmont and
Northern, and Atlantic Coast Line, plus a lesser-known timber
Trains at the North Car olina railroad, the short-lived Graham County Railroad. The final
Transportation Museum.
chapter gives brief information about six other locomotives and a
post-office car. Each chapter ends with a short bibliography for
Spencer: North Carolina Transportation further reading. a
History Corporation, 1996. 86 pp. $9.95. This book is meant as a supplement to a visit to Spencer Shops,
ISBN 0-96427-49-0-6. although it is useful to anyone interested in the history of rail-
Dist. by NC Transportation Museum, roads. McQuiggTs writing alternates between technical information
ATIN: Gift Station, Box 165, Spencer, NC 28159. about the trains to history of the railroad and the cars. Neither
approach dominates, so the book will appeal to all rail buffs. This
book is suitable for libraries with transportation and/or North
Carolina collections in high school, college, and public libraries.
" Lucy A. Powell
EEE 6 iat Se ee Hiddenite Center
North Carolina Libraries
Winter 1996 " 181
OTHER PUBLICATIONS OF INTEREST
Bridges of Madison County, Jr. is the kindest thing possible to be said about The Notebook, by
Nicholas Sparks. Purportedly set in New Bern in 1946, the novel evokes neither the place nor
the time. The young author is a native of Nebraska, now living in South Carolina, and seems
to have developed very little sense yet of Southern manners, dress, history, speech, or race
relations. Warner Books showed equal indifference to local landscape by selecting a photo-
graph of a porch looking out on distant mountains for the cover. The story is meant to be a
romantic weeper with literary pretensions"the publisher included packs of tissues with the
press package"but the writing is stilted, tedious, and overblown. The narrator describes
himself on the second page, oI am nothing special; of this 1am sure. Iam a common man
with common thoughts, and ITve led a common life. There are no monuments dedicated to
me and my name will soon be forgotten, but ITve loved another with all my heart and soul,
and to me, this has always been enough.� Many readers will agree thatTs plenty, and close the
book. Romance readers may request this in public libraries. (1996; Warner Books, 1271
Avenue of the Americas, New York, NY 10020; 214 pp; $16.95; ISBN 0-446-52080-2.)
A better novel of local interest is Sunset Beach: A Spirited Love Story, by Trip Purcell. It
was the thing to read at Sunset Beach this summer, and was commonly referred to as The
Bridges of Sunset Beach. A beach romance about a beach romance, it doesnTt pretend to be
anything else. (1996; Research Triangle Publishing, Inc., P.O. Box 1223, Fuquay-Varina, NC
27526; 336 pp; paper, $12.95; ISBN 1-884570-47-X.)
North Carolina fiction junkies will love Books of Passage: 27 North Carolina Writers on the
Books that Changed Their Lives. Editor David Perkins has included the well-known (Clyde
Edgerton writing about Ralph Waldo Emerson, Reynolds Price on Madame Bovary) and the
little-known (Toril Moi on The Second Sex and Jane Tompkins on Zen and the Art of Motorcycle
Maintenance), as well as the completely offbeat (Fred Chappell on Julia Child). The brief
essays have appeared as a series in the Raleigh News and Observer; each one is followed by a
very brief note about the writerTs life and career. The book is illustrated with David TerryTs
drawings of the writers, which seem to be based on familiar photographs. Some pictures work
better than others " Philip GerardTs in particular does not. (1996; Down Home Press, P.O. Box
4126, Asheboro, NC 27204; 204 pp; $22.95; ISBN 1-878086-53-7.)
The Heart of Dixie: Southern Rebels, Renegades, and Heroes is an interesting collection of
columns and essays written by Frye Gaillard over the last eighteen years, about ovarious
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4126, Asheboro, NC 27204; 208 pp; paper, $14.95; ISBN 1-878086-S0-2.)
Terry Collins, a Mount Airy boy, has written The Andy Griffith Story, an unauthorized
biography illustrated with drawings. He includes a filmography, discography, list of Broadway
roles, selected list of GriffithTs endorsements, and a bibliography. (1995; Explorer Press, PO
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182 " Winter 1996
North Carolina Libraries
(NN SIT Ty nO Po |
NorTH CAROLINA LIBRARY ASSOCIATION
Minutes of the Executive Board
November 1, 1996, Durham, North Carolina
Members and Guests present: Patrick Valentine, Robert Burgin, Joline Ezzell, Carol Freeman,
Sheila Core, Karen Perry, Renee Pridgen, Beth Hutchinson, Pauletta Bracy, Sue Ann Cody, Janet
Flowers, Ross Holt, Betty Meehan-Black, Barbara Levergood, John Via, Kathryn Crowe, Teresa
McManus, Kem Ellis, Mary Louisa Bryant, Elizabeth Laney, Dave Fergusson, Steve Sumerford,
Gene Lanier, Martha Davis, Sheila Johnson, Barbara Akinwole, Ann Miller, Beverley Gass
President Fergusson called the meeting to
order. He asked for approval of the minutes
from the August 7, 1996 Board Meeting.
Beverley Gass asked that the minutes be
amended to show that a report was made
by the Conference Committee and Martha
Davis asked that the minutes be amended
to show that she made a report as ALA rep-
resentative. President Fergusson suggested
that a statement in the Finance
CommitteeTs report be changed to read
ocosts for Administrative Office,� rather
than ocosts for Administrative Assistant.�
Gene Lanier asked that the following
phrase be added to the Intellectual Free-
dom report: In January ALA passed the pro-
posed interpretation of electronic intellec-
tual freedom. With those changes the min-
utes were approved.
President Fergusson asked for discus-
sion of the recommendation from the pre-
vious meeting that all sections, round
tables and committees charge a higher reg-
istration fee for non-NCLA members. Betty
Meehan-Black said that the Roundtable on
the Status of Women felt that charging
$20-$25 was too much of a difference in
cost and would decrease registration for
their events. John Via suggested that we
begin tracking registration of NCLA events
to determine what percentage of the atten-
dants are members and non-members.
Teresa McManus suggested that a form be
developed so that workshop and confer-
ence organizers can easily record this data.
Teresa McManus made the TreasurerTs
Report since Treasurer Wanda Brown was
unable to attend. Teresa noted that we are
making transitions to new accounting soft-
ware. She reminded everyone to foliow
correct procedures as outlined in the NCLA
Handbook for submitting check requests.
She distributed the budget report and
asked for comments. Beverley Gass said
that we need time to review the new bud-
get report format and then have a thor-
ough discussion of the reporting format
and the finances. Robert Burgin raised
concern that we do not have a final report
North Carolina Libraries
on the previous biennial conference. Karen
Perry noted that it has been difficult to get
an itemized statement from the hotel.
Karen said that NCASL is again being
questioned about its Federal tax number.
This has happened before and NCASL lost
money even though the Federal tax num-
ber is legal. President Fergusson said that
our accountant will look into the problem.
Membership report:
We have 93 new members, for a total of
1829. Beverley Gass asked if we could use
software to chart the membership so we
could analyze it. President Fergusson will
ask Marsha Wells to follow-up on this.
Reports from Sections and
Round tables
ChildrenTs Services Section:
Beth Hutchinson reported that the Section
sponsored a two day seminar called oStories
at the Summit.� The seminar was attended
by 64 childrenTs librarians. Beth also re-
ported that the Section contributed $250 to
the Leadership Institute. Beth and Susan
Adams were co-presenters at a workshop
sponsored by the Paraprofessional Associa-
tion. It was pointed out that the SectionTs
membership is actually 161 members now
rather than the 202 reported in the SectionTs
report.
College and University:
Kathryn Crowe reported that the Section held
a workshop on Oct. 18, 1996. The topic was
oBringing it all Together: Campus Collabo-
ration for Information Technology.� While
the Section was very pleased with the qual-
ity of the presentations, they were disap-
pointed in the attendance. Only 35 people
attended, about half of the usual number of
registrants for one of the SectionTs work-
shops. The poor attendance may have been
due to the fact that there were numerous
other NCLA workshops during the fall in-
cluding one scheduled for the same day.
Community Colleges Section:
The Section has not met.
Documents:
Barbara Levergood, the new chair, reported
that the Section held a fall workshop,
which was attended by 68 people. The
topic was Legal Resources and Services. She
pointed out that although the flyer came
out late, the workshop received good pub-
licity through the use of electronic com-
munication. The Section will host a spring
workshop on electronic use of resources.
Library Administration and
Management Section:
Robert Burgin reported that the Section
will be sponsoring a workshop November
21 and 22 called oBecoming a Better
Coach.� He also reported that the SectionTs
Web page can be found at http://
thumper.acc.nccu.edu/~burgin/lams.html.
Robert added that the Leadership Institute
was a great success. Feedback has been ex-
cellent.
North Carolina Association of
School Librarians:
Karen Perry reported that the NCASL Bien-
nial Work Conference was held August 7-
9, 1996 in High Point. The Section was dis-
appointed with the attendance- 369
people. The net profit from the conference
is about $7,000, which is about half of the
usual conference profits. Gene Lanier asked
if the main problem was the date, since
the conference was held earlier than in
previous years. Karen replied that may
have been the problem but there is not
conclusive evidence. The NCASL Executive
Board decided to contract for September
16-18, 1998 with the Raleigh Civic Center
and Radisson Hotel. The Board also re-
quested that the NCASL Chair re-negotiate
a contract with Benton Convention Cen-
ter for the years 2000 and 2002 for Septem-
ber dates.
Dave asked if NCASL conferences
could run through Saturday, but Karen
said that some members may not approve.
Dave said that there has been discussion
of an annual NCLA conference and sug-
gested that we could collaborate with
Winter 1996 " 183
NCASL and expand on the NCASL confer-
ence. Karen said she felt that would be
worth considering.
In other NCASL business, the NCASL
Board also approved the administration by
the Scholarship Committee of three $500
awards to first time attendees at the Na-
tional AASL conference April 2-6, 1997.
They also recommend a by-laws change
which is intended to eliminate the elected
position of Affiliate Assembly representa-
tive. The ChildrenTs Book Award Commit-
tee will be distributing booklets. The Fi-
nance and Nominating Committees are
making adjustments in plans due to the
decline in the financial situation.
Trustee Association:
There was no report.
Public Library Section:
The AV committee is holding workshops
around the state. Other committees are
actively making plans for upcoming work-
shops as well as the Biennial Conference.
RASS:
Is sponsoring a Fall program.
RTSS:
The Fall workshop, entitled oThe Intercon-
nected Information Systems Environment:
Perspectives for Resources and Technical
Services,� had 80 attendees. They have
mounted a web page linked to the NCLA
page. The Section is conducting a member-
ship survey, preparing a membership direc-
tory, and planning a spring workshop.
New Members Round Table:
The Board approved a donation of $250 to
the NCLA Leadership Institute. They also
decided that the mail ballot for the change
in NMRT Bylaws would be sent on a busi-
ness reply postcard accompanied by a let-
ter from the chair. They hope to have the
results by November 22.
NC Paraprofessional Association
Round Table:
Renee Pridgen reported that the oSizzlin
Storytelling Techniques� workshops held
around the state were a tremendous suc-
cess. She thanked the ChildrenTs Services
Section for presentations at regional work-
shops. About $,2000 was received from reg-
istrations and sales of NCLPA logo items. In
other business, the committee has dis-
cussed having a homepage and they are
planning other workshops. Renee added
that in some libraries there was some con-
fusion about whether or not paraprofes-
sionals could participate in the Leadership
Institute. Robert Burgin commented that
the letter clearly stated that paraprofession-
als were encouraged to attend, but possibly
some library systems assumed it was prima-
rily for professionals.
Round Table on Minority Concerns:
The round table has met twice since the
last board meeting. They will hold a work-
shop in early spring and they are discuss-
ing the role the round table should play
in the African American Librarian confer-
184 " Winter 1996
ence which will be held in late July in
Winston-Salem.
Special Collections:
There was no report.
Roundtable on the Status of Women:
Betty Meehan-Black reported that they are
working on a program called oHiring
Smart,� which will be held in April 1997.
It will focus on legal aspects of hiring as
well as hiring, training, and orientation for
a diverse staff.
Technology and Trends:
They were holding a workshop on the
same day as the meeting and thus unable
to send a representative.
Committee Reports
AIDS:
There was no report.
Archives:
There was no report.
Conference Committee:
Beverley Gass reported that the committee
has selected a theme for the 1997 confer-
ence, Choose Quality: Choose Libraries.
The conference will be held at the Raleigh
Civic and Convention Center on October
7-10. The Raleigh Plaza is the conference
hotel. Kem Ellis reported that the commit-
tee is trying to plan more programming for
Friday. Meeting time slots will be uniform
throughout the conference with set begin-
ning and ending times. The opening ses-
sion of the conference will be at 11:00 am
on Wednesday and the second general ses-
sion will be on Thursday at 2:00. An all-
conference breakfast buffet will be on Fri-
day morning. Wednesday evening will be
left open. Two all-conference gala events
are being planned for Thursday evening.
The speaker for the opening general ses-
sion is Marshall Keys, Executive Director of
NELINET. Judith Krug will deliver the
Ogilvie Lecture. Kem reminded sections
and round tables that their plans for
speakers and workshop topics will be very
important to boosting conference atten-
dance.
Every section, round table, and com-
mittee chair will be sent a packet indicat-
ing that January 3 is the deadline for sub-
mitting requests for their program topic
and requested schedule. The committee is
encouraging joint sponsorship of confer-
ence activities. John Via asked if it would
be appropriate for NMRT to sponsor an
event on Wednesday night. Kem said indi-
vidual groups could sponsor events on
Weds. night, but there would be no all-
conference event. He added that the SIRS
reception will be the gala event for the con-
ference. There will be no conference activi-
ties scheduled at the time of the SIRS re-
ception. Program for the breakfast will be
entertainment, probably a storyteller. Pro-
gram planners will be invited to a planning
meeting in Raleigh on January 24. The fi-
nal budget for the conference will be set on
February 28.
Constitution Codes and Handbook
Revisions Committee:
Ross Holt reported that the committee had
made the changes in the handbook as di-
rected by the Board. The Distinguished
Service Award recipients are now listed on
page B:1. He reported that a mail vote to
change the NMRT bylaws was underway.
This change, if passed, would bring the
round tableTs bylaws in line with the new
NCLA procedure of providing free NMRT
membership for the first two years of paid
membership in the association.
The committee revised the handbook
to reflect the change to an annual budget.
This affected the calendar (G:1) and the
Finances section of Standing Rules and
Policies. The committee also wanted to
alert the Executive Board to the use of the
word obiennial� in section 2.2. 4 (H:4) and
questioned whether we wanted to change
_ it to oannual.� The committee also recom-
mended that the Board establish a Finan-
cial Policy. Also the committee had been
asked to place a statement in the handbook
about fee levels for members and non-
members attending NCLA events, but they
found that there was already such a state-
ment (2.1.3, page H:3)
The committee proposed the following
amendments: Article VI, Section 1: Add the
phrase oand others as stipulated in the
AssociationTs bylaws.� Article IV, Section 5:
Sections and Round Tables whose paid
membership on the last day of the preced-
ing biennium exceeds 20 percent of total
NCLA membership shall name one addi-
tional representative to serve as a voting
member of the NCLA Executive Board. For
every additional 10 percent of total NCLA
membership above the initial 20 percent,
the section or round table shall name one
additional representative to serve as a vot-
ing member of the NCLA Executive Board.
Theresa questioned the use of percent-
ages rather than actual numbers that were
agreed upon during the workshop in High
Point. Ross and Kem explained that by us-
ing percentages the new bylaws adhere to
the spirit of the decision which was to as-
sure that larger sections were proportion-
ately represented. Beverley said she feels
that we should stick to the agreement that
we made in High Point.
Robert Burgin moved that the Consti-
tution be amended as recommended in the
report of the Constitution, Codes and
Handbook Committee. The motion was
seconded by Karen Perry. Beverley made a
motion that the motion be amended to
include the specific numbers agreed upon
at the August 7 meeting rather than the use
of percentages. (A Section with more than
350 members will receive one additional
voting member on the board and an addi-
tional voting member for every additional
200 members of the Section). Barbara
Akinwole seconded the motion. The Board
voted in favor of the amendment. Subse-
quently, the Board voted in favor of the
North Carolina Libraries
: |
main motion as amended.
The committee recommends that the
Board also take the following actions:
For the 1998-1999 biennium, determine
the manner in which new board seats
will be filled by members of the affected
section or round table and require that
during the 1998-1999 biennium, sec-
tions and round tables arrive at a perma-
nent method for selecting any new ex-
ecutive board representatives and
amend their bylaws accordingly.
Robert made a motion that Section
2.2.4 be changed to use the word oannual�
instead of obiennial.� Sue Ann Cody sec-
onded the motion and the motion carried.
Finance Committee:
At its May 22, 1996 meeting the commit-
tee approved submission of Annual Bud-
get, PresidentTs appointment of Economic
Vitality Committee and its recommenda-
tions for NCLA 1997 budget. They also
developed a time table for contracting with
an accountant and a time table for review
of NCLA finances by the accountant. Au-
dits are to be conducted every other year,
reviews are to be conducted during alter-
nate years. They discussed obstacles to con-
solidation of various NCLA accounts.
Financial Vitality Committee:
President Fergusson charged the commit-
tee with the task of formulating recom-
mendations to improve the ways in which
NCLATs operations are funded. He noted
that the Committee needs to focus on the
short-term problem of balancing the 1997
budget proposal and a long-term goal to
ensure that it doesnTt happen again. The
committee made a recommendation that
$11,000 in profits from the 1995 Biennial
Conference and $10,000 from the 1997
Biennial Conference start-up fund should
be allocated to the 1997 NCLA operating
budget to balance the budget.
Robert Burgin noted that this would
abolish the project grants, since most
round tables and sections have funds that
can be used. Patrick added that conferences
generate the profits, so if we do not use
conference profits for future conference
programs, then sections and round tables
will need to shift their thinking and not
expect to be able to reserve funds from one
biennium to the next. Beverley asked how
much the Special Projects committee
granted for the 1995 conference. Patrick
estimated about $19,000. Beverly added
that often sections, committees and round
tables also receive project grants. President
Fergusson said that the accountant is con-
fused by our tradition of allowing sections
and round tables to keep the money at the
end of the biennium. Karen pointed out
that the reason for reserves was so that the
sections and round tables could book
speakers and conference sites.
Robert made a motion that $10,140 in
conference profits and $10,000 in confer-
ence start-up funds be allocated to the
1977 NCLA operating budget. Kathryn
North Carolina Libraries
oSs
Crowe seconded. Motion carried.
Robert made a motion that the total
allocated to the individual sections and
round tables for each member should be
reduced from the current $5.00 to $4.00.
Sue Ann Cody seconded. Barbara asked if
there is a problem that the membership
form is $5.00 for each. Sheila said that it
implies that each section and roundtable is
receiving the $5.00.
The Committee also suggested that in
the future the NCLA Executive Board
should decide on the allocation of profits
from the Biennial Conference and unex-
pended sums form the conference start-up
fund on a case-by-case basis.
The Committee also recommended that
the president of NCLA appoint a grants
committee. President Fergusson an-
nounced that the following people would
be asked to serve on such a committee:
Joline Ezzell, Ross Holt, Theresa McManus
and Ben Speller.
The committee asked that the Mem-
bership Committee conduct a survey of
professional librarians to determine ob-
stacles to their membership. Renee asked if
paraprofessionals could also be included in
the survey. Robert agreed.
North Carolina Libraries:
Portia Starks is the newest member of the
Editorial Board representing the New
Members Round Table. The Fall issue,
Community of the Book, will be mailed in
mid-November.
Governmental Relations:
The committee is reviewing regulations
related to lobbying by nonprofit associa-
tions such as NCLA. John Via initiated a
conversation about the appropriateness
of our members and association congratu-
lating elected officials, particularly those
who have been supportive of libraries.
Intellectual Freedom:
Gene Lanier reported that the committee
met on August 9, 1996 and discussed intel-
lectual freedom problems. Gene has made
several presentation throughout the state
and the country. He also distributed a list
of titles that have been challenged recently
in NC and he discussed upcoming activi-
ties of the committee.
Literacy Committee:
Pauletta Brown Bracy reported that a body
of the Literacy Committee had drafted five
goals for the current biennium. These are:
monitor relevant statewide legislation;
present a program at NCLA-1997; com-
plete the directory of libraries engaged in
literacy activities; conduct a survey of ESL
activity in libraries and make recommen-
dations for further development; and pre-
pare a bibliography of recommended au-
dio-visual and software materials suitable
for literacy instruction. Pauletta also asked
for permission to reconstitute the commit-
tee. Permission was granted.
Membership Committee:
Barbara Akinwole asked sections, commit-
tees, and round tables to distribute new
membership forms at the conferences and
workshops that they sponsor. Barbara
asked the groups for ideas as to how to get
nominations for NCLA awards. Elizabeth
Laney said that in the past the committee
did not discuss the nominees in front of
the full board.
Marketing/Publications:
The committee has worked with Wake For-
est University basketball players to produce
a thirty-second television ad. It will be dis-
tributed to local media outlets.
Scholarships:
There was no report.
Special Projects:
Patrick Valentine reported that 6 grants
have been made for a total of about $7,935.
He reminded the group that NCLA rules
state that we do not pay NC librarians for
presenting workshops in NC.
ALA Representative:
Martha Davis reported that there will be
much discussion about intellectual free-
dom and technology at the midwinter con-
ference. She also noted that she is con-
cerned about the number of people who
may be ALA members but not members of
NCLA. Ross Holt said that he had initiated
discussion over the listserv about a Packard
Bell commercial that portrays libraries in a
very negative light. He said that he had
also contacted ALA.
SELA:
Nancy Fogarty was unable to attend the
NCLA Board Meeting but she sent a writ-
ten report indicating that the SELA held its
biennial conference jointly with the Ken-
tucky Library Association October 23-26.
There were 947 registered attendees plus
exhibitors. The Executive Board of SELA
discussed the future of SELA. There was a
feeling at the Board Meeting that SELA
could be re-energized. At a future NCLA
Board Meeting, Nancy Fogarty will be
asked to present more information about
the SELA BoardTs recommendations.
New Business
Beverley Gass reported that the NC Library
Commission is involved with a project
called NC Live (Libraries and Virtual Edu-
cation). A steering committee has been
formed to investigate and seek funding for
shared electronic database licensing , train-
ing, and retrospective conversion.
Robert Burgin motioned that we ad-
journ. Gene Lanier seconded. President
Fergusson declared the meeting adjourned.
" submitted by
Steven L Sumerford
Winter 1996 " 185
NortuH CAROLINA LIBRARY 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_FERGUSSONG@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@HALDCRSTATENC.US
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
186 " Winter 1996
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: 919/715-4823
FBRADBUR@DPLSTATE.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
x317
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.DCRSTATENC.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 Anp
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
AB
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.DCR.STATE.NC.US
North Carolina Library Association
North Carolina Libraries
EDITORIAL STAFF
Editor
FRANCES BRYANT BRADBURN
Information Technology Evaluation Services
Public Schools of North Carolina
301 N. Wilmington Street
Raleigh, NC 27601-2825
(919) 715-1528
(919) 715-4823 (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
JOHN 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
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(910) 341-4389
Lagniappe/Bibliography Coordinator
PLUMMER 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
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(910) 341-4036
Advertising Manager
KEVIN CHERRY
Rowan Public Library
P.O. Box 4039
Salisbury, NC 28145-4039
(704) 638-3021
kcherry@ncsl.dcr.state.nc.us
North Carolina Libraries
ChildrenTs Services
MELVIN K. BURTON
Gaston-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
PORTIA STARK
Bladen County Public Library
P. O. Box 1417
Elizabethtown, NC 28337
(910) 862-6990
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
jcannel@ncsl.dcr.state.nc.us
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@ncsl.dcr.state.nc.us
Technology and Trends
DIANE KESTER
Library Studies and Ed. Technology
East Carolina University
Greenville, NC 27858-4353
(919) 328-4389
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) 442-2662
(919) 977-3701 (FAX)
Winter 1996 " 187
Index to North Carolina Libraries
Volume 54, 1996
" Compiled by Michael Cotter
Cross-reference to pages and issues:
Pp. 1-44: Spring, 1996; pp. 45-96: Summer, 1996; pp. 97-148: Fall, 1996; pp. 149-192: Winter, 1996
About Libraries Online!, by Pat Ryckman. 166
About the Authors.
(Biographical Information). 2, 81, 132, 169
Academic Dissertations.
Law, C. Thomas. The Network of the Book. 130
Academic Libraries.
Bucknall, Tim. Techno Teamwork: Involving
All Staff in Library Automation. 161-164
Channing, Rhoda K. The Community of the Book:
An Academic Library Perspective. 107-109
Levine, Cindy. What We Wish They Knew When They
Got Here: an Academic LibrarianTs Perspective. 19-22
Lubans, John, Jr. oWhoTs Gonna Take Out the
Garbage When ITm Dead and Gone�?: New
Roles for Leaders. 58-63
Mayes, Susan E. The Benedictine Collection at
Belmont Abbey College. 110-112
Morgan, Eric Lease. Learning to Use the Tools
of the Trade. 158-160
Smith, Susan. Z. Smith Reynolds Library: Its Role in
Wake Forest UniversityTs Access 2000 Project. 153-157
Watkins, Nan. A Case in Point: Individual Library
Instruction for International Students. 76-79
Access to Information.
Morgan, Eric Lease. Learning to Use the Tools
of the Trade. 158-160
Ryckman, Pat. About Libraries Online! 166
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Across FortuneTs Tracks: A Biography of William Rand
Kenan, Jr., by Walter E. Campbell. Book review by
Beverly Tetterton. 83
Adams, Kevin, and Marty Casstevens. Wildflowers of
the Southern Appalachians: How to Photograph and
Identify Them. Review. 35
Akinwole, Barbara S., reviewer. See Their Highest
Potential: An African American School Community
in the Segregated South. 176-177
Alexander, Tom, ed. Mountain Fever. Book review by
Philip P. Banks. 29
All We Know of Heaven, by Sue Ellen Bridgers. Book
review by Mel Burton. 177
American Library Association. New Members
Round Table.
Holmes, Gerald V., and Mary Jo Howard. TodayTs
Graduate, TomorrowTs Leader: Off to a Great
Start! 64-67
Amidon, Stephen. The Primitive. Review. 35
And in Edition (column).
Watkins, Nan. A Case in Point: Individual Library
Instruction for International Students. 76-79
The Andy Griffith Story, by Terry Collins. Review. 182
The Angel Doll: A Christmas Story, by Jerry Bledsoe.
Review. 141
Angley, Wilson, Jerry L. Cross, and Michael Hill.
ShermanTs March through North Carolina: A Chronol-
ogy. Book review by Joseph Sheppard. 178-179
188 " Winter 1996
Angley, Wilson, Jerry L. Cross, and Michael Hill, eds.
ShermanTs March Through North Carolina: A
Chronology. Review. 34
Answers to Lucky, by Howard Owen. Book review by
Dorothy Hodder. 82
Anthony, Robert G., Jr., reviewer. See Mattamuskeet &
Ocracoke Waterfowl Heritage.
Antonowicz, Sherrie, reviewer. See Sister BeckyTs Baby.
Antonowicz, Sherrie, Marty Wilson, and Catherine Moore,
reviewers. North Carolina Videos: Artistic, Literary,
Historical, and Geographical Views of the Old North
State. 142-143
Archdale Public Library.
Ashburn, Frannie. LetTs Talk About It Some More.
103-106
Arneson, Rosemary H. Community of the Book:
Introduction. 99-100
_____. The Community of the Book: A Bibliography.
127-129
Arneson, Rosemary H., Guest Editor. Theme Issue,
Community of the Book (Fall 1996).
Ashburn, Frannie. LetTs Talk About It Some More. 103-106
Asheville City Schools.
Stockdale, Kay L. Encouraging the Students to
Read, Read, Read. 124-126
Automation.
See articles under Managing Technology.
Awards.
Bloxam, Rebecca. Receives NCASL Administrator
of the Year Award. 141
Jackson, Elizabeth J. Receives NCASL Scholarship. 141
Kanoy, Pam. Receives NCASL Carolyn Palmer
Media Coordinator of the Year Award. 141
Banks, Philip P., reviewer. See Mountain Fever.
Barefoot, Daniel W. General Robert F. Hoke: LeeTs
Modest Warrior. Book review by Stewart Lillard. 134
Beasley, Augie E. Leadership 101: Survival Skills for
School Media Coordinators. 54-57
Belmont Abbey College.
Mayes, Susan E. The Benedictine Collection at
Belmont Abbey College. 110-112
The Benedictine Collection at Belmont Abbey College, by
Susan E. Mayes. 110-112
Bentonville: The Final Battle of Sherman and Johnston,
by Nathaniel Cheairs Hughes, Jr. Book review by
Maurice C, York. 180
Bibliographies.
Arneson, Rosemary H. The Community of the
Book: A Bibliography. 127-129
Flowers, Janet L. Developing Excellence in Leader-
ship and Followership: A Bibliographic Essay. 68-73
Hall, Carol, and Diane Kessler. The Media
Specialist as Change Agent: a Bibliography. 22-23
Jones, Plummer Alston, Jr. Empowering Managers
and Leaders in Times of Change and Transition: A
Videography. 88-89
Biographical Information.
About the Authors. 2, 81, 132, 169
Bishir, Catherine W., and Michael T. Southern. A Guide to
the Historic Architecture of Eastern North Carolina.
Book review by Edward F. Turberg. 137
Bland, Celia. The Conspiracy of the Secret Nine. Book
review by Margaret Miles. 138
Bledsoe, Jerry. The Angel Doll: A Christmas Story.
Review. 141
Bloxam, Rebecca.
Receives NCASL Administrator of the Year Award. 141
Book Discussion Groups.
Ashburn, Frannie. LetTs Talk About It Some More.
103-106
Book Reviews.
See Reviews.
Books and the Human Need for Narrative: Reflections on
the Writing of Paul Ricoeur, by David Lee Stegall.
100-102
Books of Passage: 27 North Carolina Writers on the Books
that Changed Their Lives, ed. by David Perkins.
Review. 182
Brabham, Robin, reviewer. See Reading, Writing, and
Race: The Desegregation of the Charlotte Schools.
Bracy, Pauletta. Discovered in North Carolina: An
Overview of Research Related to School Library
Media Programs. 9-18
Bradley, Mark L. Last Stand in the Carolinas: The Battle of
Bentonville. Book review by Eileen McGrath. 83-84
Bridgers, Sue Ellen. All We Know of Heaven. Book
review by Mel Burton. 177
Bucknall, Tim. Techno Teamwork: Involving All Staff in
Library Automation. 161-164
Burgin, Robert, Guest Editor. Theme Issue, Leadership in
Libraries (Summer 1996).
Burton, Mel, reviewer. See All We Know of Heaven.
The Cameraman Has Visited Our Town, video by Tom
Whiteside. Video review by Catherine Moore. 143
Campbell, Walter E. Across Fortune's Tracks: A
Biography of William Rand Kenan, Jr. Book review
by Beverly Tetterton. 83
Carolina Moon, by Jill McCorkle. Book review by
Suzanne Wise. 138-139
Carolyn Palmer Media Coordinator of the Year Award.
Presented to Pam Kanoy. 141
Carter, Linda, producer. Sister BeckyTs Baby. Video
review by Sherrie Antonowicz. 142
Cary, Lorin Lee. See Kay, Marvin L. Michael.
A Case in Point: Individual Library Instruction for
International Students, by Nan Watkins. 76-79
Channing, Rhoda K. The Community of the Book: An
Academic Library Perspective. 107-109
___, cover photo, Fall 1996
CharlotteTs Web (Community Computer Network).
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Cherry, Kevin. The Network and the Book. 131
Cherry, Kevin, reviewer. See Slavery in North Carolina,
1748-1775,
Chesnutt, Charles. Sister BeckyTs Baby, produced by
North Carolina Libraries
_
Linda Carter. Video review by Sherrie Antonowicz. 142
Christmas Lights, by Ann Fearrington. Book review by
Beth Hutchison. 140
Coe, Joffre Lanning, ed. Town Creek Indian Mound: A
Native American Legacy. Book review by Plummer
Alston Jones, Jr. 32
Collins, Terry. The Andy Griffith Story. Review. 182
Community of the Book.
Arneson, Rosemary H. The Community of the
Book: A Bibliography. 127-129
____. Community of the Book: Introduction. 99-100
Arneson, Rosemary H., Guest Editor. Theme issue,
Community of the Book (Fall 1996)
Ashburn, Frannie. LetTs Talk About It Some More.
103-106
Channing, Rhoda K. The Community of the Book:
An Academic Library Perspective. 107-109
Cherry, Kevin. The Network and the Book. 131
Law, C. Thomas. The Network of the Book. 130
Mayes, Susan E. The Benedictine Collection at
Belmont Abbey College. 110-112
MeNitt, Nancy B. Library Media Center School
Reading Programs at Morrisville Year-Round
Elementary School. 123
Sanders, Joan. oShare a Book ... at Home� A Literacy
Project Sponsored by the Elkin Public Library. 122
Stegall, David Lee. Books and the Human Need for
Narrative: Reflections on the Writing of Paul Ricoeur.
100-102
Stockdale, Kay L. Encouraging the Students to
Read, Read, Read. 124-126
Theme issue. Fall 1996. 99-131
Valentine, Patrick M. The Spread of Public Libraries:
The Community of the Book in North Carolina,
1900-1960. 113-121
Community of the Book: A Bibliography, by Rosemary
H. Arneson. 127-129
The Community of the Book: An Academic Library
Perspective, by Rhoda K. Channing. 107-109
Community of the Book: Introduction, by Rosemary H.
Arneson. 99-100
Computer Skills.
Bucknall, Tim. Techno Teamwork: Involving All
Staff in Library Automation. 161-164
Kester, Diane. Managing Technology Peopleography.
172-175
Morgan, Eric Lease. Learning to Use the Tools of
the Trade. 158-160
Solomon, Gerry. Integrating the North Carolina
Computer Skills Curriculum. 36-37
Conrad, Dennis M. The Papers of Nathanael Greene,
Volume VIII. Review. 34
The Conspiracy of the Secret Nine, by Celia Bland.
Book review by Margaret Miles. 138
Consultants.
Kester, Diane. Managing Technology Peopleography.
172-175
Welling, Penny H. Introducing the Internet in
a Rural Setting. 165-168
Coppola, Vincent. Uneasy Warriors: Coming Back Home:
The Perilous Journey of the Green Berets. Review. 35
Cotten, Alice R., reviewer. See Of Time and the Artist:
Thomas Wolfe, His Novels, and the Critics.
Cross, Jerry L. See ShermanTs March through North
Carolina: A Chronology.
Developing Excellence in Leadership and Followership:
A Bibliographic Essay, by Janet L. Flowers. 68-73
Discovered in North Carolina: An Overview of Research
Related to School Library Media Programs, by
Pauletta Bracy. 9-18
Dixon, Warren, Jr. Tarheel Hilarities. Review. 35
Douglas, Davison M., ed. Reading, Writing, and Race:
The Desegregation of the Charlotte Schools. Book
review by Robin Brabham. 28
North Carolina Libraries
Dudley, Jack, ed. Mattamuskeet & Ocracoke
Waterfowl Heritage. Book review by Robert G.
Anthony, Jr. 33
Duke, Pony, and Jason Thomas. Too Rich: The Family
Secrets of Doris Duke. Review. 35
Duke University Library.
Lubans, John, Jr. oWhoTs Gonna Take Out the
Garbage When ITm Dead and GoneTT?: New Roles
for Leaders. 58-63
Electronic Journals.
Morgan, Eric Lease. Learning to Use the Tools of
the Trade. 158-160
Elkin Public Library.
Sanders, Joan. oShare a Book ... at Home� A Literacy
Project Sponsored by the Elkin Public Library. 122
Encouraging the Students to Read, Read, Read, by
Kay L. Stockdale. 124-126
Fearrington, Ann. Christmas Lights. Book review by
Beth Hutchison. 140
Fergusson, David. From the President. 2, 46, 98, 150
___.. Keep School Libraries Open After Hours. 24
Flowers, Janet L. Developing Excellence in Leadership
and Followership: A Bibliographic Essay. 68-73
Franklin, John Hope. The Free Negro in North Carolina,
1790-1860. Review. 35
The Free Negro in North Carolina, 1790-1860, by John
Hope Franklin. Review. 35
From the President, by David Fergusson. 2, 46, 98, 150
Future of Librarianship.
Kessler, Diane. The Media Specialist in the
Millennium: Accepting the Challenge. 6-8
Miller, Marilyn. The Media Specialist in the
Millennium: The Challenge. 3-5
Gaddis, Dale. Leadership for North Carolina Libraries:
Now is the Time to Choose. 47-53
Gaillard, Frye. The Heart of Dixie: Southern Rebels,
Renegades, and Heroes. Review. 182
Gastonia 1929: the Story of the Loray Mill Strike, ed.
John A. Salmond. Book review by John Welch. 31
Gender & Jim Crow: Women and the Politics of White
Supremacy in North Carolina, 1896-1920, by
Glenda Elizabeth Gilmore. Book review by Patrick
Valentine. 178
General Robert F. Hoke: LeeTs Modest Warrior, by Daniel
W. Barefoot. Book review by Stewart Lillard. 134
Gibson, Joyce M. Scotland County Emerging, 1750-
1900: The History of a Small Section of North
Carolina. Review. 34
Gilmore, Glenda Elizabeth. Gender & Jim Crow:
Women and the Politics of White Supremacy in
North Carolina, 1896-1920. Book review by Patrick
Valentine. 178
Growing Up in Raleigh: Childhood Memories of Life in
the Capital City During the Great Depression, by
Edgar M. Wyatt. Book review by Juanita Winner. 86
Guide to Research Materials in the North Carolina State
Archives: State Agency Records, by North Carolina
Division of Archives and History. Review. 34
A Guide to the Historic Architecture of Eastern North
Carolina, by Catherine W. Bishir and Michael T.
Southern. Book review by Edward F. Turberg. 137
Hall, Carol, and Diane Kessler. The Media Specialist as
Change Agent: a Bibliography. 22-23
Harris, Morgan H. Hyde Yesterdays: A History of Hyde
County. Review. 34
The Heart of Dixie: Southern Rebels, Renegades, and
Heroes, by Frye Gaillard. Review. 182
Helfand, Judy, reviewer. See The Uprising of ~34.
Hickle, Peggy. Letter to the Editor. 133
Hicks, Laurel R., reviewer. See Weavers of Dreams.
Hill, Michael. See Sherman's March through North
Carolina: A Chronology.
Hodder, Dorothy, comp. North Carolina Books
(column). 28-35, 82-87, 134-141, 176-182
Hodder, Dorothy, reviewer. See Answers to Lucky.
___. See In the Funny Paper: Stories.
Hollandsworth, Bobby, reviewer. See North Carolina Corpo-
rate Giving: A Directory of Philanthropic Programs.
Holmes, Gerald V., and Mary Jo Howard. TodayTs Gradu-
ate, TomorrowTs Leader: Off to a Great Start! 64-67
The Home: A Memoir of Growing Up in an Orphanage, by
Richard McKenzie. Book review by Dan Horne. 136
Horne, Dan, reviewer. See The Home: A Memoir of
Growing Up in an Orphanage.
Howard, Mary Jo. See Holmes, Gerald V.
Hughes, Nathaniel Cheairs, Jr. Bentonville: The Final
Battle of Sherman and Johnston. Book review by
Maurice C. York. 180
Hutchison, Beth, reviewer. See Christmas Lights.
Hyde Yesterdays: A History of Hyde County, by Morgan
H. Harris. Review. 34
Hyman, John H. The Relationship. Review. 35
In the Funny Paper: Stories, ed. by Heather Ross
Miller. Book review by Dorothy Hodder. 30-31
Indexing.
Morgan, Eric Lease. Learning to Use the Tools
of the Trade. 158-160
Information Architecture.
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
Information Specialists.
Kester, Diane. Managing Technology Peopleography.
172-175
Information Technology.
Mellon, Constance. Putting Technology in Its
Place. 170
Morgan, Eric Lease. Learning to Use the Tools
of the Trade. 158-160
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
Thrasher, Jerry A. Technology Should Have a
Prominent Place. 171
Integrating the North Carolina Computer Skills
Curriculum, by Gerry Solomon. 36-37
Interlibrary Cooperation.
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
International Students.
Watkins, Nan. A Case in Point: Individual Library
Instruction for International Students. 76-79
Internet.
Cherry, Kevin. The Network and the Book. 131
Law, C. Thomas. The Network of the Book. 130
Morgan, Eric Lease. Learning to Use the Tools
of the Trade. 158-160
Scott, Ralph Lee. Wired to the World (column).
26, 80-81, 132, 169
Welling, Penny H. Introducing the Internet in
a Rural Setting. 165-168
See Also World Wide Web.
Introducing the Internet in a Rural Setting, by Penny H.
Welling. 165-168
Introduction to Zoning, by David Owens. Review. 141
Isbell, Robert. The Last Chivaree: The Hicks Family of
Beech Mountain. Book review by Joan Sherif. 140
Jackson, Elizabeth J.
Receives NCASL Scholarship. 141
Johnson, George, Jr. Rose OT Neale Greenhow and the
Blockade Runners. Review. 34
Johnston, Carol Ingalls. Of Time and the Artist: Thomas
Wolfe, His Novels, and the Critics. Book review by
Alice R. Cotten. 135
Jones, Plummer Alston, Jr. Empowering Managers and
Leaders in Times of Change and Transition: A
Winter 1996 " 189
Videography. 88-89
Jones, Plummer Alston, Jr., comp. Lagniappe/North
Caroliniana (column). 36-37, 88-89, 142-143, 172-175
Jones, Plummer Alston, Jr., reviewer. See Town Creek
Indian Mound: A Native American Legacy.
Kaiper, Gina V. The Story of Lina Holt. Review. 34
Kanoy, Pam.
Receives NCASL Carolyn Palmer Media
Coordinator of the Year Award. 141
Karon, Jan. These High Green Hills. Book review by
Bill Kirwan. 179
Kay, Marvin L. Michael, and Lorin Lee Cary. Slavery in
North Carolina, 1748-1775. Book review by Kevin
Cherry. 139
Kearns, Paul R., ed. Weavers of Dreams. Book review
by Laurel R. Hicks. 32-33
Keep School Libraries Open After Hours, by David
Fergusson. 24
Kenning, Caroline. Cover photos, Spring 1996
Kessler, Diane. The Media Specialist in the Millennium:
Accepting the Challenge. 6-8
eS eerHalle Garo
Kessler, Diane, Guest Editor. Theme Issue, School
Libraries (Spring 1996)
Kester, Diane. Managing Technology Peopleography.
172-175
King, William E. Letter to the Editor. 133
Kirwan, Bill, reviewer. See These High Green Hills.
Lagniappe/North Caroliniana (column edited by
Plummer Alston Jones, Jr).
Antonowicz, Sherrie, Marty Wilson, and Catherine
Moore, reviewers. North Carolina Videos: Artistic,
Literary, Historical, and Geographical Views of the Old
North State. 142-143
Jones, Plummer Alston, Jr. Empowering Managers
and Leaders in Times of Change and Transition: A
Videography. 88-89
Kester, Diane. Managing Technology Peopleography.
172-175
Solomon, Gerry. Integrating the North Carolina
Computer Skills Curriculum. 36-37
The Last Chivaree: The Hicks Family of Beech Mountain,
by Robert Isbell. Book review by Joan Sherif. 140
Last Stand in the Carolinas: The Battle of Bentonville,
by Mark L. Book review by Eileen McGrath. 83-84
Law, C. Thomas. The Network of the Book. 130
The Law of Self-Defense in North Carolina, by John
Rubin. Review. 141
Leadership.
Beasley, Augie E. Leadership 101: Survival
Skills for School Media Coordinators. 54-57
Burgin, Robert, Guest Editor. Theme issue,
Leadership in Libraries (Summer 1996)
Flowers, Janet L. Developing Excellence in
Leadership and Followership: A Bibliographic
Essay. 68-73
Gaddis, Dale. Leadership for North Carolina
Libraries: Now is the Time to Choose. 47-53
Holmes, Gerald V., and Mary Jo Howard. TodayTs
Graduate, TomorrowTs Leader: Off to a Great Start!
64-67
Howard, Mary Jo. See Holmes, Gerald V.
Kessler, Diane. The Media Specialist in the
Millennium: Accepting the Challenge. 6-8
Lubans, John, Jr. oWhoTs Gonna Take Out the Garbage
When ITm Dead and Gone�T?: New Roles for Leaders.
58-63
Miller, Marilyn. The Media Specialist in the
Millennium: The Challenge. 3-5
Speller, Benjamin F., Jr. Truly Effective Leaders
Are Born, Not Made. 74
Theme Issue, Summer 1996. Leadership in Libraries.
47-75, 88-89
190 " Winter 1996
Tuchmayer, Harry. Then LetTs Get Out of the Way! 75
Leadership 101: Survival Skills for School Media
Coordinators, by Augie E. Beasley. 54-57
Leadership for North Carolina Libraries: Now is the
Time to Choose, by Dale Gaddis. 47-53
Learning to Use the Tools of the Trade, by Eric Lease
Morgan. 158-160
Lee, Bill. The Newcomer's Guide to North Carolina:
Everything You Need to Know to be a Tarheel.
Review. 141
Leloudis, James L. Schooling the New South: Pedagogy,
Self, and Society in North Carolina, 1880-1920. Book
review by David A. Strong. 84-85
oLetTs Talk About It� Project.
Ashburn, Frannie. LetTs Talk About It Some More.
103-106
LetTs Talk About It Some More, by Frannie Ashburn. 103-106
Letters to the Editors. 133
Levine, Cindy. What We Wish They Knew When They
Got Here: an Academic LibrarianTs erspective. 19-22
Librarians and Technology: A Penguin Marriage, by Bil
Stahl. 151-152
Librarianship.
Hall, Carol, and Diane Kessler. The Media Specialist as
Change Agent: a Bibliography. 22-23
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
See Also articles under Leadership (theme issue).
Libraries Online! :
Ryckman, Pat. About Libraries Online! 166
Library Administration and Management.
See articles under Leadership (theme issue).
Library History.
Mayes, Susan E. The Benedictine Collection at
Belmont Abbey College. 110-112
Valentine, Patrick M. The Spread of Public Libraries:
The Community of the Book in North Carolina,
1900-1960. 113-121
Library Instruction.
Levine, Cindy. What We Wish They Knew When They
Got Here: an Academic LibrarianTs Perspective. 19-22
Watkins, Nan. A Case in Point: Individual Library
Instruction for International Students. 76-79
Library Media Center School Reading Programs at
Morrisville Year-Round Elementary School, by
Nancy B. McNitt. 123
Library Profession.
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
Library Research.
Bracy, Pauletta. Discovered in North Carolina: An
Overview of Research Related to School Library
Media Programs. 9-18
Lillard, Stewart, reviewer. See General Robert F. Hoke:
LeeTs Modest Warrior.
Literacy.
MeNitt, Nancy B. Library Media Center School
Reading Programs at Morrisville Year-Round
Elementary School. 123
Sanders, Joan. oShare a Book ... at Home� A Literacy
Project Sponsored by the Elkin Public Library. 122
Managing Technology.
Bucknall, Tim. Techno Teamwork: Involving All
Staff in Library Automation. 161-164
Kester, Diane. Managing Technology Peopleography.
172-175
Mellon, Constance. Putting Technology in Its Place. 170
Morgan, Eric Lease. Learning to Use the Tools of
the Trade. 158-160
Ryckman, Pat. About Libraries Online! 166
Ryckman, Pat, Guest Editor. Theme Issue,
Managing Technology (Fall 1996)
Smith, Susan. Z. Smith Reynolds Library: Its Role in
Wake Forest UniversityTs Access 2000 Project. 153-157
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 151-152
Theme Issue. Winter 1996. 151-175
Thrasher, Jerry A. Technology Should Have a
Prominent Place. 171
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Managing Technology Peopleography, by Diane Kester.
172-175
A Mansion in the Mountains: the Story of Moses &
Bertha Cone & Their Blowing Rock Manor, by Philip
T. Noblitt. Book review by John Welch. 180-181
Mattamuskeet & Ocracoke Waterfowl Heritage, ed. Jack
Dudley. Book review by Robert G. Anthony, Jr. 33
Mayes, Susan E. The Benedictine Collection at Belmont
Abbey College. 110-112
McCorkle, Jill. Carolina Moon. Book review by
Suzanne Wise. 138-139
McEachin, James. Tell Me a Tale: A Novel of the Old
South. Review. 141
McGrath, Eileen, reviewer. See Last Stand in the
Carolinas: The Battle of Bentonville.
McKenzie, Richard. The Home: A Memoir of Growing
Up in an Orphanage. Book review by Dan Horne. 136
MeNitt, Nancy B. Library Media Center School
Reading Programs at Morrisville Year-Round
Elementary School. 123
McQuigg, Jackson. History on Steel Wheels: Trains at
the North Carolina Transportation Museum. Book
review by Lucy A. Powell. 181
The Media Specialist as Change Agent: a Bibliography,
by Carol Hall and Diane Kessler. 22-23
The Media Specialist in the Millennium: Accepting the
Challenge, by Diane Kessler. 6-8
The Media Specialist in the Millennium: The Challenge,
by Marilyn Miller, 3-5.
Mellon, Constance. Putting Technology in Its Place. 170
Mentoring.
See articles under Leadership (theme issue).
Miles, Margaret, reviewer. See The Conspiracy of the
Secret Nine.
Miller, Heather Ross, ed. Jn the Funny Papers: Stories.
Book review by Dorothy Hodder. 30-31
Miller, Marilyn. The Media Specialist in the
Millennium: The Challenge. 3-5
Minutes of the Executive Board, North Carolina Library
Association.
See North Carolina Library Association. Executive
Board. Minutes.
Moore, Catherine, reviewer. See The Cameraman Has
Visited Our Town.
___. See North Carolina Bed and Breakfasts and
Country Inns.
___. See River Run: Down the Cape Fear to the Sea.
____. See Roanoak: The Unsolved Mystery of the Lost
Colony.
Morgan, Eric Lease. Learning to Use the Tools of the
Trade. 158-160
Morrisville Year-Round Elementary School.
McNitt, Nancy B. Library Media Center School
Reading Programs at Morrisville Year-Round
Elementary School. 123
Mountain Fever, ed. by Tom Alexander. Book review
by Philip P. Banks. 29
Nazareth, Natasha M., ed. WorkerTs Compensation
Handbook: Understanding the Law in North
Carolina. Review. 35
The Network and the Book, by Kevin Cherry. 131
The Network of the Book, by C. Thomas Law. 130
Neuse Community Screen Players.
Sister Becky's Baby, by Charles Chesnutt; produced by
Linda Carter. Video review by Sherrie Antonowicz. 142
The NewcomerTs Guide to North Carolina: Everything You
Need to Know to be a Tarheel, by Bill Lee. Review. 141
North Carolina Libraries
Noblitt, Philip T. A Mansion in the Mountains: the
Story of Moses & Bertha Cone & Their Blowing
Rock Manor. Book review by John Welch. 180-181
North Carolina. Division of Archives and History.
Guide to Research Materials in the North Carolina
State Archives. Review. 34
North Carolina Bed and Breakfasts and Country Inns.
Video review by Catherine Moore. 143
North Carolina Books (column comp. by Dorothy
Hodder). 28-35, 82-87, 134-141, 176-182
North Carolina Competency-Based Curriculum.
Solomon, Gerry. Integrating the North Carolina
Computer Skills Curriculum. 36-37
North Carolina Corporate Giving: A Directory of
Philanthropic Programs, ed. by Anita Gunn Shirley.
Book review by Bobby Hollandsworth. 29
North Carolina Information Highway.
Scott, Ralph Lee. Wired to the World (column). 26
North Carolina " Libraries
Gaddis, Dale. Leadership for North Carolina
Libraries: Now is the Time to Choose. 47-53
Valentine, Patrick M. The Spread of Public Libraries:
The Community of the Book in North Carolina,
1900-1960. 113-121
North Carolina Libraries (periodical)
Picture of editorial board, cover, Fall 1996
North Carolina Library Association.
World Wide Web page. 98, 144
North Carolina Library Association. Executive Board.
Minutes. 39-41, 91-93, 144-145, 183-185
North Carolina Library Association. Library
Administration and Management Section.
Gaddis, Dale. Leadership for North Carolina
Libraries: Now is the Time to Choose. 47-53
North Carolina Library Association. North Carolina
Association of School Librarians.
See Awards.
North Carolina Library URLs, by Ralph Lee Scott. 169
North Carolina Nature Writing: Four Centuries of
Personal Narratives and Descriptions, by Richard
Rankin. Review. 141
North Carolina State Parks System, by Ralph Lee Scott. 80-81
North Carolina State University. Libraries.
Morgan, Eric Lease. Learning to Use the Tools of
the Trade. 158-160
North Carolina Traveler: A VacationerTs Guide to the
Mountains, Piedmont, and Coast, by Ginny Turner.
Review. 35
North Carolina Videos: Artistic, Literary, Historical, and
Geographical Views of the Old North State, by Sherrie
Antonowicz, Marty Wilson, and Catherine Moore.
142-143
North Carolina Vital Statistics.
Scott, Ralph Lee. Wired to the World (column). 26
The Notebook, by Nicholas Sparks. Review. 182
Nuckols, Ashley Kay. W.W. I Deaths, North Carolina:
American Expeditionary Force, 1917, 1918. Review. 34
Of Time and the Artist: Thomas Wolfe, His Novels, and
the Critics, by Carol Ingalls Johnston. Book review
by Alice R. Cotten. 135
On This Day in North Carolina, by Lew Powell. Review. 34
Owen, Howard. Answers to Lucky. Book review by
Dorothy Hodder. 82
Owens, David. Introduction to Zoning. Review. 141
Palmer, William M., and Alvin L. Braswell. Reptiles of
North Carolina. Book review by Andy Wood. 85
The Papers of Nathanael Greene, Volume VIII, by
Dennis M. Conrad. Review. 34
Perkins, David, ed. Books of Passage: 27 North
Carolina Writers on the Books that Changed Their
Lives. Review. 182
,ed. Pete & Shirley: The Great Tar Heel Novel.
Book review by Rose Simon. 30
North Carolina Libraries
Pete & Shirley: The Great Tar Heel Novel, ed. by David
Perkins. Book review by Rose Simon. 30
Philosophy.
Stegall, David Lee. Books and the Human Need for
Narrative: Reflections on the Writing of Paul
Ricoeur. 100-102
Point/Counter Point (column)
Cherry, Kevin. The Network and the Book. 131
Fergusson, David. Keep School Libraries Open
After Hours. 24
Law, C. Thomas. The Network of the Book. 130
Mellon, Constance. Putting Technology in Its Place. 170
Speller, Benjamin F., Jr. Truly Effective Leaders Are
Born, Not Made. 74
Thrasher, Jerry A. Technology Should Have a
Prominent Place. 171
Tuchmayer, Harry. Public Libraries Should Be
School Libraries. 25
____. Then LetTs Get Out of the Way! 75
Powell, Lew. On This Day in North Carolina. Review. 34
Powell, Lucy A., reviewer. See History on Steel Wheels:
Trains at the North Carolina Transportation Museum.
The Primitive, by Stephen Amidon. Review. 35
Professional Development.
See articles under Leadership (theme issue)
Public Libraries.
Ashburn, Frannie. LetTs Talk About It Some More.
103-106
Fergusson, David. Keep School Libraries Open
After Hours. 24
Sanders, Joan. oShare a Book ,.. at Home� A Literacy
Project Sponsored by the Elkin Public Library. 122
Tuchmayer, Harry. Public Libraries Should Be
School Libraries. 25
Valentine, Patrick M. The Spread of Public Libraries:
The Community of the Book in North Carolina,
1900-1960. 113-121
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Public Library of Charlotte and Mecklenburg County.
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Purcell, Trip. Sunset Beach: A Spirited Love Story.
Review. 182
Putting Technology in Its Place, by Constance Mellon. 170
Rankin, Richard. North Carolina Nature Writing: Four
Centuries of Personal Narratives and Descriptions.
Review. 141
Raulston, J. C. The Year in Trees: Superb Woody Plants
for Four-Season Gardens. Review. 35
Reading.
See articles under Community of the Book (theme
issue)
Reading, Writing, and Race: The Desegregation of the
Charlotte Schools, ed. by Davison M. Douglas.
Book review by Robin Brabham. 28
The Relationship, by John H. Hyman. Review. 35
Reptiles of North Carolina, by William M. Palmer and
Alvin L. Braswell. Book review by Andy Wood. 85
Reviews.
Antonowicz, Sherrie, Marty Wilson, and Catherine
Moore. North Carolina Videos: Artistic, Literary,
Historical, and Geographical Views of the Old
North State. 142-143
Hodder, Dorothy, comp. North Carolina Books
(column). 28-35, 82-87, 134-141, 176-182
Jones, Plummer Alston, Jr. Empowering Managers
and Leaders in Times of Change and Transition: A
Videography. 88-89
Ricoeur, Paul.
Stegall, David Lee. Books and the Human Need for
Narrative: Reflections on the Writing of Paul
Ricoeur. 100-102
River Run: Down the Cape Fear to the Sea. Video
review by Catherine Moore. 143
Roanoak: The Unsolved Mystery of the Lost Colony.
Video review by Catherine Moore. 143
Rose OT Neale Greenhow and the Blockade Runners, by
George Johnson, Jr. Review. 34
Rostock, Susanne, reviewer. See The Uprising of ~34.
Rubin, John. The Law of Self-Defense in North Carolina.
Review. 141
Rural Libraries.
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Ryckman, Pat. About Libraries Online! 166
Ryckman, Pat, Guest Editor. Theme Issue, Managing
Technology (Winter 1996)
Salmond, John A., ed. Gastonia 1929: the Story of the
Loray Mill Strike. Book review by John Welch. 31
Sanders, Joan. oShare a Book ... at Home� A Literacy
Project Sponsored by the Elkin Public Library. 122
School Libraries.
Beasley, Augie E. Leadership 101: Survival Skills
for School Media Coordinators. 54-57
Bracy, Pauletta. Discovered in North Carolina: An
Overview of Research Related to School Library
Media Programs. 9-18
Fergusson, David. Keep School Libraries Open
After Hours. 24
Hall, Carol, and Diane Kessler. The Media
Specialist as Change Agent: a Bibliography. 22-23
Kessler, Diane. The Media Specialist in the
Millennium: Accepting the Challenge. 6-8
Kessler, Diane, Guest Editor. Theme Issue, School
Libraries (Spring 1996)
Levine, Cindy. What We Wish They Knew When They
Got Here: an Academic LibrarianTs Perspective. 19-22
MeNitt, Nancy B. Library Media Center School
Reading Programs at Morrisville Year-Round
Elementary School. 123
Miller, Marilyn. The Media Specialist in the
Millennium: The Challenge. 3-5
Stockdale, Kay L. Encouraging the Students to
Read, Read, Read. 124-126
Theme Issue. Spring 1996, 3-25
Tuchmayer, Harry. Public Libraries Should Be
School Libraries. 25
Schooling the New South: Pedagogy, Self, and Society in
North Carolina, 1880-1920, by James L. Leloudis.
Book review by David A. Strong. 84-85
Scotland County Emerging, 1750-1900: The History of
a Small Section of North Carolina, by Joyce M.
Gibson. Review. 34
Scott, Ralph Lee. Wired to the World (column).
26, 80-81, 132, 169
oShare a Book ... at Home� A Literacy Project Sponsored
by the Elkin Public Library, by Joan Sanders. 122
Sheppard, Joseph, reviewer. See Sherman's March
through North Carolina: A Chronology.
Sherif, Joan, reviewer. See The Last Chivaree: The
Hicks Family of Beech Mountain.
Sherman's March through North Carolina: A Chronology,
ed. by Wilson Angley, Jerry L. Cross, and Michael
Hill. Book review by Joseph Sheppard. 178-179
ShermanTs March through North Carolina: A Chronology,
ed. by Wilson Angley, Jerry L. Cross, and Michael
Hill. Review. 34
Shirley, Anita Gunn, ed. North Carolina Corporate
Giving: A Directory of Philanthropic Programs.
Book review by Bobby Hollandsworth. 29
Simon, Rose. Cover photos. Summer 1996, Fall 1996
Simon, Rose, reviewer. See Pete & Shirley: The Great
Tar Heel Novel.
Sister Becky's Baby, by Charles Chesnutt. Video
produced by Linda Carter. Video review by Sherrie
Antonowicz. 142
Slavery in North Carolina, 1748-1775, by Marvin L.
Winter 1996 " 191
Michael Kay and Lorin Lee Cary. Book review by
Kevin Cherry. 139
Smith, Susan. Z. Smith Reynolds Library: Its Role in Wake
Forest UniversityTs Access 2000 Project. 153-157
Solomon, Gerry. Integrating the North Carolina
Computer Skills Curriculum. 36-37
Southern, Michael. See A Guide to the Historic
Architecture of Eastern North Carolina.
Sparks, Nicholas. The Notebook. Review. 182
Special Collections.
Mayes, Susan E. The Benedictine Collection at
Belmont Abbey College. 110-112
Speller, Benjamin F., Jr. Truly Effective Leaders Are
Born, Not Made. 74 :
The Spread of Public Libraries: The Community of the
Book in North Carolina, 1900-1960, by Patrick M.
Valentine. 113-121
Staff Development.
Bucknall, Tim. Techno Teamwork: Involving All
Staff in Library Automation. 161-164
See Also articles under Leadership (theme issue).
Stahl, Bil. Librarians and Technology: A Penguin
Marriage. 161-164
Stanly County Public Library.
Welling, Penny H. Introducing the Internet in a
Rural Setting. 165-168
Stegall, David Lee. Books and the Human Need for
Narrative: Reflections on the Writing of Paul
Ricoeur. 100-102
Stockdale, Kay L. Encouraging the Students to Read,
Read, Read. 124-126
___, Cover photo, Fall 1996
Stoney, George C., Judy Helfand, and Susanne Rostock. The
Uprising of ~34. Video review by Marty Wilson. 143
The Story of Lina Holt, by Gina V. Kaiper. Review. 34
Strong, David A., reviewer. See Schooling the New
South: Pedagogy, Self, and Society in North
Carolina, 1880-1920.
Sumerford, Steve.
See North Carolina Library Association. Executive
Board. Minutes.
Sunset Beach: A Spirited Love Story, by Trip Purcell. 182
Taffy of Torpedo Junction, by Nell Wise Wechter.
Review. 141
Tarheel Hilarities, by Warren Dixon, Jr. Review. 35
Technology.
See articles under Managing Technology (theme
issue).
Technology Should Have a Prominent Place, by Jerry A.
Thrasher. 171
Tell Me a Tale: A Novel of the Old South, by James
McEachin. Review. 141
Tetterton, Beverly, reviewer. See Across FortuneTs
Tracks: A Biography of William Rand Kenan, Jr.
Their Highest Potential: An African American School
Community in the Segregated South. Book review by
Barbara S. Akinwole. 176-177
Theme Issues.
Community of the Book (Fall 1996) 99-131
Leadership in Libraries (Summer 1996) 47-75, 88-89
Managing Technology (Winter 1996) 151-168, 170-171
School Libraries (Spring 1996) 3-25
Then LetTs Get Out of the Way! by Harry Tuchmayer. 75
These High Green Hills, by Jan Karon. Book review by
Bill Kirwan. 179
Thomas, Jason, and Pony Duke. See Too Rich: The
Family Secrets of Doris Duke.
Thrasher, Jerry A. Technology Should Have a
Prominent Place. 171
TodayTs Graduate, TomorrowTs Leader: Off to a Great
Start!, by Gerald V. Holmes and Mary Jo Howard.
64-67
Too Rich: The Family Secrets of Doris Duke, by Pony
Duke and Jason Thomas. Review. 35
Town Creek Indian Mound: A Native American Legacy,
ed. by Joffre Lanning Coe. Book review by
Plummer Alston Jones, Jr. 32
Training.
Bucknall, Tim. Techno Teamwork: Involving All
Staff in Library Automation. 161-164
Truly Effective Leaders Are Born, Not Made, by
Benjamin F. Speller, Jr. 74
Tuchmayer, Harry. Public Libraries Should Be School
Libraries. 25
____. Then LetTs Get Out of the Way! 75
Turberg, Edward F., reviewer. See A Guide to the
Historic Architecture of Eastern North Carolina.
Turner, Ginny. North Carolina Traveler: A VacationerTs
Guide to the Mountains, Piedmont, and Coast.
Review. 35
Uneasy Warriors: Coming Back Home: The Perilous
Journey of the Green Berets, by Vincent Coppola.
Review. 35
University of North Carolina at Greensboro. Jackson
Library.
Bucknall, Tim. Techno Teamwork: Involving All
Staff in Library Automation. 161-164
The Uprising of ~34, by George C. Stoney, Judy Helfand, and
Susanne Rostock. Video review by Marty Wilson. 143.
Valentine, Patrick M. The Spread of Public Libraries:
The Community of the Book in North Carolina,
1900-1960. 113-121
Valentine, Patrick, reviewer. See Gender & Jim Crow:
Women and the Politics of White upremacy in North
Carolina, 1896-1920.
Video Reviews.
See Reviews.
W. W.I Deaths, North Carolina: American Expeditionary
Force, 1917, 1918, by Ashley Kay Nuckols. Review. 34
Wake Forest University. Z. Smith Reynolds Library.
Photographs, cover, Fall 1996, 108
Smith, Susan. Z. Smith Reynolds Library: Its Role in
Wake Forest UniversityTs Access 2000 Project. 153-157
Walker, Vanessa Siddle. Their Highest Potential: An
African American School Community in the
Segregated South. Book review by Barbara S.
Akinwole. 176-177
Watkins, Nan. A Case in Point: Individual Library
Instruction for International Students. 76-79
Weavers of Dreams, ed. by Paul R. Kearns. Book
review by Laurel R. Hicks. 32-33
WebWhacker.
Scott, Ralph. Wired to the World (column). 132
Wechter, Nell Wise. Taffy of Torpedo Junction.
Review. 141
Welch, John, reviewer. See Gastonia 1929: the Story of
the Loray Mill Strike.
___, reviewer. See A Mansion in the Mountains: the
Story of Moses & Bertha Cone & Their Blowing
Rock Manor.
Welling, Penny H. Introducing the Internet in a Rural
Setting. 165-168
Whackers, by Ralph Lee Scott. 132
What We Wish They Knew When They Got Here: an
Academic LibrarianTs Perspective, by Cindy Levine.
19-22
Whiteside, Tom. The Cameraman Has Visited Our
Town. Video review by Catherine Moore. 143
oWhoTs Gonna Take Out the Garbage When ITm Dead
and GoneTT?: New Roles for Leaders, by John
Lubans, Jr. 58-63
Wildflowers of the Southern Appalachians: How to
Photograph and Identify Them, by Kevin Adams &
Marty Casstevens. Review. 35
Wilson, Marty, reviewer. See The Uprising of ~34.
Winner, Juanita, reviewer. See Growing Up in Raleigh:
Childhood Memories of Life in the Capital City
During the Great Depression.
Wired to the World (column by Ralph Lee Scott).
26, 80-81, 132, 169
Wise, Suzanne, reviewer. See Carolina Moon.
Wood, Andy, reviewer. See Reptiles of North Carolina.
WorkerTs Compensation Handbook: Understanding the
Law in North Carolina, ed. by Natasha Nazareth.
Review. 35
World Wide Web.
Law, C. Thomas. The Network of the Book. 130
Morgan, Eric Lease. Learning to Use the Tools of
the Trade. 158-160
North Carolina Library Association World Wide
Web page announced. 98, 145
Scott, Ralph Lee. Wired to the World (column).
80-81, 132, 169
See also Internet.
Wyatt, Edgar M. Growing Up in Raleigh: Childhood
Memories of Life in the Capital City During the
Great Depression. Book review by Juanita Winner. 86
The Year in Trees: Superb Woody Plants for Four-Seasons
Gardens. J. C. Raulston. Review. 35
York, Maurice C., reviewer. See Bentonville: The Final
Battle of Sherman and Johnston.
Z. Smith Reynolds Library: Its Role in Wake Forest
UniversityTs Access 2000 Project, by Susan Smith.
153-157
ZooWorks.
Scott, Ralph. Wired to the World (column). 132
Guidelines for Using the Index to North Carolina Libraries
1. Articles are indexed by title, subject, and first-named author, with cross-references from coauthors.
2. Book reviews are indexed by the title and first-named author, with cross-references from co-authors and reviewers.
3. All library organizations are entered under their full names. Material on the substructures of these organizations, such as committees, round
tables, etc., is listed alphabetically under the organization name. (For example, for material on the activities, officers, reports, committees, and
round tables of NCLA, see North Carolina Library Association.)
4. The abbreviations ocomp.,� oed.,� oill.,� and opic.,� are used to identify compilers, editors, illustrators, and pictures.
192 " Winter 1996 North Carolina Libraries
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Spring 1997 ~Regrowing Libraries - Se
Suzanne Wise, Guest Editor ee
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Summer 1997 Library Construction and Design =
Phil Barton, Guest Editor =
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Fall 1997 Government Information
Michael Van Fossen, Guest Editor
Winter 1997 Conference Issue
Spring 1998 Advise and Consult
Summer 1998 Legal ~Lectronics
Unsolicited articles dealing with the above themes or any issue of interest to North Carolina librarians
are welcomed. Please contact the editor for manuscript guidelines and deadlines.
North Carolina Libraries, published four times a year, is the official publication of the North
Carolina Library Association. Membership dues include a subscription to North Carolina
Libraries. Membership information may be obtained from the Administrative Assistant of
NCLA. Subscription rates are $32.00 per year, or $10.00 per issue, for domestic
subscriptions; $50.00 per year, or $15.00 per issue, for foreign subscriptions. Backfiles are
maintained by the editor. Microfilm copies are available through University Microfilms.
North Carolina Libraries is indexed by Library Literature and publishes its own annual index.
Editorial correspondence should be addressed to the editor; advertisement
correspondence should be addressed to the advertising manager. Articles are juried.