DOCUMENT RESUME
ED 038 150 64 LI 001 900 AUTHOR. Lohrer, Alice TITLE The Identification and Pole of SchoolLibraries that Function as Instructional MaterialsCenters and Implications for Library Education inthe United States. INSTITUTION Illinois Univ., Urbana. Graduate Schoolof Library Science. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-7-B-144 PUB DATE Mar 70 CONTRACT OEC-SAE-9539 NOTE 500p.
EDRS PRICE EDPS Price MF-$2.00 HC-$25.10 DESCRIPTORS Elementary Schools, *Instructional Materials Centers, Junior High Schools, *Library Facilities, *Library Programs, Program Evaluation,*School Libraries, Senior High Schools ABSTRACT In 1961, the American Association ofSchool Librarians requested a status studyto identify elementary, junior and senior high school libraryprograms which serve as instructional materials centers (IMC). An IMC library provides all types of instructional materials and servicesfor teachers and pupils. Initial findings, which were tabulatedafter visits to the individual facilities, indicate that 472 schoollibraries in 28 states participated in the study and functionedas IMC programs. In 1964, school library supervisors in 41states and the District of Columbia provided information about 259 additionalschools raising the total to 731. Based on the quantity ofresources and quality of programs and services identified, the librarieswere grouped into five categories ranging from those withoutstanding resources and service programs (type I) to those whose resourceswere less than adequate but were functioningas IMC programs (type V). The study indicateda relationship between: (1) IMC programs of library service; (2) librarians holding professional degrees;(3) availability of library schools; (4) state and school systems with library supervisorsand (5) recommendations of national, regionaland state standards for school libraries. Numerous charts,figures and tables amply illustrate th.! study's data. (NH) 0/20A-1/// UsDEPARTMENT OF HEALTH. EDUCATION 5.fie95-39 & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED PI4 rIPI EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF CO VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU 0Pe\ CATION POSITION OR POLICY 1./ 0/ /0 0 0 THE IDENTIFICATION AND ROLE 0]? SCHOOL LIBRARItS TILAT FUNCTION
AS INaTRUCTIONAL linTERIALS CENTS RS AND IgPLICaTIOLS
FOR LIBRARY EDUCATION IN TH4; UNITED STATES
BY ALICE LOHRER
Graduate School of Library Science University of Illinois Urbana, Illinois 1970 Tgtcr- OF CONTENTS
CHAPTER Page
AC KNO ;LEDGELENTS iii
LIST OF CHARTS... OOOOO OOOOO ...... OOOOO iv
LIST Of FIGURESOOOOO LIST 02 TA3LES vi I INTODU3TION 1 The Problem...... OOOOO OOOOO 4 General Method and Plan for the Study OOOOOOOOOO 6 Limitations of tne Stud y.OOOOO 0 OOOOO Oe OOOOO 00.410000000000000 8
II GENERAL FINDINGS OF THE STUDY... OOOOOO ...... OOOOOO 12
III CHARACTERISTICS OF SCHOOL LIBitaiIES IDENTIFIED 31 Ty?e I School Libraries...... OOOOO OOOOO 35 Type II School LibrariesOOOOO OOOOO 53 Type III School LibrAries...OOOOOOOOOOOOOOOOOOO 70 Type IV School Libraries... 94 Type V School Libraries...... OOOOOOOOOO ...... OOOOO 109
IV CHARACTERISTICS OF QUARTER* AND RESOURCES FOUND IN SCHOOL LIBRARIES 156
V ADMINISTRATIVE PRACTI3ES AN!) SERVICES IN SCiluOLLIBRARIES...... 179 Bioliographio Guides Available...OOOOO 179 Administration of Textbooks and SupplementaryClassroom Collections... OOOOO ...... OOOOOOOO OOOOO 202 Purchasing and Prooessing Services...... 212
VI PROFESSIONAL EDUCATION AND NEEDED JOMPETENCIES OFTJHOOL LIBRARIANS AS INSTRUCTIONAL MATERIAL SPECIALISTS 236 Professional Courses in Education...... OOOOOOOOOOOOOOO 237 Professional Courses in Library Science.. OOOOOOO 256 Professional Courses in Audio-Visual Education...OOOOOOOOO 277 Needed Competenoies of School Librariansas Media Specimlists..OOOOO OOOOOO 278
VII PROGRAAS OF PROFESSIONAL PREPARATION FOR SCHOOLLIBRARIANS 1961 -1964 321 Regional and State ReoommendationsOOOOOOOOOOOOOO ...... OOOOO 329 Availability of Degree Programs in Library Science 331 Types of Library Science Programs Availablein 1962 335 Accredited Graduate Library Schools 355 Nonaccredited Graduate Library School Programs 346 Graduate Minor Programs in Library Science.OOOOO 357 Undergraduate Programs of Library Soienoe.... 364 VIII SULUARY AND CONCLUSIONS'OOOOO OOOOO 433 2age 440
A. 01.83 LIST kW) INV:LRVI4 SJHSJUL'!; 00.0 TO IDENTIFY SCHOOL LIBRAAIES JNOTIONIW AS IbSTAU.;TIONAL AiTSRIZS CENTER6 441
B. ITINEmARY FROM 1961-1963 OE INSThUtJTIONZ MAT:.:AIALS VISITED, OF TM. LENA 4ORKSHUP, AND THE A.L.A. OW4LAENCE IN ST. LOUIS, JUNE 1964OOOOO 473
BIBLIUGRAYge.... 4439
ii ACKW4LOG:OENTS
At the recommendation in1960 of Dr. C. Walter Stone, who was then Director of tne Education a idedia Branch ofthe Department of Health, Education, and relfare, U.S. Office of Education, to tine ExecutiveBoard of the American Associ,tion of School Librarians, ana witn the able assistanceof Eleanor E. Ahlers, tnen Executive Secretary of AASL, tne original planning for astatus study of school libraries functioning as instructional materials centers was initiatedin 1961. " ithout the continued support of these people trio Status Studywould not have been undertaken. 4 In January of 1963, seven consultants andfour other library representatives met in Cnioago for an all day meeting with the Directorand the Research Assistant of the Status Study to review the preliminaryfindings of tae study and to consider the second part of the study pertaining to libraryeducation programs. A work of sincere appreciation is extended to tne following people for theirconstructive ideas and advice.
Consultants Miss Eleanor E. Ahlers Dr. Paul W. F. Witt, University of Washington Columbia University Seattle, dashington New York, New York 0000011000 Liss Eleanora Alexander Miss Sara I. Fenwiok Houston Public Schools University of Chicago Houston, Texas Chicago, Illinois
Dr. Cnarles M. Allen Miss Dorothy A. MoGinniss University of Illinois Syracuse University Urbana, Illinois Syracuse, New York.
Dr. Amo De3ernardis Miss Sarah R. Reed Portland Puolie Schools University of Alpert& Portland, Oregon Edmonton, Canada
Dr. Frances Henna Dr. C. Walter Stone Columbia University University of Pittsburgh New York, New York Pittsburgh, Pennsylvania
Mrs. Florrinell F. aortal Louisiana State University Baton Rouge, Louisiana
Heartfelt thanks go to the ;many school libirysupervisors, audiovisual direotors, and sch.00l librarians who tookthe time to fill in the lengthy oneoklist and return it for inclusion in the report. I also appreciated the assistance andcourtesies extended to me when visiting library schools andschool libraries throughout the country.
Tne tireless effort and work of myResearch Assistant, Mrs. Alice Harrison, ana tne patience and carefulwork in compiling tables, typing charts, and lettersof my secretary, Mrs. Carol Froesohlmade possible the completion of much of the study.
without the understanding, encouragement, andfinancial assistance of Dr. Herbert Goldhor, and the officials of the Universityof Illinois and those in Washington, D. C. the Status Study could not have beencompleted. Appreoiation is also extended to Miss Jean Somers for her editorial assistance. ALICE LOHRER Status Study Director Marok;'1970.
iii iv
I IST RTS
CH riRT 'age
1 ;:"7. ORDER C7 TIIE. ST .TES :\TU SCHOC ILI 3R .RIZS I DE;TTIP I ED 13
2 SCHOOT LI IR API ES IDr 7TIFI REGIO;:S 15
3 R WOE 07 GR DE LEVELS OF 411 SCHOOL REPUSaTED IN THE STUDY 19
4 It'briGE 07 G:1 .DE T TWEI S IN E .CH FIVE TYTBS OP SCHOOL LI .3R, ,111 ES 20
5 IlfrNGE OP .731'.ROLL I'S IN E 07 THE P IVE TYPES OP SCHOOL LI 3R...RIES 21
6 1.1ANTITATIVE, ST'ND,RDS PC R SCH',-)OL LI3RirRIF,S. 22
7 QUiiiITITATIVE ST '..NDI..1,DS PCP. SIZE 07 TIH COLT.ECrIO. 23
8 NU; I-3ER CP SCHOOLS: IEETI I ST TO POR INTED ;1117'El:1/LIS 24
9 IC.NG7, OP SnE,CFLIIATERIM S POU D IN SCHOOL LI 25
10 NUIJ OP SCHOOLS IN E:CH STJ.TE ID r: .7 I P I ED THROUGH CHEC 'LIST .N,D VISITS 29
11 R ORDER OP 'UCATKN C URSP.S R.J3.1)COST US.E7UI ID HIGHLY lEC:0; 1. :ENDED 247
12 : ORDER OP LIBRARY SCI ET 'CE COURSES RATED lOST US ;;;PUL /VIM HIGHLY :IECC:1.1E, TED 264
13 COATIOSITE R d (-)5. CCAT)FTCIES ITED OP Uria7T I: I 'ORTA, -CE 316 V 11ST 07 FIGURES
Aft!' Page
1 REGION I_ GROU''INGS OF ST ,TES RY U.S. OFFICEOF EDUC,,TTON 16
2 NUMI3ER OF IMC, SCHOCL LIBRARIES IDENTIFIEDBY STATES 17
3 ST ',TESIfIT1-1 LI3R RY SUm'itVISORSIND IMC LIi1R tRIES 18 vi IIST OF MAPS
Page TABLE
42 1 TYPE I SCHOOL LI,311011Ec (Staff, Budget, Quarters)
46 2 TY"E I SCHOOL IIDR1RIPS (Resources)
50 3 TY"E I SCHOOL LI3RRII:q (Special Characteristics of 31 SchoolsVisited)
59 4 TYPE II SCHOOL LIBRRIES (Staff, Budget, Quarters)
63 5 TYPE II SCHOOL LI311.RIEc (Resources)
67 6 TYPE II SCHOOL LIBILLRIES (Special Characteristics of 46 SchoolsVisited)
78 7 TYPE III SCHOOL LIM,LRIFS (Staff, 3udget, Quarters)
84 8 TYPE III SCHOOL LIBRkRIFQ (Resources)
90 9 TY"E III SCHOOL LIaqaIES (Special Characteristics of 53 Schools Visited)
98 10 TY"E IV SCHOOL LIPAILRIES (Staff, Budget, Quarters)
102 11 TYPE IV SCHOOL LI3RARIES (Resources)
107 12 TYPE IV SCHOOL (Special Characteristics of 23 SchoolsVisited)
112 13 TYPE V SCHOOL LIBRARIEc (Staff, Budget, Quarters)
121 14 TYPE V SCHOOL LI-3R ,7.1ES (Resources)
132 15 TY"E V SCHOOL LIBRI.RIES (Special Characteristics of 50 SchoolsVisited)
16 LIDDITION%L SCHOOLS SCHOOL SYSTE IS UITH INC SCHOOL LIBR'LRIES RFMM.IEDED ;UT NOTVISIT,.D 137 vii
T,IIE Page
17 P,FGION LL ND ST TE SUIMARIFS 152
18 COMPARATIVE T4BLES OF INSTRUCTIONa ATERI OS IN SCHOOL II3RARIES QUARTERS 158
19 TYPES OF VERTICAT FIT E, AtTERILLS 164
20 ... TYPES OF PROFESSION,L MATERI as 166
21 ... TYPES :F UDI0kVISUL MATERIaS 169
22 ... TYPES OF EQUIPMENT 173
23 BI3LIOGRAPHIC TOOLS US FD IN THE SELECTION OF INSTRUCrIONAL AATERIiLS IN 162 ETEAENT'LRY SCHOOI LIM RIEs 181
24 ... IN 14 ELEMENTARY-JUNIOR HIGH SCHOOL LI3RAIIES 185
25 ... IN 75 JUNIOR HIGH SCHOOL LIBRRIES 187
26 ... IN 26 JUNI(PR 'IOR HIGH SCHOOI LI3RIES 190
27 ... IN 103 SENIOR HIGH SCHOOL LIOR:RIFS 193
28 ... IN 18 GRES 1-12 SCR-CL LITR .P.IFc 196
29 ... IN 23 DISTRTCT IMCs 199
30 ADMINISTRATIVE PRCTICES IN 164 UTI-:'IENT'iRY SCHOOLS OF TEXT300K AND SUPPIMENTARY COLLECTIONS 110;: (1_,SSROOM UT 204
31 ... IN 14 EITAENT'IRY-JUNIOR HIGH SCHOOLS 206
32 IN 75 JUNL-,11 HIGH SCHOOLS 207
33 IN 26 JUNIOR-SENIOR HIGH SCHOOLS 208
34 ... IN 79 SENIOR HIGH SCHOOIs 209
35 ... IN 18 SCHOOLS OP GRADES 1-12 210 36 ... IN 25 DISTRICT IACs 211
37 PURCHASING AND PROCESSING SERVICES PROVIDED 3Y OR FOR 162 ELEAENTARY SCHOOL LI3RRIEs 214
38 14 ELEAENTARY-JUNIOR HIGH SCI!`I_ LIBRRIES 215 39 75 JUNIOR HIGH SCHOOL LIMARIES 216
40 26 JUNIOR-SENIOR HIGH SCH. I LI;TIRIES 217
41 103 SENIOR HIGH SCHOCI LI3R 'RI ES 218
42 18 GRADES 1-12 SCHOOI LI3RAIIEs 219
43 24 DISTRICT IMC LIP,RRIEs 221 TAME Pa::ii
44 BIBLIOGRADHIC SERVICESTYDE OPCiT',LOGUG SERVICES FOR INSTRUCTIONLIItTERIAIS ^ROVIDED BY 162 EIET.NTM SCHOOLLI6RRIES 223
224 45 BY 14 ELEMENTARY-JUNIOR HIGH SCHOOLLIMURIES
225 46 BY 75 JUNIOR HIGH SCHOOL LIBR IFS
47 BY 26 JUNIOR-SENIOR HIGH SCHOOL LI3RIFS 226
48 LIY 102 SENIOR HIGH SCHOOL LIMI(IRUS 227
49 3Y 18 GRADES 1-12 SCHOOL LIBRARIES 228
50 BY 24 DISTRICT IMCs 229
51 SPECI.L ItiNDLING OF LUDIO-VISUAL MITERIALS -NaUFACTURER'S SERI. NUMER US 0 FOR LOCATION 231
52 3 - ACCESSION NUMBER USED MI IOCiTION CODE 232
53 C - S"ECI.ILY PRE.w.W.D IOC',TIOv SCHEAE 233
54 RATING OP PROFESSION'a COURSE IN EDUC'tTION TA UN 3Y 175 ErEMENTLRY SCH 'CIL LIMURINS 238
55 15 FIENE;YTLRY-JUNIR HIGH SCHOOL LI-1R.RITIC 239
56 104 JUNIOR HIGH SCHOOL IIMUtRINS 241
57 31 JUNIOR-SENP R HIGH SCHOOL II3RIRIIN-7 242
58 172 SENIOR HIGH SCHOOL LIBRRI1N'l 247,
59 18 GRES 1-12 SCHOOL LIBRRIP.NS 244
60 33 SUTITI1VISORS OP DISTRICT IMCs 245
61 RATING OF COURSES IN EDUC'tTION RECOMFNDED FORLITILRINS SERVING '4S MATERIALS SPECI.IISTS IN 175 EIE.iENTLRY SCHOOLS 248
62 IN 15 ELEMENT.RY-JUNIOR HIGH SCHOOLS 249
63 IN 104 JUNIOR HIGH SCHOOLS 250
64 IN 31 JUNIOR-SENIOR HIGH SCHOOLS 251
65 IN 172 SENIOR HIGH SCHOOLS 252
66 IN 18 GRADES 1-12 SCHOOLS 253
67 IN 33 DISTRICT IlCs 254
68 00MT'ARATIVE TAME OP COURSES IN EDUClar)N RECOAIENDED FOR LIIRARIOJS SERVING AS 1.LTERIAS S"'ECIAIISTS 255 ix
TtBLF Page
69 RATING OP 'ROFSSIONAL COURSES TN LI3R.tYscuNcr T. .CFN 3Y 175 ELFMENTARY SCHOOL LI3RtRI'NR:. 257
70 TAUN 3Y 14 ELEIFNr.RY-JUNIOR HIGH SCHOOL 258
71 T';I:N BY 101 JUNIOR HIGH SCHC`OI LI,IR 'RINS 259
72 T .-..TN ilY 31 JUNI R-SFNi.it HIGH SCHOOI LI,111 RI INS 260
73 T',".EN A 173 SENIOR HIGH SCHOOL LTA RI ,NS 261
74 T.',";EN 3Y 18 SCHOOL LI.3R.RI ,NS IN SCHOOIS-GR XI;1-12 262
75 T-:EN A 29 SU"- .RVISORS OP DISTRICT IMCs 263
76 COMP.kRtTIVE TABLE OF COURSES IN LI3RtRY SCIENC"RECOMIENDED 267 FOR LIBRLRI.,'S SERVING 1.7. Sn"CII.LISTS
77 RTING OF NIOFESSI(NI COURSES IN LI3R1RY SCIENCE RECOn IENDRD FOR I IlR LP, I NS S ERVING . Pf.STRUCHON, M..TFRILIS S",'CIJISTS IN 175 EIE1ET'LRY SCHOOLS 270
78 IN 14 EIFINTLRY-JUNIOR HIGH SCHOOLS 271
79 IN 101 JUNI'IR HIGH SCIOOIS 272
80 IN 31 JUNIOR-SNIOR !UGH SCHOOLS 273
81 IN 173 SENIOR HIGH SCH(rIS 274
82 IN 18 SCHOOLS 'ITH GR,DES 1-12 275
83 IN 29 DISTRICT IMCs 276
84 R'rNG OP 'ROFESSIONAL COURSES T'..71N INUDIO-VISUU EDUCtTION B: 174 EIEMENTtRY SCHO I LIBRZFINS 279
280 85 BY 14 EI FRNT tRY-JUNIOR HIGH SCHOOL LIBRtRIANS
281 86 BY 100 JUNIOR HIGH SCHOCI LI3R tRI .NS ......
87 3Y 31 JUNIOR-SENIOR HIGH SCHOCL LIBRZIM 282
88 BY 170 SENIOR HIGH SCHOOL LIM .RI ..NS . 283
89 M 18 SCHOOL LI-311 RI .NS OP Gn IDES 1-12 284
90 A 29 DISTRICT I1C SUn"'RVISORS 285 TBIE Page
91 IUTING OF "ROFESFIONAI COURSESIN tUDIO-VISUA EDUCTION RFC)MAENDED FOR LIN iRI ,NS E.RVING MTERFL SECILISTS IN 174 EIFAENT tRY SCHOOLS 286
287 92 IN 14 EIEIFNT.IY-JUNIOR HIGH SCHOOIS
. 288 93 IN 100 JUNIOR HIGH SCHOOLS
269 94 IN 31 JUNIOR-SENIOR HIGH SCHOCLS
290 95 IN 170 SENI-,R HIGH SCHOOLS
291 96 IN 18 SCHOOLS OF GRLDES 1-12
292 97 IN 29 DISTRICT I:Cs
98 COMARATIVE TABLE OP COURSES INAUDIO-VISUA EDUCTION 293 RECOMF,NDEDFOR LIMARI.NS SMVING ALTERIA SflECIIISTS
99 RT1NG OF CUTETT:NCIES NTEDFD FOR TIM.11IiNS SERVING AATERI,L S^CILIISTS .D BY 177 EITIP:T.P,Y SCHOOL LI1R-IRI&NS 294
297 100 CHECKED 3Y 14 EIF1FTLRY-JUNIOR HIGHLI1R1RIS
300 101' CHFC.:ED BY 101 JUNIOR HIGH SCHOOI
102 CH *C7,174) 3Y 31 JUNIOR-SENIOR HIGH SCHOC LI3RARIANS 303
103 CIIECUD BY 172 SMIOR HIGH SCHOOL LIB': .RT .NS 306
104 CHEC-Z:ED BY 18 SCHOCI LI JR .RI . "S IN SCHOOLSWITH GRAMS 1-12 309
105 CH CUD BY 30 DISTRICT IMC SUnlIVISORS 312
106 RECOMENDEDHOURS OF II611'.RY SCIENCE OF Tr- REGIONAL ICCRTMITING 6SOCI-.TIONS AND ::)F 322
107 36 :CCRTTITED II3R.RY SCHOOIS, 1962 - DEGRET.PROGr6IS 336
108 36 CREDITED THR.RY SCHOOLS, 1962 - FACUITY 341
109 36 -CCREDITi.D SCHOOIS, 1962 - IAC PHIEISOPHYAND PROGRAM OF EACH SCHC. L. 343
110 37 INSTITUTIONS OFI.ERING UNDERGRDU:LP:.4D/OR GR.DUTE MAJOR IN LITIRARY SCIENCE, 1962-1964 -DEGREE PROM: Lis 347
111 37 INSTITUTIONS OFFERING IFTERGRLDWITT=1/'11 GR.DIRTE MAJOR IN LIBRARY SCIENCE, 1962-1964 - FACULTY 351
112 37 INSTITUTIONS OFFERING UNDiiRGR,iDULTE iND/ORGUM TE M:JOR IN LIBRARY SCIENCE, 1962-1964 - INC "HILCSO'HYAND "ROGRO1 07 ELCH SOHO, L 354 xi
TABLE Page
113 15 INSTITUTIONS OFF.RINGI.FDT:RGR DU .TE .;ND /OR GRDUkTE MINOR IN LMRARY SCI,,NCF 11962-1964 - DEGRE PROGR IS.... 358
114 15 INSTITUTIONS OFFERING UNDERGRADUTE AND/OR GR LDU 1TE MINOR IN LIM :),Y SCIENCE, 1962-1964 - F. TY 360
115 15 INSTITUTIONS OFF ERIXG UYDLRGRDU TE AND/OR GRADUATE MINOR IN LIBIRY SCIENCE, 1962-1964 -IMC PHILOSOPHY AND PROGR in OP EACH SCHOOL 362
116 44 INSTITUTIONS OFFERING UNDERGR kDUTEMAJOR IN LI3RARY SCIENCE, 1962-1964 - DEGREE "ROGR kAS 366
117 44 INSTITUTIONS OFFERING UNDERGR DU tTE MJOR IN LIi3R.RY SCIENCE, 1962-1964 - FACULTY 370
118 44 INSTITUTIONS OFFERING UNDAIGR DU TE ALJORIN LIBRARY SCIENCE, 1962-1964 - IMC "HIIOSOPHY AND'ROGRAM OF EACH SCHOOL 374
119 170 INSTITUTIONS OFFERING UnPRGRADUkTE MINORIN LIBRARY SCIENCE, 1962-1964 - DEGREE PROGR 379
120 170 INSTITUTIONS OFFERING INDERGR 'DU 'TE MINOR INLIBRARY SCIENCE, 1962-1964 - FCULTY 390
121 170 INSTITUTIOFS OFFFI,ING UNDERGRDU VIT. MINORIN LI Il:tRY SCIENCE, 1962-1964 - IMC PHILOHY NDPROGRAM OF EACH SCHOOL 401
122 49 INSTITUTIOi :S OFF RING UNDRGR DU TE, P',0:7,R ',AS OFJESS TH 11 A MINOR IN UDR kRY SCI 1962-1964 - DEGREE DROGR k: IS 413
123 49 INSTITUTIONS OFFERING IPDFRGROUATE -TOGRAMS OFLESS THIN AINOR IN LI3RARY SCP:NCE, 1962-1964 - FACUITY 418
124 49 INSTITUTIONS OFFERING UNDIIIGRIDUlTE P,OGZ1S OF I ESS TH N MINOR IN LIM kRY SCIENCE, 1962-1964 - IMC PHILOSOPHY AND PROGR 41 OF E.,CH SCHOOL 421
125 SUMM RY T ST 'TES PEERING LI T3R .RY SCI .;NCF. 7'ROGR 'LIS.... 425
126 S \W LING OF 48 COLLEGES AND UNIVPRSITIPSOFFERING PEI ^tTED COURSES ONLY FOR THE SCHOOL IIi3RARY ELD 429 CHAPTER I
INTRODUCTION
Much has been written in the last few years regarding the many changesoccuang in the world about us. Some of these have long been predicted; others have happened almost without notice; while a few have reversed predicted trends.Technological ar:vances in science and in industry have had the greatest impact upon our daily live3. Mass media of communication, as one example, have brought the peoples of the world closer together, have highlighted the differences and similarities in cultures and politics around the world, and have changed the learning and leisure patterns of many millions of people -- young and old alike. The impact of these new developments has thus been felt everywhere.
One of the by-products of the communications revolution has been its influence upon our schools and upon our understanding of the learning process. Research ctudies by specialists in communication, by psychologists, by educators, and by librarians have highlighted the need for teacher awareness of the possibilities vnd limitations of mass media and of reading at all levels of education.
Our professional associations in education, in the subject areas, and in the
1:11;:ary field have a long history of interest and activity in reading, in mass com=unication, and in the related field of audio-visual education. Research, however, has been fragmented and the implications of the findings have usually pertained to the specialized interest of each organization.Yet the implied concern of all educators is the provision of quality education at the least cost for every child so that each may have the opportunity to become a responsible and educated citizen in a democratic society. The unexpected population explosionin the United States, coupledwith the slowdown in building schools necessitatedby World War II has resultedin a serious crisis in our schools and collegestoday. Lack of classrooms, lack of
teachers, lack of adequate tools forlearning, and lack of schoollibraries to
service pupils and teachers have focused theattention of the nation on the problem.
Government and foundation help has beensought to find answers and to try new
experiments in teaching; much has been andis continuing to be accomplished. One
of the areas in which changes aretaking place is in the schoollibrary.
The role of the school libraryhas been constantly changinguntil now it has
developed into a service agencyproviding the tools of learning in awell-organized
fashion, with professional staff participatingactively in the teaching process and
clerical staff handling routines associatedwith book and nonbook materials. The
library has come to be accepted as anessential part of many of our modernschools.
National, regional, and state standardsfor our schools and libraries reflectthe
changing needs of schools and theattitude of school administrators andfaculty
toward the tools of learning necessaryfor modern teaching.
The school library is a productof the twentieth century. Pioneer efforts
were identified around1901 and numbers slowly increased. But with the C. C.
Certain Standards of19181 focusing attention for the first time on the quantitative dj needs of school libraries, the movementgained natioWimpetus. Many educators
recognized that each child was unique inhis potential for learning, and thathis
personal experiences, interests, andneeds were significant inrelation to his
ability to master the fundamentals ofeducation. Changes in teaching methods took
place, and the single textbook wasfound to be inadequate. Libraries were needed
with collections including many books,pamphlets, magazines, andpictures selected
to meet individual differences. A professional library staff toselect, order,
'National Education Association of the U. S. Department ofSecondary Education. Committee on Library Organization andEquipment. Standard Library Organization and Equipment for Secondary Schools c.fDifferent Sizes. Washington, 1918. -2- organize, administer, and service the reading resources of the school was deemed
essential. Regional and state standards were drawn up in the early 1920's to
assist secondary schools in the establishment of school libraries.Periodically
the standards have been modified and reflect the changing role of the school
library. Later national standards of the American Library Association (ALA)
included recommendations for libraries in all schools, including elementary and
junior high schools as well as four year high schools. Recent statistics show
that over 94 percent of the junior nnd senior high schools of today have central-
ized school libraries, while approximately 50 percent of the elementary schools
provide some library service.1Discouraging as the elementary school library
picture is, the percentage is increasing each year; however adequacy of resources,
staff, and budget does not automatically follow the establishment of a central
library in a school.
An analysis of school library standards as they have developed over the
past forty-six years gives evidence of change regarding the nature of the
collections and the philosophy of services and library programs. The school
library of today is no longer considered merely as a repository for books and
printed materials but is described in the 1960 Standards for School Library
Programs as
flexible in its program of services and in the scope of the materials of communication contained in its collections, as it meets the changing needs of the school that it serves. The school library is a materials center, an instructional resource center, or any of the equivalent terms now springing into existence. For the school library, through books, films, recordings, and other materials, goes beyond the requirfients of the instructional program, and unfolds for the many private quests of children and young people the imagination of mankind.2
The 1960 edition of the Evaluative Criteria of secondary schools and the 1963
edition of the Evaluative Criteria for Junior High Schools sponsored by the
1U. S. Office ofEducation. Library Services Branch. Public School Library Statistics, 1962-63. Washington: U. S. Department of Health, Education, and Welfare, Office of Education, 1964, p. 1. 2American Association ofSchool Librarians. Standards for School Library Programs. Chicago: American Library Association, 1960, p. 13. National Study of Secondary School Evaluation, refer to the school library and
1 the audio-visual department as instructional materials centers, and state that some schools bave developed both a library and a separateadministrative organiza-
tion to provide services for the newer media of communication, namely, an
audio-visual department.
Others have developed an integrated administrative unit, generally called the instructional materials center, which furnishes all the services usually associated with the library and in addition, provides the services connected with audio-visual materials, radio, and television.
THE PROBLEM
On the assumption that standards and recommendations drawn up by the national,
regional, and state educational and library organization do reflect the administra-
tive patterns and services of the institutions they are evaluating, a status study
was reqested in 1961 by the American Associationof School Librarians to identify
school library programs which actually serve as instructional materials centers
at the elementary, junior, and senior high levels by providing all types of
instructional materials and services for teachers and pupils.
In recommending the study, it w ?s further believed that data could be secured
from such schools to assist in the improvement of existing libraries which now
do not function as materials centers and to provide guidelines for new school
libraries planning to serve as such centers. Many requests for such information
have been made by school administrators, school boards, school librarians, audio-
visual specialists, school library supervisors, curriculum specialists, library
schools, teacher training institutions, and state officials. They want to know
where such programs now exist, what the nature of the program is, what improvements
have resulted in the quality of the teaching programs, and the cost involved.
1NationalStudy of Secondary School Evaluation.Evaluative Criteria; 1960 Edition. Washington: National Study of Secondary School Evaluation, 1960, p. 257. fp 257 -4- On the assumption that changes have been taking place in the services and programs of many school libraries, it was further assumed that these changes are of significant value to library educators in the formulating of curricula for the preparation of school librarians as instructional materials specialists to administer these libraries and programs.
To assist in providing data for the formulation of programs of instruction for school library specialists, it was believed that competencies needed by librarians serving as instructional materials specialists could be identified by school librarians performing these tasks and services.
Since Section 731, Part B of Title VII of Public Law 85-864 directs the U. S.
Office of Education, Educational Media Branch, "to disseminate information concern- ing new educational media to State or local educational agencies for use in their public elementary or secondary schools, and to institutions of higher education," a request dated April 25, 1961, was made to the U. S. Commissioner of Education to have conducted a study of the nation's schools for the purpose of identifying such school libraries. Pursuant to Section 731 (5) of Public Law 85-864, the U.S.
Office of Education decided that such a study should be conducted under the auspices of a graduate library school. The University of Illinois Graduate School of Library Science was awarded the contract to conduct the survey, and the contract was officially approved October 11, 1961.
The proposal states that school libraries can be identified which function as instructional materials centers as defined by the Evaluative Criteria, 1960
Edition, and that educational programs at the undergraduate and graduate levels are beingformulated to prepare qualified and competent specialists in the management of libraries which function as instructional materials centers. The statement in the Evaluative Criteria indicates:
The major purpose of the instructional materials center is to serve the established aims of the total educational program by (1) providing a rich variety of materials, including books and other printed materials,
-5- recordings, still and motion pictures, filmstrips, and other audio-visual materials and resources, for use by teachers and studentsas individuals and in groups; (2) offering leadership in developing techniques for the use of various materials by teachers and students; (3) making available facilities, services, and equipmentnecessary for the selection, organization, and use of instructional materials; and (4) furnishing facilities for and assistance in the production of instructional materials and displays.1
This statement has the approval of the American Association of School Librarians
of ALA and of the Division of Audio-Visual Instruction of the National Education
Association (NEA). It also serves as a guideline for the regional accrediting
associations.
GENERAL METHOD AND PLAN FOR THE STUDY
2 The progess report of this study published in the proceedings of a conference held under the auspices of the U.S. Office of Educationon May 16-18, 1962, describes in some detail the preliminary methods employed in the study.
The first phase was a literature search to ascertain: (1.) statements of philosophy and definitions of terms describing the role of the school library as an instructional materials center, (2) the number of schools reporting programs of service reflecting the instructional materials concept, (3) studies of competencies needed by school librarians and audio-visual specialists,
(4) the existetice SI of evaluative instruments devised especially to determine the quality of programs of services and resources of school libraries, and
(5) the nature of information regarding undergraduate and graduate programs of instruction for the preparation of school librarians as materials specialists.
From information obtained, a card file of school libraries was compiled.
Then to each state school library supervisor or state educational agency, and
lIbid.,p. 257 2Lohrer, Alice. "School Librariesas Instructional Materials Centers With Implications for Training: A Progress Report of This Study Under Title VII, National Defense Education Act. In Mary Helen Mahar, ed. The School Library as a Materials Center... Washington: U.S. Department of Health, Education, and Welfare, Office of Education, 1963, pp. 12-13. -6- to each city, town, and county school library supervisor was sent a list of the
school libraries in their respective areas that had been so identified.A
letter accompanied the list asking their help in confirming or correcting the
findings, by adding other school libraries not identified, and by starring those
that they considered worth visiting.
A detailed interview schedule (see Appendix Am. 1-37) was prepared and
pretested for use, by visits to elementary, junior, and senior high schools. ills Checklist included the following sections: (1) background data regarding
the school, (2) the size, professional preparation, experience, and needed
competencies of the professional staff, (3) resources of all types of media
available to pupils and faculty in the library, in other collections in the
school, or from a local materials center, (4) the administrative organization
of these resources, (5) the equipment and facilities available for servicing
these resources, and (6) the budget provisions for securing them.The recom-
1 mendations of the Standards for School Library Programs were quoted where
pertinent to serve as a guide for evaluating the holdings of each school, and
to serve as a checklist for schools that met or were attempting to meet national
standards. The Checklist schedule was pretested in eight selected elementary,
junior, and senior high schools in Indiana visited in December 1961.
Findings of the literature search, information from the American Library
Association, and reports from the fifty states made it possible to work out an
2 itineraryfor school library visits for the period of February to June 1962.
In order to insure, as far as possible, that the schools selected did have library
programs as defined by the study, school libraries were visited throughout the
country and the Checklist was left to be completed by those tentatively identified.
lAmerican Association of School Librarians, 22. cit. 2See Appendix B, pp,1-15. School library supervisors accompanied the investigator on the visits of their local schools. When time did not permit visits to similar local school libraries, some additional checklists were distributed by the library supervisors.
A delay of five months in receiving the final approval of the study made it impossible to complete the school visits in the time originally set forth in the proposal. School visits continued into the second year of the study from September
1962 until April 1963 and had to be fitted into a full-time teaching schedule to which the investigator had returned. When the checklists were returned, they were coded for IBM tabulation, and tables of data were compiled.
In addition to school libraries, visits were made to several undergraduate library schools, and to all but three of the accredited library schools of 1962 to learn of their program to prepare school librarians as materials specialists.
Requests for college catalogs were also sent to each college or university in the country which had been identified through previous studies as offering such instruction; the college catalogs were analyzed and tables prepared regarding the degree structure, faculty responsibility, the philosophy and program of offerings for the school librarian. Information was also sought from the state school library supervisors as to the nature of library programs offered for school librarians in their state.
LIMITATIONS OF THE STUDY
The study is comprehensive in that it is designed to cover all fifty states and all grade levels of public schools from kindergarten through senior high school.
It is limited, however, in that it includes only those school libraries which function within the philosophy of the instructional materials center.Although all the states were contacted, some are not represented in the study because the organization of library programs within a state was not a unified approach to all
instructional materials at the time the study was started, or because such
information was unavailable to the investigator.
In a country as complex and as vast as the United States and with constant
changes taking place each year in the schools of our country, it is difficult
to conduct a status study in any year on any subject and have its data up-to-date
or complete when the study has ended. All that could be attempted in this study was to make every effort to secure data that weremeaningful and representative of information requested. Within the limitations of time, money, and personnel
available to carry out this study of school libraries, every effort was made to
identify schools having libraries functioning as instructional materials centers.
As stated previously, information regarding the schools to be studied came
from school library supervisors or state educational agencies.At the time the
study was started, several states were without state school library supervisors.
Many state and local areas have since added school library supervisors to their
staff. Information from these sources was therefore unavailable when the study was started. Although the study was publicized, many independent schools without
library supervisors were unaware of the study or were too busy to make known
their programs of library service. Private and parochial schools, with one or
two exceptions, were not included in the study. Although district and system
materials centers and educational television and radio studios were visited, no
effort has been made to include these centers in this report.
Tabulations that are included represent findings reported in the checklist
schedule returned from schools during the months of June 1962 to May 1963. Some
of the schedules were lost in the mail, and some were returned too late to be
included in the IBM codings, but they have been included in other tables. Some schedules were incompletely filled out and have been so noted.This will account for differences in the number of schools reported indifferent tables,
It is thus apparent that many schools are omitted. New schools built after the study was underway have not been included, aswell as programs that have been in a state of reorganization since the beginning of the study, Schools that have traditional library programs of servicing only printedmaterials have not been included. Only a very limited number of schools are included which have a separate library program and a separate audio-visual program,but those which have been included have a well-coordinated programof servicing all types of materials and were highly recommended by the appropriate librarysupervisor.
No attempt was made to evaluate the quality of service exceptin a very general way.Observations of programs in operation, discussions withlibrarians, supervisors, principals, and teachers as well as examinationof the completed
Evaluative Criteria, 1960 Edition when available, do give someevidence of quality of services. In the checklist, there are many opportunities includedfor evaluating the programs of these instructional materials centers interms of the quantitative standards recommended by the American LibraryAssociation. It also provides opportunity for evaluation by the librarianof the adequacy of his own program and the importance of a particularitem in his own school situation or experience. The checklist thus serves as an aid in evaluation and as acommentary on the acceptance of the ALA standardsby practicing librarians. All of these items, however, were not checked by all librarians. But from the data compiled some indication is available ofthose schools that are attempting to meetnational standards, those that fall far below approvedrecommendations, or those that are in beginning stages of development.
A number of tables were completed in time to havethem verified by the school library supervisors who attended the American LibraryAssociation Conference
10- at St. Louis in June 1964. Additional data were sent by these supervisors to
complete the charts. Directors of graduate library schools verified charts pertaining to their library education programs at a library education meeting held in Chicago in 1963. Other data for the library schools represent
information taken from the schedules or from available college catalogs. Neither
time nor money was available to verify all tabulations, but careful spotchecking
has been made whenever possible to detect obvious errors. CHAPTER II
GENERAL FINDINGS OF THE STUDY
As the status study progressed a few generalimpressions began to emerge.
Later these observations were confirmed as tabulations werecompleted for the participating schools. One fact evident from school visits wasthat there were many schools with librariesfunctioning as instructional materials centers, and that these were to be found at eacheducational level and in all parts of the
United States. Since the 1960 Standards for School LibraryPrograms1advocates
that a school library function as a materials center,this was particularly
interesting because efforts had been and were being made bychapters of the
American Association of School Librarians in many statesto publicize and to
implement the recommendations. Programs had been planned to educate both the
librarians and those responsible for school policies andadministration
concerning the development and purpose of the standards.Concerted action
was being taken to bringabout achievement of the standards through theSchool
2 Library Development Project established by the American Association of School
Librarians with funds provided by a grant of$100,000 from the Council on Library
Resources, Incorporated. With definite projects being undertaken to bring about
achievement of the standards, it might be assumed that manyschools would have
reached or surpassed the quantitative standardsfor staff, materials, and budget
within three years after their publication. The philosophy of the school library
functioning as a service center to provide resources ofprint and nonprint
materials for pupils and teachers was evident in all but one ortwo of the
schools visited.
1American Association of School Librarians, 2E. cit. 2Kennon, Mary Frances and Doyle, Leila Ann. Planning School Library Development. Chicago: American Library Association, 1962.
-12- When the tabulations were completed, there were 411 school library programs identified through the checklist and an additional sixty-one schools visited that did not return a checklist, making a total of 472 school libraries in the study.
These were found in 30 states, and 203 schools offering such programs were visited by the investigator. Chart 1 lists these states in rank order by the number of such schools identified through the checklist and visits.
Chart 1
Rank Order of the States by Number of School Libraries Identified
Total Number of Number of DIMC* State School Rank School Libraries School Visited Library Identified Libraries Consultant Through the Study Visited Visited 1 Virginia 62 7 4 1 2 Florida 61 25 7 1 3 Maryland 41 5 4 1 4 North Carolina 38 15 3 1 5 Illinois 33 29 6 1
6 Indiana 29 11 2 0 7 Louisiana 19 15 3 0 8 Minnesota 18 8 5 1 9 Kentucky 17 9 3 1 9 Pennsylvania 17 3 3 0
10 Tennessee 15 10 4 1 11 Michigan 14 11 3 2 12 New Jersey 12 2 1 1 12 Washington 12 7 5 1 13 Wisconsin 11 10 0 0
14 Texas 10 5 1 0 15 Delaware 9 1 0 1 15 Oregon 9 6 2 1 16 Alabama 8 2 0 1 17 Arkansas 6 1 0 1
17 New York 6 6 3 1 17 South Carolina 6 4 0 1 18 California 5 2 10 1 19 Ohio 4 4 1 0 19 New Hampshire 4 2 0 1
20 Georgia 3 2 1 1 21 Connecticut 2 0 2 0 22 Massachusetts 1 1 1 0 23 Arizona 0 0 5 0 23 Colorado 0 0 2 0
Total: 30 472 203 81 21 *District Instructional Materials Centers
-13- The data can also be summarized in Chart 2 by using the eight regions of the
Unitca States, These eight regions have been set up by the U.S. Office of
Education and they have been adopted recently by the American Association of School
Librarians for their regional groupings, The map in Figure 1 shows these regional groupings. Figure 2 indicates on the map the number of school libraries identified in each state by this study. An analysis of this information shows that three states in the New England area, six states in the Plains States area, two states in the Southeast area, three states in the Southwest area, five states in the
Rocky Mountains area, and three states in the Far West area identified no school
libraries which functioned as instructional materials centers. A glance at the map shows the concentration of these states to be in the northeast section of the
United States and in the states west of the Mississippi River with seven exceptions.
In each of sixteen states, information was obtained for ten or more schools.
Virginia and Florida rank first and second each having over sixty school libraries so identified. Maryland, North Carolina, Illinois and Indiana rank next in that order. Chart 1 gives the complete listing of the thirty states in which such school libraries were found. Fourteen states in which no instructional materials centered school libraries were located had no state school library supervisor at the time the study was in progress. This made it difficult for the state agency responding to the request for information to be of assistance. Their letters indicated that they did not have the data requested, Supervisors noted on Fig. 3.
Many and varied were the schools represented in the study. They constitute a cross section of thirty-two patterns of grade levels.Some of the libraries were in small elementary schools serving only the primary grades of 1-3, or K-4, with the majority in schools serving grades K-6, 1-6, or any combination of these grades, as seen in Chart 3. The junior and senior high schools also varied as to grade levels, but the majority were of the 7-9, 9-12, and 10-12 groupings. There were several combinations of junior-senior high schools with the majority in the
7-12 category. The diversity of schools is evident in these tabulations.
-/V Chart 2
School Libraries Identified by Regions
Number of Schools Number of Schools Region 1 States Identified Visited
Connecticut 2 0 New England Massachusetts 1 1 (6 States) , New Hampshire 4 2 Region 2
Delaware 9 1 , Maryland 41 5 Mideast - New Jersey 12 2 (5 States) New York 6 6 . ,Pennsylvania 17 3 _ I Region 3
Illinois 33 29 Indiana 29 Great Lakes 11 (5 States) Michigan 14 11 Ohio 4 4 _Wisconsin 11 10 . - Region 4
Plains States Minnesota 18 8 ( 7 States)
Region 5
Alabama 8 2 Arkansas 6 1 _Florida 61 25 Southeast Georgia 3 2 (12 States) Kentucky 17 9 Louisiana 19 15 North Carolina 38 15 South Carolina 6 4 Tennessee 15 10 Virgin 62 7 Region 6 Southwest Texas 10 5 (4 States) Region 7
Rocky Mountain None Participated in the Study (5 States) Region 8
California 5 2 Far West Oregon 9 6 (6 States) Washington 12 7
Total 411 Returned 472 203 Checklists Regional Groupings of States by U.S. Office of Education Number of School Libraries Identified by States Alaska Statism With Library Supervisors and INC Libraries
S * * ** S ** State Supervisor= GoodOutstanding School LibrariesSchool Libraries Chart 3
Range of Grade Levels of 411 Schools Represented in the Study
Junior High Senior High K-12 Schools Elementary Schools Schools Schools
Grade No. of Grade No. of Grade No. of Grade No. of Grade No.of Levels Schools LevelsSchools Levels Schools Levels Schools Levels Schools 14 1-3 1 JP*7 1 4-8 1 7-11 1 N-12 1
K-4 1 K-7 1 6-8 2 7-12 24 K-12 6
1-4 1 1-7 6 6-9 1 8-12 6 1-12 12
K-5 3 K-8 4 7-8 7 9-11 2
1-5 2 1-8 4 7-9 66 9-12 50
K-6 63 K-9 1 10-12 58 * JP-6 1 JP-9 2
1-6 73 1-9 5
3-6 1
4-6 1
Blank 1 2
Total 147 25 77 143 19
*JP = Junior - Primary **N = Nursery
In Chart 4 there is a regrouping of schools by broad patterns of grade levels and by those schools that come closest to meeting the quantitative national standards. Type I, II, and IIIschools have more fully developed library programs functioning as instructional materials centers, and Type IV and V schools are in the beginning stages of developing such programs.
No one pattern of grade levels seems to emerge even within the groupings of each of these five categories of school libraries. Chart 4 shows the same diversity of grade levels in schools with libraries which come nearest to meeting quantitative standards of the American Association of School Librarians and in schools which are in beginning stages of establishing librariesas instructional materials
centers. Instructional materials centered schoollibraries are therefore found
in elementary, junior, junior- senio'., andsenior high schools, and in schools
with grades K-12. This follows the recommendations of thenational standards.
Chart 4
Range of Grade Levels in Each of Five Types of SchoolLibraries
More Fully Developed IMC *ProgramsjBeginningIMC Programs Grade Levels Type I Type II Type III Type IV Type V Total
No. % ' No. % No. % No. % No. %
.Elementary 6 14% 17 33% 34 34% 40 50% 75 53% 172
. . Junior H. S. 4 9% 10 19% 25 25% 12 15% 24 17% 75 Junior- 5 12% 5 9% Senior H. S. 6 6% 5 6% 5 3% 26
Senior H. S. 23 56% 17 33% 31 31% 19 23% 26 18% 116 . .. . 1-12 3 7% 2 4% 4 4% 3 3% 7 5% 19
Not Checked 3 2% 3
Total 41 51 100 79 140 411
*The School Library functioningas an instructional materials center.
Enrollment varies greatly in the 411 schoolsreturning the checklists; for
example, less than 200 students attend threesmall elementary schools while
approximately 4,200 students attend twolarge high schools. Chart 5 shows the
range of enrollments in each of the five types of school librariesidentified.
In Type I schools whichcome closest to meeting the quantitative standards for
richness of resources, enrollmentsare as follows: 5 schools, 100-499; 10 schools, 500-999; 19 schools, 1,000-1,900;5 schools, 2,000-2,999; and 2 schools,
3,000. Comparable ratios are found in each ofthe other four categories.
Clearly, neither enrollment nora school's grade level determines whether its school library will functionas an instructional materials center, or Chart 5
Range of Enrollments in Each of theFive Types of School Libraries
More Fully Developed IMC* Programs Beginning IMC* Programs Type I Type II Type III Type IV Type V Total Enrollments No. of No. of No. of No. of No. of Schools %Schools %Schools %Schools %Schools % 30 21% 78 100-499 5 12% 8 15% 14 14% 21 26%
500-999 10 24% 19 37% 37 37% 33 41% 64 45% 163
22% 124 1000-1999 19 46% 17 33% 40 40% 17 21% 31
29 2000-2999 5 12% 5 10% 8 8% 5 6% 6 4%
3 3000-3999 2 5% 1 1%
2 4000-4999 1 2% 1 1%
12 Not checked 1 2% 1 1% 1 1% 9 6%
411 Total 41 51 100 79 140 *The school library functioning as aninstructional materials center.
whether or not it will have outstanding resourcesand services. It can be seen
that small schools and large schoolsin at least 30 of 50 states and in seven
of eight regions of the United States canbe identified as having centralschool
libraries with resources, services, equipment,and staff to function asmaterials
centers, as defined in this study.
Not all school libraries werefound to have rich resources of book and
nonbook materials, nor to have adequate quarters,equipment, budget, or staff
to develop programs that meet therecommendations of the national standards.
Many were in beginning stages ofdeveloping such programs and resources,but
what was available represented the broaderconcept of a materials centered program.
Using, as a guide, the quantitative standardsfor school library programs
as summarized in chartform in the 1960 Standards for SchoolLibraryPrograms'
'American Association of School Librarians, op. cit., pp. 24-25.
RI- Chart o
AASL Quantitative Standards for SchoolLibraries)
Personnel Annual Library Library Expenditures Seating Areas
For first 900 Funds for library With 200-550 Conference room students or books: students area ... fraction: schools of 200-249 Listening and 1 librarian for $1,000-$1,500 Seating space viewing areas ... each 300 students for 45-55 Classroom areas ... Schools of 250 plus: students Faculty library ... Each additional $4.00-$6.00 Work and office 400 students per student With 551 or more areas ... 1 librarian students at Audio-visual center Additional funds least 10% of Stack areas... Clerks: for encyclopedias, student Storage areas... 1 for each 600 magazines, news- enrollment students papers, etc. . When librarian Audio-visual: responsible for not less than 1% audio-visual of total per administration - pupil instructional librarians and cost $4.00-$6.00 clerks each increased by 50% Funds for supplies and equipment Co-ordinator of audio-visual materials )American Association of School Librarians, op. cit., pp. 24-25. of the American Association of School Librarians,tabulations were madeof the
Checklists returned by 411 school libraries. These tabulations include staff, budget, types of areas in physical quarters, and holdings of books,periodicals, newspapers, vertical file materials,professional materials, and audio-visual resources as well as equipment available forservicing these teaching materials.
Charts 6 and 7 summarize the relevant standards. To attain the services expected of a functional library in a modern school, Chart 6 gives the %ASL standards for personnel, annual expenditures, seating, and specific areas needed.Chart 7 cites the standards recommended for the library collection of books,magazines, newspapers, pamphlets, audio-visual resources, andprofessional materials needed for the faculty. Chart 7
AASL Quantitative Standards for Sizeof theCollectioi:sl - -7- *INS- Professional Audio-Visual Pamphlets Books Magazines papers Materials Materials Sufficient With 200-999 K-6 25 3-6 Extensive Books: students - K-8 50 collection... 2001,000 number of minimum size Jr.H.S 70 Wide range of titles all types 6,000-10,000 Sr.H.S...120 subjects of audio books 25-50 profess- visual ional materials With 1,000 plus magazines for use in students - library, 10 books per Other instruc- class, home student tional use materials as needed Filns used 6 or more times a year are purchased
Filmstrips and record- ings used more than once a year . % are pur- chased . 1American Association of School Librarians, op.cit., pp. 24 25
Some of these standards are quantitativelyspecific. Sore use general terms such as "sufficient number," "othermaterials as needed," "extensive collection," or "wide range of subjects." In order to bring more specificit; tothese general terms, a search was made of professionalliterature, library guides, and indexes to identify the categories of pamphlets,professional materials, and audio-visual resources that might be foundin school libraries today. The same was done for library and audio-visual equipment neededfor such libraries. As complete a listing was made as possible and the findings are includedin
(See Appendi4p.1720), They supplementrecommendations found in the standards which are reproduced in Chart 7.Comparative tables of these resources will be discussed later.
2.3 Chart 8
Number of Schools Meeting AASL Standardsfor Printed Materials
Type I Type I Type III Type IV Type V TotalAs %ofall Materials Checklisis No. % No. % No. % No. % No. % Number 12%, Books 18 42% 7 13% 14 14% 6 7% 6 4% 51 . _ . ... 22% Magazines 22 52%20 38% 19 19% 13 16%20 14% 94 4 4, . Al . - 1 44% Newspapers 34 83% 26 50%51 51%30 38%.33 23% 173 i
When the tabulations were completed, it wasfound that fifty-one of the
411 schools or twelve percent met the nationalstandards for book collections, niiy-four schools or twenty-two percent held therecommended number of magazine titles, and 173 schools or forty-four percenthad from 3-6 newspapers as recommended. Some collections exceeeded standardsbut no effort was made to note this. The number and percentage of schoollibraries that met national standards for printed materials are given inChart 8. As previously noted, school libraries that met national standardsin more than one category--resources, staff, budget, library quarters, andequipment--were grouped in relation to the richness of these resources and adequacyof staff, budget, etc. Thus :eve groupings were made of the 411 schools thatreturned the checklists in relation to the richness of their holdings. Each of Type I to Type V schoolswill be discussed more fully later.
If the school library is to be a functioningmaterials center, it is assumed that the holdings of thecollection would include many itemsfound in the vertical file, various typesof audio-visual materials, and booksand nonbook resources for teachers. Chart 9 shows the range of specialmaterials found in the school libraries to supplementthose listed in Chart 8. The ten
types of vertical file materials arelisted in theOhecklistl, and will be
lAppendix Atp. 17. ' 5 .
5
. . 5 5
a ERB
I
I 4
I
I I
1111111111111111
MU 111111.111111111 I MI
A 5 I II Al discussed in more detail later. These include pamphlets, flat type maps,
clippings, charts, a human resources file, a picture collection, framed pictures, local resources information, college catalogs, and vocational
1 materials. The professional materials include 19 categories or types of
resources such as professional books, magazines, pamphlets, published curriculum
guides, courses of study, resource units, sample textbook collection, published
research studies, bibliographies, professional audio-visual materials, etc.
2 Audio-visual materials are identified in 32 categories and include resources
such as 16mm and 8mm films, filmstrips, slides, microslides, tape and disc
recordings, transparencies, kinescopes, posters, globes, dioramas, and programed materials for teaching machines, to mention a few.An analysis of the types of
resources found in elementary, junior, or senior high school libraries is
presented in Chapter IV.
All of the school libraries in thisstudy have holdings that include these
various types of resources for pupils and teachers. The richness of the
collections vary and are reflected in the five groupings made of these libraries.
Chart 9 summarizes the findings. All these tabulations reinforce the general
impressions gained from visits to the school libraries.
Type I school libraries come closest to meeting the national standards for
their holdings of books, periodicals, newspapers, and various types of audio-
visual resources. Most of the schools in this group have well-designed and
functional quarters, and all thirty-four that were visited rate high in their
library programs of service. In some of the older schools, the quarters provided for the library program were not always adequate, but several schools had plans for expansion in the near future. Library collections are housed in these schools in classrooms as well as in the central library, and the ],cation of these resources are noted in the library catalogs.
lAppencuicAl) 2pp. p. 20. 18-19. -26- Fewer standards are met by TypeII schools, but very good resourcesin the book and nonbook fields are to befound in their school libraries. In a few of these schools the instructionalmaterials services are shared jointlyby librarians and an audio-visual coordinator.
At the time of the study, messextensive resources, budget, or quarters were to be foundin Type III schools, but good programsof service are common
libraries are in to all of the librariesvisited. Type IV and Type V school
the beginning stages of providing resources,services, and quarters, but are developing instructional materials centersand programs of service. In some
instances, insufficient data wereprovided in the checklists to make clearthe
richness of the holdings. Insufficient time to fill out thechecklists, and
lack of adequatte records were reportedby many of these librarians.A smaller
number of these schools were visited bythe investigator because oflack of time,
but the checklists were distributed andreturned by the library supervisorsin
these schools.
In the majority of the schools,the library budget andprofessional staff
vary the most, andseldom meet recommended nationalstandards. Variations in
budget provisions are due to severalfactors. In some of the well-established
school libraries that have longhistories of outstanding programsof service,
there arg. rich book collections thathave been well supported for overforty
years. Although adequate funds are available, newerschools often have difficulty
in locating and procuring desirabletitles because they are out-of-print. In
many other school systemsvisited throughout the country, there weresystem,
county, or district materials centers at aheadquarter building to supplement
the teaching resources found in eachschool in the system. Budget figures for
audio-visual materials in individual schoolsdo not always show this. No
detailed analysis can be given in this reportof these centers, but a few
observations are pertinent here and apply to manyof the five types of libraries identified. 27- At the district instructional materials center, andin varying degrees of adequacy, were found professional materials, textbooks,films and other types of audio-visual materials, sample trade book collections forexamination purposes, expensive and duplicate audio-visual equipment, productionfacilities for making
transparencies, films, or other teaching materials, radio andeducational
television studios, booking services for films, and centralizedpurchasing and
processing services for books or audio-visual materials for some orall schools
in the system. In some of the centers visited but not included in thestudy,
all of the audio-visual materials are housed at thedistrict instructional materials center and supplied to each teacher upon request. The library in
such schools provided book and print resources only. Usually there were
separately printed catalogs of audio-visual holdings which weremade available
to each classroom teacher. In some centers in California, the county centeralso
supplied groups of books to teachers for study units. In such systems there were
no school libraries.The majority of district centers, however, supplementthe
audio-visual materials found in each school library. Expensive, little-used, and
experimental materials are housed at the center and supplied toschools upon request.
An alphabetical listing of the twenty-eight statesin which school libraries
were identified as functioning asinstructional materials centers are found in
Chart 10. In two states only district centers were visited. This chart summarizes
the evidence previously presented indicating thatthere were forty-one school
libraries located in seventeen states and identified as Type I schoollibraries
having rich resources of instructional materials, functional quarters and
professional and clerical staff providing outstanding programsof services for
students and teachers. In twenty-one states were found sixty-six school
libraries identified as Type II libraries with very good resources and programs
of service. Type III school libraries were identified in one hundred and
sixteen schools in twenty-four states, while eighty-four schoollibraries Chart 10
Number of Schools in Each State IdentifiedThrough Checklist and Visits (Not all schools (61) visited returned thechecklist)
TotalRankby TypeI Type II I Type III Type IV Type V 30 States 7---V**CVCVCVCV411Ygglified
Alabama 3 1 2 2 1 1 8 16 Arizona*** 23 Arkansas 2 3 1 6 17
California 1 1 1 1 1 1 5 18 Colorado*** 23 Connecticut 2 2 21 1 Delaware 2 1 3 1 3 9 15
Florida 5 4 9 4 16 9 6 16 8 61 2 Georgia 3 2 3 20--- Illinois 9 9 6 8 3 5 5 4 3 3 33 5 Indiana 3 3 1 1 2 2 13 3 9 2 29 6 Kentucky 2 2 3 2 9 5 17 9 Louisiana 1 1 4 3 5 6 3 1 1 4 19 7 Maryland 3 1 1 13 3 15 1 9 41 3 Massachusetts 1 1 22 Michigan 1 1 3 4 2 2 1 4 4 14 11 Minnesota 2 2 2 3 5 2 2 5 1 18 8 New Hampshire 2 2 2 4 19
New jersey 3 2 2 1 6 12 12 New York 2 2 1 2 2 6 17 North Carolina 2 1 3 4 4 3 6 3 17 4 38 4 Ohio 4 4 19 Oregon 1 1 2 1 1 1 4 9 15 Pennsylvania 4 2 2 1 1 10 17 9 4 South Carolina 1 3 3 6 17 Tennessee 2 2 2 2 5 3 3 3 2 15 10
Texas 1 1 3 2 1 3 1 10 14 Virginia 2 2 4 1 17 2 16 2 23 62 1 Washington 1 1 1 3 2 7 4 12 12 13 Wisconsin 1 1 1 1 3 3 1 2 4 11 Total 41 31 51 46 100 53 79 23 140 50 472 *C = Checklist **V * Visited ***Only District centers were visited, in sixteen states are listed as Type IV, and one hundred and sixty-five schools libraries in twenty-four states are identified as Type V with begin- ning programs of library service and resources. With 472 school libraries having multi-media resources andprograms of service that qualify them as meeting the criteria set forth in this study it is evident that school libraries are functioning as instructional materials centers. CHAPTER III
CHARACTERISTICS OF SCHOOL LIBRARIESIDENTIFIED
Although some of the data for the472 school libraries listedin Tables 1
1 completed, the basic to 15were no doubtout-of-date when the tabulations were findings remain valid for mostof the schools. The data include reports
.:turned between June 1962 andApril 1963, though some of theschools were visited later, the checklistsfor sixty-one schools were not codedfor IBM
tabulations but their data appear in othertables. Each year brings enriched
As resources and facilitiesto most schools at approximatelythe came rate.
a result of specialgrants given to a school or to aschool system, the
completion of a building program, achange in personnel, or animproved tax
rate, a few schools mightimprove more quickly than others;however these
schools would be the exception.
The schools in each of thefifteen tables (Tables 1-15) arearranged
aphabetically by state, then by city, andthen by school. If more than one
school is located in the same city,the schools are arranged by gradelevels,
listing first the elementary schools,then the junior high schools, andlastly
the senior high schools. Comparing the findings with thenational standards,
schools then were divided into five types. There are three sets of tablesfor
each of the five types of schoollibraries. In the first table aregiven for
each school listed, the gradelevel, enrollment, professionallibrary and
audio-visual staff, clerical, and studentstaff, budget provisions for books
and audio-visual materials, andthe types of areas providedin the library
capacity, conference suite. Thel4erincludes the reading room, seating
rooms, listening andpreviewing areas, a library classroom,office and workroom
opa., ackykzvvmrucilities, a faculty library and storage spacefor periodical%
'Tables 1-15 are found throughout this chapter. -3/ met audio-visual equiprientiia'aesources, These tabulations were taken from the checklists. Sem:: of the other data requested was too fragmentary to tabulate,
The second table for each type of school library includes the total number of books, periodical titles, and newspapers to be found in the school library,
The next four sections of Table 2 indicate the holdings of the library, the classroom, or the district materials center in the categories of vertical file materials; professional materials, and audio-visual materials, as well as for equipment needed for se:viciug these resources.
The third table list:: for each school library visited special characteristics of the community, the school system, building characteristics, special curriculum, experimental teaching methods, and special access hours of the library. Population figures and type of communitv--suburb, city, university town, resort area, indus-
trial, or rural--help to indicate the great variety of communities in which these school libraries are to be found, Information regarding supervisory staff,
central processing, and district materials centers identifies those schools that
are a part of a larger system or that areindependent units in themselves.
Building characteristics include such items as one building schools, campus
type schools with several buildings, campuses with a separate school library building, or a school within a school program. Bus schools, where most of the
children are transporteu :) d u 1:om schools, also pose library problemsregarding
hours of service, Information was sought todeterminpiia high school had
a comprehensive or academic program or both,and if it participated in an
advanced place4aent program for its college bound students. Non-graded
primary programs were also singled out. Exps:imental teaching methods in
elementary schools, junior high schools, and highschools were tabulated
when such information was given.. Making up this category are team teaching, a core/block program, individuali'ed reading programs in the elementary grades, and flexible scheduling of pupils in the lower grades. The use of teaching machines, educational television, radio programs, and language labora- tories was recorded. If a library were open for service at night, on Saturday, or during the summer session program, data were included.High schools evaluated by the 1960 Evaluative Criteria were checked and when possible the section relating to the library program was secured.
TAE I SCHOOL LIBRARIES
As previously stated there were forty-one school libraries in seventeen states that have outstanding resources and programs of s_-vice; thirty-one of these schools were visited. Of these forty-one schools, six are elementary schools, four are junior high schools, five are junior-senior high schools, twenty-three are senior high schools, and three are schools having gT-Aes one- to-twelve. Eighteen or forty-two percent of these schools have book holdings that meet national standards of at least a basic collection of 6,000-10,000 titles or
1 ten books per students in schools over 1,000 students, Twenty of the schools have a basic collection of 6,000 or more titles but may not have ten titles per student as recommended. Three smaller schools have less than 6,000 titles but one has over ten books per student. In addition to good book collections, twenty-two or fifty-two percent meet national standards regarding holdings of periodicals, and thirty-four or eighty-three percent of the schools have from three to six newspapers, and nine schools have from seven to ten newspapers.
Over half of these schools (twenty-four) have from eight to ten of the ten categories of vertical file materials listed in the checklist. These include for one elementary school selected at random the following: three drawers of
1See Chart 8,pagea.4. 33 more than 47 flat maps, 100 or more clippings, 12charts. 1 box combining human
resource and local resource information, 100 pictures,10-12 framed pictures,
and some additional materials in the classrooms. One junior high school selected
at randoa lists 60 drawers of pamplets, pictures, and clippings, 100 maps and
drawings, 63 charts, 1 box of local resource information, college catalogsb, 8
drawers of vocational materials, as well as additional material in classrooms.
One high school, also selected at random, lists 72 drawcrs of pamphlets and
clippings, 500 maps, 600 college catalogs, and 10 drawers of vocational materials.
Similar data are found in the other schools listed. Almost all of the schools
indicated that there is additional vertical file material located in classrooms.
A few schools that have the services of a district materials center list it
as a source for other material as needed.
Extensive holdings of professional materials for teachers were found in
these schools. Approximately half of the schools (nineteen) checked from
twelve to nineteen of theddsible nineteen categories of professional materials;
eighteen checked from seven to eleven categories, while two of the laboratory
schools had access to their university holdings,Fcurteen indicated that
additional materials were secured from the district materials center, but this
'was not the main source in any instance. Professional materials were found in
each of these schools.
One elementary school listed for professional materials: 100 books, 10
magazines, 100 pamphlets, 3 published resource units, a few bibliographies,
10 catalogs of equipment, dozens of publisher's catalogs, and from 12 to 15
professional library tools. A junior high school had 70 professional books,
19 magazines, 100 pamphlets, 200 curriculum guides, '2 courses of study,
16 resource units, 20 bibliographies, 35 equipment catalogs, 83 publisher's
catalogs, 16 library professional tools, 30 local resource units, and 12 sample tests. A high school library listed 1,335books, 90 magazines, 100 pamphlets, some published courses of study, afew published resource units, veryfew published research studies, a fewbibliographies, some catalogs of equipment,
100 publisher's catalogs, and all neededlibrary professional tools. These
are representative of otherschools.
For nonprint or audio-visualmaterials provided by the school library,rich
resources were also found in eachof these libraries. Half of the schools (twenty- one) checked from ten tosixteen of the possible thirty-twocategories, while
one school checked twenty-fourof them. The greatest clustering wasfrom eight
to twelve categories, with twenty-sixschools so reporting. The two schools
checking only four categories included a newschool and a school for thedeaf.
The latter school had excellentaudio-visual resources of value to theirspecial-
ized needs serviced by the library. The audio-visual materials mostcommonly
found in the libraries were filmstrips, globes, wall maps,disc recordings,
films, letter sets, charts, slides, tape recordings,study print sets, posters,
models, framed pictures, and realia. Elementary schools also checked educational
toys and felt and flannel boards,while high schools included transparenciesand
magazine subscriptions on microfilm.One junior high school listed 125micro-
slides in addition to the previously mentioned types.
The findings of these forty-one schoolsindicated that the inclusion of
all types of resources in a schoollibrary does not in any way weaken the
holdings of any other type of teaching materials. In all of these schools, the
findings emphasize that with good book collections arealso found good vertical
files, professional materials, and audio-visual resources.
Visits to thirty-one of these schoolsreinforced the facts presented here.
These schools provided teachingmaterials to meet the needs of both students
and teachers and to carry out experimental programsof teaching. Also provided were the necessary equipment to usethese tools of learning, and if possible, the quarters to service adequately theseholdings. The three types of schools selected at random provided portable and wallprojection screens, record players, HI-FI record players; 16mm soundprojectors and stands, filmstrip and slide projectors, opaque projectors,television sets, tape recorders, science demonstration carts. a micronrojector,copying machines, filmstrip previewers, overhead projectors, language laboratories,listening posts, head phones, laminating equipment, cabinets, drawers, andshelving designed for audio-visual materials, display cases and storage rack or map cases,chalkboards, microphones, and microfilm readers. Textbook and supplementary texts were administered by clerical staff, and in a few states by thelibrarian.
The weakest link in the chain wasprofessional and clerical staff adequate to give individualized service to pupils andteachers. Yet along with good collections of instructional materials were founddynamic library programs of service in schools across the country. Good reading programs, individualized
instruction, advanced placement at the highschool level, emphasis on academic programs, flexible schedulingof pupils in the elementary schools, useof
educational television and radio, languagelaboratories, and reading labora-
tories with teaching machines were round in theseschools, Nine centers
provided centralized processing of book and/or nonbookmaterials. Two of the
high school libraries were open at night, and three were open onSaturday.
Thirteen were open for summer session programs as was oneelementary school.
Regarding the special areas or rooms provided for theindividual and group
needs of students and teachers, approximatelyhalf of the schools accomodate
ten percent of the student body in one or tworeading rooms as recommended by
national standards. All but two of the small schools haveseating space for
at least 52 students. One to three conference rooms arefound in twenty-eight of the schools, twenty-nine have some space for listening andpreviewing activities in the library suite, while eighteen have darkroomfacilities for the production of teaching materials by students orteachers. Thirteen have a library classroom,thirty-two have a faculty library, and allof them have space for periodical andaudio-visual storage of equipment and resources.
These schools are found in statesfrom coast to coast and from north to
south including California, Delaware,Florida, Illinois, Indiana, Louisiana,
Maryland, Michigan, Minnesota, New Jersey, NewYork, North Carolina, Tennessee,
Texas, Virginia, Washington, andWisconsin. Enrollments range from 250 to
3,700 students and include independent schoolsin suburban areas, a private
school, two laboratory schools associatedwith universities, and fifteen
schools with local school library supervisors. The communities include resort
towns, college communities, suburban areas,industrial cities, rural and research
areas, and large metropolitancities. These schools, therefore, represent a
cross section of states, gradelevels, communities, and economiclevels.
The one thing these schools sharein common is a good school program
supporting an active library functioning as aninstructional materials center.
Financial support ranges from $1.00 per pupilin elementary schools, $1.25 in
junior and senior high schools to budgetsranging from $10.00 to $14.00 per
pupil in four schools. Seventeen of the schools or forty percent meet
national standards for budget provisions.
In this first groupiag of schoollibraries--those with outstanding
resources and programsof service--Illinois ranks first withnine schools,
Florida, second with five schools, andIndiana, Maryland, and New Jersey
third with three schools each. Many of these schools are foundin suburban
and university areas having citizenswith above average academic background.
These towns also have active PTA groups andcitizen committees working with school boards to promote quality educational programs.Many of these schools have been selected over the years to participate in national studies and research projects, and many graduates of these schools are collegebound. a few of these schools, however, the student body is average with noAgifted students, but the students are good readers and have learned from first grade how to use a library.
Students in these schools use the library to do independent research at any time. They go to the library by classes, by small groups, or as individuals.
The only scheduled programs are for library orientation and story hours. In several elementary schools, grade lines in the primary unit are eliminated and individual growth rather than group performance* is stressed.A child advances at his own rate and is exposed to enrichment and more learning as fast as he is ready for it. Reading is at the core of this kind of program, as with all of the teaching programs examined, but all types of materials are used to make the reading experience more meaningful for the child.
In the elementary schools, student library helpers are selected in each class to assist in the circulation activities for book and nonbook resources. Fifth and sixth grade student assistants might each work one hour a weekin the library.
They are selected upon recommendation of their teachers and are trained at the beginning of the year, in regular staff meetings throughout the year, and by using a student assistant handbook. In many of these schools, every type of materials is circulated for individual, classroom, or home use including reference books, filmstrips, projectors, or ephemeral materials.Some of the materials are loaned to each classroom for a short time, or for semester or yearly periods.
Teachers in these schools use the library extensively by assigning research type of classwork, for stimulating the pleasure reading program, for enrichment, and for helpingstudents grow more and moreindependent in their use of library resources. By serving onfaculty-library committees, teachers function in an advisorycapacity to the librarian inrequests and recommendations for needed book andnonbook materials, in policymaking, and
Book Week and National in particip .ion in specialactivities and events such as
extensive Library Week. In every school visited,there was evidence of
librarian-teacher planning throughconferences, faculty meetings,preschool,
and post-school planningperiods.
From the reports of thevisiting committee in school andlibrary evaluation
evidence has been of the Southern Association andNorth Central Association, exemplified the high gathered indicating that theselibrary programs accurately in educational objectives of theschools served. The materials and equipment
the libraries were reported tobe of "good quality" andreflected careful
selection practices on the partof the faculty and the librarians. It was cited
staff, faculty, and students, that good communicationexisted between the library
the with much evidence of cooperativeplanning. Major findings indicated that
preparation, attitude, andperformance of the librarians wasexcellent, and
the objective of the school that the collections werewell organized in terms of The administrative as expressed by studentand teacher requests andactivites.
staff in these schools was wellinformed of the objectives andactivities of
the library and provided goodsupport through budgetprovisions and committee
assignments. The library staffs were said tobe self critical and seeking
additional improvement. Major recommendations wererelative to the need for
It was also staff and budget, centralizedprocessing, and extended hours.
pointed out in the publishedevaluative studies examinedthat these school
libraries had closely articulated programswith the grade school libraries
and with the public libraries. In Florida at the county materials centersserving the schools and at the university laboratory schools, institutes andworkshops on newer media were held from time to time for librariansand for teachers to acquaint them with the results of research on the use of newer media and togive them help in planning for the functional use of these materials in theteaching program.
It was noted that in some of the communities where older,well-established schools and school libraries were found, the changes necessary to use newer media in teacW.ng came about more slowly and gradually than in newschools with new faculty. In the new schools, it seemed easier to build the philosophy of the r_Ilteriais centered library. On the other hand, several of the well-established high school libraries in this group had been servicing multi-media resources for years and were expanding these nonprint materials and taking advantage of the new teaching devices on the marketdesigned for school use.All of these schools had master card catalogs for the location of all materials or were in the process of completing this.
Every effort was being made in these schools to provide the bestknown eiucational opportunities. The libraries were laboratories for research and study where the students worked alone or in groups under theguidance of
teachers and librarians. The library programs included library instruction
and classroom visits by the library staff to give book talks, listen to reports
on class projects, or teach library skills. The Type I libraries serve as
instructional materials centers where a variety of materials and media are
available to challenge the student, to enrich the curriculum, and to provide
for recreational reading, listening, or viewing, and where students and
teachers have a production center to make their own supplementarymaterials or
where there is staff to make these for them. Some of these libraries also
serve as experimentation centers to try out and test newschool library ideas and services, and to participate in teacher training andlibrary internship programs. These schools are identified in Tables 1, 2, and 3, on pages142 to 52 TABLE: 1 Staff Budget Types of Areas in Quarters . . TYPE I SCHOOL LIBRARIES alalz f--1 cn004-, a4 o 0W eningList - e r-i mal)m C>a u) 0 . r--1r-I .-1 I al r-- -1-) bo 0S4oCI) zU) Cl)0$- CD 0o 0o 1. -,4 00 4-1 0$4 f.4 0 rl 0 -r-I4-, rl 0 ..--1 0 f-1+I t4 cd ICS IV s-. CO f- c-i 0 .1-I 0 r-I $-0 'CI 0 ictr-Im0 +'r-I W0 CH 0 0 MI0 >0 cciCl) 44 0 ..!.4 $.1f-0 .. 1-4f- C.)0 .0 S4 -r4 t.. o :.---- o rl Audio- , 0 0 41 Schools in 17 States Arranged by State and City Grades mentEnroll- .4.1-13k) .4' j), I ' . 2. 51 . Books 1 Visual 0 0 o Cl) 0 Cri cf. 4 -cfl -2r: . 4; & A 8 c2 8 'I gl 1 California - New Cuyama - Cuyama Joint Union School K-8 284 1 1 11 $2100 $550 This section d was It notI checked a Delaware - NewDover Castle - - Dover High School 7-12 950 1 1 80 $4.00$3000 x 1 105 x 2 x x x x Flordia - William Penn High School 9-12 900+ 1 1 14 per 2.00 per 1 100 ., 2 Fort Lauderdale - 1 ' 2xxxx . *Lauderdale Manors 1-6 1000+ 1 1 01.00 I $.50 1 52 x x x x x x x *Stranahan Senior High School Elementary10-12 School 2600 3 1 20 $2800 per $1400 per 2 150 2 x r x :4NC- Gainesville - 1 x Panama City - 'P. K. Yonge Laboratory School K-12 7-9 1250960 . 22 1 12 1622 $1.25$2700 $.60Univ. 22 1261 3 x x x x x x x Illinois - Sebring - *Jinks JuniorWoodlawn High Elementary School School . 1-6 700 1 2 $2000 per. per 1 10570 _ x x x , x x x x x , Evanston - 9-12 3700 51 2 11 $13300 $10300 2 139 x x 3 x 1 x x . x x x *Evanston Township High Sch. . , Flossmoor - $11.06 i *Homewood -Flossmoor High Sch. 9-12 1760 . 21 2 , per $2899 3 180 2 1 2 '3( x x x x x *Schools Visited Northlake -*West Leyden High School (31) 9-12 1850 3 1 246 Good Poor 5 10 1 2 4 2 1 x I i x x x x TABLE : 1 (Continued) Staff Budget Types of Areas in Quarters TYPE I SCHOOL LIBRAIZIES C3 4-1 al 0 Uar eningList. 44 E 41 Schools in 17 States Arranged r4041)t/1tO o..., 1 rt41 1.)03 14el 44 0 Audio- 0ttO +10b. !) 4)14d) g 0 44.1.44 4) 00 .SC 014 Illinois* Schools - Visited (3.) by State and City Grades mentEnroll- rt S4.0 014 '0 44 4) 14 -1 0 0. *4 +I V) 0 Cl) a) 'CI Books Visual C4 CU ric/) 4)cd C. 0s~0 ) Cd 0 (/) 14 44.10 ra ca Oak *ParkLawn Reavis - High School 9-129-12 31481800 3 1/3 31 7450 $6200 $4000 51851 230 {3 2 10 2 xx xxa x xx Peoria* *Oak Richwoods HeightsPark & RiverCommunity- Forest High School 9-12 1900 1 28 $9840$5.00 per $3.00$8500 per 1 2001 1 1 2 x ' High School *Urbana *University - High SchoolUrbana Junior High School 7-97-12 2551270 1 1 55 $2750$4836 $200$1902 2 14846 1 1 1 10 x x x2 x Indiana - *Mood River - East Alton-Wood RiverHigh School 9-12 1200 1 1/ $6500 $3000 1 1081 2 28 Indianapolis -(Lawrence*NorthWashington*Lawrence Township) Central CentralTownship High Jr-Sr School- High 8-12 10-12 22501850 32 21 2554 $7000$2.00 per $325 fair 11 1451178 1 x2 1 x x Louisiana - MonroeLafayette - *Lakeshore*Jefferson- ElementaryHigh School Scho 1 10-12 1-6 45415 85 $1650 $2500 $1600$900 1 3560 x x x x. Maryland - KensinRockvAle ton - _-INE-184"- ,n 7-9 1349 2 1 -- $1.00 $500 1 100 1 x x x WalkersvilleWalter Johnson Jr-Sr Adior HighSchool High - 10-12 7-12 1800 691 4730 $14.50 per $5389 -- $1.90 per 1 135 75 I x x x TABLE: 1 (Continued) S taff Budget l'YP s of Areas in Quarters TYPE I SCHOOL LIBRARIES 0)a eningList- rA cd 41 Schools in 17 States Arranged r-f I r4 Cd rA 4) 00 0 41) N4 0 0 >a>>-P r-1 1.4 1::/-r4 400ocd *SchoolsMichigan Visited - (31) by State and City Grades mentEnroll- °.c) co sa) C.3rlr4 0 Books Audio- Visual U) a)Cd Cf) cd 0rieH 0 O A 44 I-4cdf.4 Cd0 pirn.r4 tD -P Minnesota - Midland -*Midland Senior High School 10-12 2091 4 3/4 70 $5000 $2000 2 180 x 1 11 1 x x `I* x x North St. Paul*Noxth - St. Paul-Maplewood cnool 10-12 1335 8 6 4 $4.00 per $2.00 per 1 60 1 x x X i x x Roseville -*Alexander Ramsey High School 10-12 1750 2 2 24 $3.00 per $525 1 85 x X i x New Jersey - Hanover - *Hanover Park High School 9-12 1170 2 41 70 $6000 $3000 1 1 120 1 2 X X x Mahwah - *Mahwah Jr-Sr High School 7-12 ' 875 2 1 $7870 $169511 75 3 x x X i x x 6:-. New York - New Vernon - Harding Township ElementarySchool K-8 400 1 41 $5.00 $4.00 per per 2 42 2 x 1 x x x x GardenNew YorkCity -*Garden- City Senior High School M.I 10-12 1125 31 1 1 35 $4.10 per $800$1000 1 1 1 118 16 2 1 2 x x x North Carolina - Charlotte -*Lexington School for the Deaf N-12 250 $1.85$1500 ,41.-y xl 1 x x x Lannessee - Hickory -*Chantilly CollegeElementary Park SchoolJunio;. High Sch. 7-9 1-6 900600 1 4 5020 $2376 per $145911Cent 1 8069 x1 8 1 x x x x x x ChattanoogaChattanooga *BrainerdCounty - - High School 10-12 972+ 1 1 -41495-- 1 1 100 1 1 x xi x x x Ia:mt, - Denton - *Central HighLaboratory School School - NorthTexas State University 1-127-12 5001582 12 41 49 3 --$2750----$2734-- 1 120 58 1 x x X i X x2 x TABLE: TYPE I 1 (Continued) SCHOOL LIBRARIES Staff Budget Types of Areas List- in Quarters e4 C) ening E cd 41 Schools in 17 States Arranged by State and City Limon- 00 Books Audio- (-3coi 0000 E 00 c4-1.4-1 0 1.4O 04 /41.40 V) 0 Virginia*Schools -Visited (31) Arlington -*Yorktown High School Grades 10-12 ment 1340 2 1 24 $10.00per Visual, I.M.C. 1 160 2 0x 2O 0 X X Washington - *Wakefield High School 10-12 2200 3 4 $5340$3.32 $343I.M.C. 1 253 2 1 1 1 x x x X Seattle -*Lincoln Senior High School 10-12 2250 11 1 55 'NW per I.M.C. 1 92 1 1 1 x A x X Wisconsin - $4.00 $1.50 1 Brookfield*Brookfield - MM. East High School 9-11 750 1 41 1 26 per per 1 140 2 1 1 x X X x X x fm a TABLE: 2 10 Number of Categories Checked 19 32 73 TYPE I SCHOOL LIBRARIES VerticalMaterialsFileListed MaterialsProfListedional ess- VisualMaterialsAudio-Listed mentMaterialsEquip-Listed Number of Titles 1 Available I )-. 41 Schoby State? and atCes t y Arranged Jooks Period-icals i papersNews- .1.1...I.0 $4cdw ..-1.0-.1wcd 0.4.0*A 14al California - New Cuyama - Cuyama Joint Union School 6386 26 10 2 12 14 1 63 . Delaware - Dover - Dover High School - 12000 85 5 9 4 5 9 5 32 20 1-1- ..:-.. Florida - FortNew LauderdaleCastle - William Penn High School 12000 80 5 6 2 14 10 13 42 11 Gainesville StranahanFort Lauderdale Senior ManorHighElementary School School - 118936000 8933 42 49 2 7 6 79 10 3438 315 2 Panama City*jinks - JuniorP. K.High Yonge School Laboratory School 646110131 4750 64 98 3 1 14 2 Univ.Lih 1 . 1311 4 14 3850 12x 101 IllinoiS- EvanstonSebring -- EvanstonWoodlawn Township Elementary High School School 37541549.4 24158 5 88 4 1115 2 1110 103 3 37 ZWLE: 2 (Continued) 1 Vertical 10 Number of CategoriesProfess- Checked 19 Audio - 32 Equip- 73 TYPE I SCHOOL LIBRARIES Number of Titles Available MaterialsFileListed MaterialsListedional MaterialsVisualListed ListedMaterialsment D.cd Cd Cd14 0 41 Schools in 17 States Arranged by State and City Books icalsPeriod- Jpapers News - .0 ri.0 1.4 .61.0 0 1- Illinois - FlossmoorNorthiake - Homewood-Flossmoor High School - 9085 135 8 7 8 10 1 22 31 A Oak Lawn ReavisWest Leyden High SchoolHigh School - 8500164 86 138 6 810 6 67 613 4 1 3957 103 6"*. PeoriaOak Park Heights - Oak Park & River ForestHigh School - 33124 130 7 6 1 12 11 1 46 9 Urbana - UniversityRichwoods CommunityHigh School High School 721213000 150130 6 6 46 3 127 JniversityLibrary 8 8 17 8 55 3246 35 3 Indiana Woodinaianapolis River EastUrbana Alton-Wood Junior HighRiver School High School- - - Lawrence Township 130507005 40103 73 610 36 1 1911 1 2 2412 313 31 4637 2322 Washington NorthTownshipLawrence Central Central High Junior-SeniorSchoolHigh School - 912284 86 135174 67 8 9 2 1312 1216 10 1 4751 1811 - I Louisiana - MonroeLafayette - JettersonLakeshore High Elementary School School 52927274 32101 27 77 51 12 7 81 8 168 13 5 31 2934 23129 TABLE: 2 (Continued) Number of Categories Checked Materials"hie%rtical 10 Materialsional.Profess- 19 MaterialsVisualAudio- 32 MaterialsmentEquip- 73 TYPE I SCHOOL LIBRARIES Number of Titles Listed Listed Listed 'Li a) Listed Available 1.4 $4 d)U)$4o $4?a U)0$40 ----,CA) C $4?a CO0tof-4 Maryland41 Schools - in 17 States Arranged by State and City Books icalsPeriod- papersNews- 1-4gl a.-4-ri C.)r-Icd .0ri ald'i C...) rial NCIU A.0ri C.)r-t cd RockvilleKensingtonWalkersville - - WalterNewport Johnson Junior SeniorHigh School High School 93899602 140 70 35 7 17 13 2527 3122 6N Michigan - Midland MidlandWalkersville Senior Junior-Senior High SchoolHigh School - 449413842 175 55 46 49 11 10 5033 1022 (-° Minnesota - Roseville - Alexander Ramsey High School - 16916 125 L) 8 11 25 29 New Jersey - HanoverNorth St.- Paul North St. Paul-Maplewood School 1173610921 160137 82 49 1910 12 17 22 3614 NewMahwah Vernon - MahwahHanover Junior-Senior Park High School High School - 9800 80 3 12 12 4050 7 New York Garden City - GardenHarding City Township Senior Elementary High School Schoo - 600011450 102 56 6 98 1410 12 157 2 4-4r 3129 2233 North Carolina CharlotteNew York - ChantillyLexington Elementary School for School the Deaf - - 62336482 2057 33 37 12 8 4241 12 5 TABLE: 2 (Continued) .Number of Categories Checked MaterialsFileVertical 10 MaterialsionalProfess- 19 MaterialsVisualAudio- 32 MaterialsmentEquip- 73 TYPE I SCHOOL LIBRARIES Listed Listed Listed (1) Listed Number of Titles Available 00 U)0S-40 ctf U)0f-o0 4) a) 0U) 41 Schools in 17 States Arranged Period- News- su V) () 0 U) 1-1.r1rin Cd CIS U North Carolina - by State and Ctiy Books icals papers r1 r-I 1=1 -.111 r-4 A Tennessee - HickoryChattanooga - - College Park Junior High School 7346 71. 44 79 22 17 6 1 138 106 1 43 27 Chattanooga County -CentralBrainerd High High School School 173488396 44120 4 11 1 "IL x 1113 31 8 7 23 3050 1927 1 VirginiaTexas - - Denton - Laboratory.School - StateNorth UniversityTexas 16879 122 7 8 6 9 1 11 9 1 47 Washington - Wakefieldg High Schoolrrift:Wn-High School (New) 995513043 92106 44 84 1613 24 1 11 4 54 65 32'32 23 8 11 Wisconsin - BrookfieldSeattle - BrookfieldLincoln Senior East High School 697713578 111143 37 12 7 28 4 11 8 7 1 12 8 20 2 10 1 3552 2313 TABLE: 3 Community . System Characteristics Building CurriculumSpecial Teaching Methods Experimental Special HoursAccess ,-144 13 i I co Special Characteristics Type I of +. ttu) 1:11) Wtf) ?.14tiw +-1 0 .1-1 cu to a)ate) .§ -4 sa03 31 School Libraries Visited 4. Zo ri1=11 14 +bZ>. 1-1 bro ...9-1 = la, . 41. 4- 11 1 ) I D A .--;..141"P r'l (7)U)> t . . ) 4-) -4 VI 96 17193 ,C 11) '6 ODd 6-1 a) >.. -.4 (a >w (Tiri 44 +aori .. N.0 >#1-1 $4 > ri tOcd CO CC1r1 CI) +1 C 1-1.-1 8 14(V 1-1 ci4) 0.) C.0'2 . 140:1 S-1 PP. ce. (-4.6 4) CC1 0 it) tinn -1 C 8-1 .14zC .111 1-I t41:1) 6111 .-1 = 1-1:::0 MI0 -1 03 g1-1cd 2 s.4 to .4-) 0i4 0.) 5 11)Z Z WOalri 4C/) 0 1:3 E4) Ti .0z(I= 1.)4) '..,ri 40 .0 >1 .0 =4' +1 Z 4) .. = 75). E z 0 4-1 c.)1;.-1e)CLO A. ' G E d*-1 0 0 u3 0. 0 > cd 1 0 14 'CI1-1'0 a/ 4) 13U E-1 0 Gea OD "I +4Cdri Florida - , a. a0 Resort Eic)>". 0 p9c; 84 0 8 (1a (11Orr' t`f-)))4 .a0 0 cl 6.5 4`11, ,414 24014 il,'d0 0 19:4'17:-1 l A r ,Pi . g'V 'i `J C Cl)+ to 4t!' Fort Lauderdale - Lauderdale Manors Elementary 83,684 Town x x x - . x _ x x x x Stranahan High School 83,684 Resort x x x . ..4., x x . Gainesville - TortCollege - , Panama City - P. K. Yonge Laboratory School 29,701 Resort, Town . Univ. x . x 1 x x x x . t t - Illinois - Evanston - Jinks Junior High School 33,275 StiburbIndust x x x _ . . x 1 Floosmoor - Evanston Township HighSchool 79,283 SuburbC.licago x 1 x x x _ x x x x, x ) Northiake - Homewood -Flossmoor HighSchool 4,624 ChicagoIndust. . x x x x _ , x . , . x x Oak' Lawn - West Leyden High School 12,318 Suburb . , x - _ . x x 4 . _ x x Oak Park - Reavis High School 27,471 Suburb . . . x ...... - x x . A . . x Oak Park-River Forest , , Peoria Heights - High School 61,093 Suburb . x _ . x x x x x Richwood Community HighSchool 5,5 Suburb x I , x x x - . - x A x Urbana - University High School 27,294 TownUniv. Unisi.x x x x 3R. 1 Urbana Junior High School , . 27,29 TownUniv. x x x _ - x x x xx x xx x x Wood River - Wood River -East Alton HighSch. 11,694 Indust. Ix _ x . i x x TABLE: 3 (Continued) Community System Characteristics CurriculunBuilding I Special Teaching Methods Experimental AcceslHoursSpecial Special Characteristic Type I of -14 CO14 >. bll CO at14 1.4 C d C VN 13..4tli= 31 School Libraries Visited 440cd 144 - >. C:3 $4 7C 001k r.4 V) Cat) .1-10 P-. -1 E4 O. -1 .0 4; 00 "14 CCO4;> C.) 41) 4) 44 '04) 4rl ..Wcdt.) ti I-Iet (/)4; OA4) (CI>. .4tu $t1 0-.-1 Z .--1 X0 0 0 >.-e-1 N.. 14..-1 > ctl0 $- VS CO = CO ..4 44 =Cc1.1.4 rr-I 1 0 ..0 44i44) .93 Z '0 cd$.4 14 > 4) '4 V 0an = 1 .... C4 'CI 14 44 C'S 14 CL lit E = itti )i o.0as i4 4:u 44 UoV14 CD14 C 01 = 11) agcIS 61 r4 0 0 44 V 0 0 a E.0 04 c44.; > Ccd 4) C1 0 CS VS cd0 EO E-14) SO 1 Z 4 WII) 1001 W ' WO >X .1,4 1 r'I11.4 PL1E-c Ng0r4 clto= 44-4 .00.4 +4 14 CUI 4:11>01.r. 1-4 Indiana - Lawrence Township -Lawrence Central Junior-Senior High School 476,258 0 City EAUD-0 -10 14 14014 (f) 7 0 004 0 0 (f) 0:1 x a 0 0 x x vOM 7 4 4 Ci) 0t.) t) x x00 C) 13 - 0 X X ''. 1:14 ZCI4 Eli g a C.)0 C 4) I-4 C4 x X X 04 0.-1x Z itn u) gs..) X X WashingtonLafayette Township- -JeffersonNorth Central High S'..hoolHigh School 500,00042,330 SuburbWealthyIndust. City x xx xx X X x X X x NachiganLouisiana - - MidlandMonroe -- Lakeshore Elementary School 52,218 ResearSuburb X X Minnesota - Roseville - AlexanderMidland Senior Ramsey High High School School 27,779 Suburb Rural di x x x x x x x x x North St. Paul - North St. Paul-MaplewoodSenior High School 8,5203,997 Suburb x x X X X X x x New Jersey - MahwahHanover - - Hanover Park High School 4,379 Suburb x x New York - Mahwah High School 4,350 Rural x x x x X X X X 4 GardenNew York City City - - GardenLexington City SchoolSenior forHigh Deaf School 23048- 7,781, 984 Metro.Suburb City X X X X X X X TABLE: (C"tinrce') Co sanity System Characterictic building urriculum Toaching Moth3c.r E;:.7D2rdyn'-1 Type I C t,0 Special Characteristics of 31 School Libraries riOC '0r-1 C r--4 0 C) '0 cdC O r-1 Cd U) a) a)0 [1-1.0 Visited cd1Z4 P:71 a)0 r-1 r-1O 0 U)0 'CS a) cd cdS-o 0 a) 'CS bl0 r-4 C 0 cd10 -P br -1-, cdSr Sr North Carolina - Charlotte - Chantilly Elementary School 201,564 124 0 Manuf.CityTextile 0x C Cr) P=1 CJ) Cr) 0 4 0 tea:0 EA a) O x x E-1 a)cj x;21 1:4 xcd z cd Cf) Tennessee - ChattanoogaChattanooga - County -Brainerd Senior High School 130,009 CityIndust. x x x x x x Virginia Arlington - YorktownCentral High Senior School High School 163,401130,009 SuburbCity x x x x x x (J Washington - Seattle - Wakefield High School 163,401 Suburb 11-V x xx X XXX X XX x X x X Wisconsin - Brookfield - BrookfieldLincoln Senior East High School 560,000 19,812 Suburb City x x x xx x x x x TYPE II SCHOOL LIBRARIES
Richness of resources as judged by quantitative standards of the American
Library Association cannot evaluate the quality of collections in a school
library in terms of the selection of materials having been chosen to fit the
individual and group needs of students, or to fit the curricular units of a
school program, but they do serve as a first guideline in judging the holdings of libraries. Since this study does not evaluate school library holdings, but does attempt to determine if the holdings of a school library represent the multimedia resources considered essential for a materials centered library, then
charting the quantitative holdings of the schools by use of the national standards
indicates degrees of resources available for use by students and teachers.
School libraries that have been grouped as Type II fall somewhat below the
first group in meeting national standards, but still have very fine resources and programs as determinod by the data sent in by each of the fifty-one schools returning the checklist. There are sixty-six schools in twenty-one states in this group. Forty-six of them were visited, but fifteen of these did not return the checklist, including those in Ohio and Massachusetts.Enrollment and grade level patterns are very similar to those in the first grouping of schools, but with more elementary schools and a few less high schools, and with the majority of the schools having an enrollment ranging from 500 to 2,000. Of these school libraries, only seven or thirteen percent instead of the forty-two percent of Type I schools meet national standards fc- book holdings; thirty-eight percent instead of fifty-two meet standards for periodical holdings; and twenty-six or fifty percent rather than eighty-three meet standards for newspapersl. Vertical file materials fall into approximately the same groupings as Type I schools. Over half of the schools (thirty-one) hold from seven to
See Chart 8, pagea 4t nine of the possible ten categories of materials. For both professional materials and audio-visual resources, there were fewer categorieschecked by
Type II schools. The median for Type II schools is found to be nine to ten
categories instead of eleven to twelve categories for Type I schools.Thus the holdings are less extensive for all types of materials held by theseschools.
Budget provisions for Type II schools also fall below nationalstandards. Only six or eleven percent of the schools meet ALA standards for budgetprovisions, while forty percent of Type I schools did meet national standards. Seven schools meet national standards for staff.
Space areas in sixty-three percent of the schools for thelibrary program
also fall somewhat below the standards met in Type I schools.This does not mean, however, that these schools arewithout such provisions. Twenty -nine of
the schools provide for conference rooms, thirty havelistening and viewing areas,
twelve have dark rooms for production services, twenty-fivehave faculty libraries,
and all have areas for storage of equipment and resources. Eight of the schools
have a library classroom. Although these figures are somewhat below those found
for Type I schools, they do indicate that many schools aregiving attention to
these space needs.
The majority of these schools are found 'n suburban, resort, andcollege
areas, while some are located in industrialcities. Thirty-four of these schools
have additional resources supplied by the district instructionalmaterials
center or by a university materials center. Thirty-two of these schools
have library supervisors. Central processing of materials is provided by
seventeen of these centers, whereas nine centersprovided central processing
for Type I schools. Information has not been tabulated as to whether the
central processing is for audio-visual materials only,for books only, or for both, for elementary schools, for new schools, for schools lacking adequate professional staff, or for any other combination. All these patterns were found during visits to the Fchools.
Most of the libraries in this group are located in a one buildingschool, but at least one has a separate outside entrance, and two are located in separate library buildings. One of the latter schools is in Massachusetts and the other is in North Carolina. Three schools have a library-in-the-round as an architectural variation, but this poses many problemsof expansion, flexi- bility, and administration.Another school has a library on the first and second floors, with glass enclosed lobbies for circulation needs, tworeading areas, conference rooms, offices, and storage areasplanned as integral units for each floor. The reading rooms serve the specialized needs of the language
arts, social studies, vocation, science, and arts departmentsof the school,
and librarians are chosen for their subject competencies whenpossible.
Special features of these schools include advanced placement in tenof
the high schools, team teaching in seventeen schools, individualized reading
programs in twelve schools.Educational television and radio programs are
used in thirty-seven schools, language laboratories in twenty-five schoolsand
teaching machines and programmed lessons as individual follow-upactivities
are used in thirteen schools at both the elementaryand high school level.
Two schools are open for library service at night, three are also open on
Saturday, eighteen are open for the summer session, and seven of thehigh
schools have been examined by use of the Evaluative Criteria.
For the Type II school libraries, Florida and Illinois rankfirst with
nine schools each; North Caiolina is second with five schools; and Louisiana,
Michigan, Ohio, Pennsylvania, and Virginia each have four schools. Other states
-.55 in this group include Alabama, Delaware. Indiana, Kentucky. Maryland: Massachusetts,
Minnesota, New Jersey, Oregon, Tennessee, Texas. Washington. and Wisconsin.
From the data presented thus far; approximately one-fourth of the schools in this atudy have school libraries that meet national standards in at least two or mor, areas. All of the ninetytwo school libraries identified qualify as having resources, quarters, and equipment to service the reading, listening, and viewing needs of students and teachers. Some of these schools provide an audio-7isual specialist and/or technician who works closely with the library an:eaching program, and some provide part-time teacher help in requesting
znd other resources from the district instructional materials center.
In other schools, all the services are provided by the library staff -- professional, clerical, technical. On a library staff composed of two or more librarians, one of them is apt to have special preparation in the audio-visual field and is given major responsibility for this phase of the program, All of the librarians, however, in most of these schools share responsibility for selecting, processing, and servicing all types of learning materials--book and nonbook.The card catalogs provide the indexes to these milti-media resources, but are in varying degrees of completion,
In all of these school libraries, there is a climate of learning provided for the student whether it is in an elementary school, junior high school, or high school, and regardless of whether the student comes f;:om low income,
1Ni culturally deprived evronments or from university families.The libraries are resource centers for the instructional program of the school as was trueof
Type I school libraries. Experiences are provided that will lay a foundation for the appreciation of good literature and for the motivation of an interest for reading. In many of these libraries, whether elementary or high school, there are study carrels for students who wish to do independent work, Some of..
JC the carrels have electronic outlets for purposes of viewing orlistening aswell Ct Ntot -1% as reading, those that do not have outletsoreknown as dry carrels. Taped Li 1 tr. - "
1-6 class lectures are available in some of the libraries am* enablestudents who have been absent or who feel the need to have the lecture repeated tohear a taped lecture by a classroom teacher, by a master teacher in teamteaching programs, or by a resource person at his own deskteiecomnunicating with a class by long distance telephone arrangements. Electronic devices in some schools make it possible for students to dial for taped materials they wish to hear. he multiplicity of learning materials are being made readilyavailable,
In one of the libraries where high school students are regularlyscheduled for a library period, students are expected to become aware of and to make use of a wide variety of sources and resources.They are expected to be familiar with library techniques, to attack problems in finding obscurereferences by searching persistently, and to become discriminating in the use andevaluation of resources by working independently. In this experimental school, it is considered as essential for a student to be scheduled for alibrary period as for a class period. There is sufficient professional staff in this libraryto work with students individually if needed.
Opportunities for pleasure listening and reading are consideredessential in these functional libraries. Guidance services and resources to help students solve personal and social problems are made;availroie. Some of these schools have little radio studios, small theatres, music rooms, andelectronic centers to supgly each classroom, study area, andlibrary with needed programs.
Closed circuit facilities are provided to develop and plan large groupinstruc-
tion to meet the needs of the individual school or school system.Many of the schools have purchased needed equipment and specialized resourcesthrough
National Defense Education Act (NDEA) funds or special grants allottedto them. Published reports on the impact of newer media on teaching methods is easily available and shows the change from a conventional reading program in science, at the elementary level, for example, to a science activity program utilizing science kits, mobile science demonstration tables, tote trays, models, microscopes, computer kits, student reference books, and other types of material.
The major problems of these school libraries were lack of staff, lack of money, lack of adequate quarters although plans were completed for new libraries in several schools, and lack of adequate collections.But regardless of the adequacy of resources, the dynamic library programs gave evidence of careful librarian-teacher planning and the awareness of the need for improvement by the long range plans developed for attaining goals.Many of these schools provide finalists and semifinalists in the merit scholarship program, attesting to quality education being available to their students. Data for Type II school libraries are found in Table 4, 5, and 69 on pages 59 to 69.
.58 TABLE: 4 Staff Budget Types of Areas in Quarters TYPE II SCHOOL LIBRARIES U) eningList- rgCU.1 04.3CO CO 1 4)o co E 0 1.4 31 Schools in 19 States Arranged cd U)0 rl OS ri 4-) ;g v-IZtio V1.4 4-1.ri = % 0 .r40. thU)0 -0.-I 0 I.4 r-I al 0 U) by State and City Enroll- $4 4-4 o 11 00 ri 41) 014 Audio- 4-1 4:1)cd g .4.)cd S4ce cd Al S4 .X 0tc8 411.4 'it' rivr4 to 9 44 1.4v cd Alabama*Schools -Visited (31) Birmingham - Grades ment )--1.14 10.4 S4 cn fa. C.)r-i &Ii) Books A-VVisual ig 1 u) C-)1=c- gC0 _Q 0 (2 u Cl) C14 C.)ri 0 c-c-+ 0 C:4 rT4 14 ec:4 . 2 t ss Man 4 Tuscumbia -*Wenonah HighMainCave School Street Elementary SchoolSch. 8-121-6 3083411432 21 33x $1.25$1$2197 Per.25 Center $1.00$1. Pe00 r 1 1095532 X X x X x Delawat- - Wilmington - 2, per $.75 per X x Florida - FortCrestview Lauderdale - - SouthsideRiver Road Elementary Elementary School School 1-6 547639 41 1 1 20 $550$2.00 per $100 per 1 6064 1 1 1 X X x x x cn Jacksonville*Dillard - ComprehensiveCedar Hills ElementaryHigh School School 1-69-12 9301000 1 1 28 $5080 $1.50*-- 1 48 x CS7 MiamiMelbourne - -*Poin:iana MelbournePark High School Elementary 10-12 1-6 12481960 12 21 113 64 $1453$2247 $.10$1134 1 14368 1 2 21 1 x x x x x SarasotaPensacola - -*Escambia HighPensacola School Technical HighSch. 10-12 4402024 12 41 2110$1797 $1.62 per $.50$811 per 1 19150 2 2 1 x x x x x x Illinois - Warrington *Sarasota- Warrington Junior HighElementary School School 1-6 7-9 9981550 1 1 6722 $1556$2500 $675 21 3565 2 1 x1 x x x x x x ChampaignCarbondale -*Champaign*University - SeniorSchool High School 10-12K-12. 1750575 2 22 106 $4.00 2.25 per $1.75Center A-V per 23 15080 2 x X X x x Chicago -*University of Chicago Laboratory High School 7-12 800 6 1 12 -- $8000 -- 1 152 4 x x ___.....-xX Xx x x TABLE: 4 (Continued) Staff Budget Types of Areas in Quarters TYPE II SCHOOL LIBRARIES 0E 04) eningList- to as as4) 51 Schools in 19 States Arranged 7:14) 0 0en 40 4)I.40 -14C .04 0coo14E 4) 01.4 E +) S4 hgrI Ill0 Enroll- Audio- 4) C6 C60 cd 0 014 0 cISi- 1--i cd 0 cd cf) I s4 f-s *Schools Visited (31) by State and City Grades ment Books Visual a U) U MCO0 Of 0 R CJI4) ti r-1 0 ro - 4-I44 .-- 00 0 al tx4 t4IA 04U) CIS0 .C1 r1 4)f.4 +) 0 k, -oie I- Illinois - Decatur - Lakeview High School 7-12 478 52 \- $2.50 per 1 244 x x l 40 1 C.) 0 2 2 X 1 X Elmhurst - 9 -12 2310 3 1 2 40 $3000 -- 2 ir 2 Winnetka -*New*York Trier Community High School Township High School 9-12 I 4200 5 I 1 3 250 $2.50 per 376215 2 2 x -.4 X 1 X Indiaga - Latayette - I $2.50 $2.00 4i 4 X I X X Kentucky - Covington -*Fourth*Sunnyside District Junior Elementary High School 7-91 -6 525960 11 2016 $1150 per $62.50 1 per 1 1 7480 1 1 X 1 X Louiiiana - *Ninth District Elementary 1-7 1 623 1 30 Not Checked 1 60 A 1 X I X MindenBaton Rouge- *J,*Laboratory - I.; Jones School Elementary - Louisiana SchoolState University 1 -12 561523 1 x -- $3.42 per IMO 10 12 5562 4.. 1 1 X X X X I 1 Abi%OW 11.4 Monroe - E. S. Richardson Elementary 1-5 674 1 -., $2.00.-- $2.00 -- 1 36 x X X X MichiganMaryland - Wheaton -*Ouachita*Wheaton ParishHigh School High School 10-129-12 20001350 2 41 1 355 $2.68 per $2.00$0ii per 1 156140 X X X X X Xx Birmingham.-Livonia -*Bryant*Groves JuniorHigh School High School 7,97-12 8901900 2 I 41 li 4220 Page$7500 Mi $2000 1 12068 4 X X I X Minnesota - - *LincolnRosevilleUpsilanti Consolidated -*Fairview School Junior High School (New) 7-99-12 1070500 1 22 x9 $3.00$3288 per 10078 1 1 X X X White Bear*Sunrise Lake - Park Junior High School 7-9 1348 1 1 x $3.00 per 90 I X X x TABLE: 4 (Continued) Staff Budget E Types of Areas in Quar ers List- TYPE II SCHOOL LIBRARIES bo0 bO 1.40 ening r-1 Cd s-4cti 51 Schools in 19 States Arranged a) .r1 cado r1 (1) U)0&4 S40 0 r-1+) .4 0 Cn by State and City Enroll- Audio- 1 al E 0E r-1 0 4-1 Cd ca.a.) New*Schools Jersey Visited - (31) Newark - Clinton Place Junior Grades 7-9 ment 1800 2 1 100 $1350Books Centervisualg 1 A-V 72 Cn u0c2 0 q 1 Cr) 6 as C.) O ; A is- e-4 cn Rockaway - Morris Hills RegionalHighHigh School School 9-12 1915 2 4 42 $4000 $2000 1 80 1 X xX X X North Carolina - Charlotte -*Herbert Spaugh Junior High School 779 1000 1 31 $1.15 per Center 1A-V 66 2 1 1 x x x x X Hickory -*Myers Park High School 10-12 7-9 1352 12 27 $1.15 per Center IA -V 1. 200 3 3 1 X X X x X Oregon - Portland -*Grant HighGrandview School Junior High School 9-12 2850750 1 22 8 $1911 - - $7315 Center$149 A-V 1 176108 21 1 1 x x x X Pennsylvania - ButlerBellwood - - Bellwood -Antis High School 7-12 710 1 1 $1100 Adequate 1 60 1 x x x x x X Pittsburgh - (WhithallButler School Junior District) High School 7-9 2455 1 1 4, 60 $2.00 - - $4500 -- 1 48 x x X *Rolling Hills Elementary (North Hills School District) K-6 I_ 350 1 x per $1.00 per 1 45 1 x x x X Tennessee - Nashville -*North Hills High School 10-12 1375 3 2 - 35 $1.00$5.00 per Center 1AA-V -V 72 1 5 x 1 X X x X *Howard*Dan MillsHigh SchoolElementary School 7-121-6 582600 11 1 20x $2 Pe6rper 8 $315Center 1 1 4090 1 Xx Xx Xx X __- TABLE: 4 (Continued) Staff Budget Types of Areas in Quarters TYPE II SCHOOL LIBRARIES Vi eningList - co wbi] '4ctsS-4 U) r4 cf)0 r4 I-1M W 1 r-I 1--1 cd -P b.0 1,4Z0CD 0o (1) E S.4E al0 al$.4 51 Schools in 19 States Arranged by State and City Lrm...... Enroll- bit a) 0 r4 al 0$44) 0Z Tilr4 Z fd C cel0 O 4-1tis'r-I S r4s.,tt ,--4 (412U) i:::c4-4 0 11 8$- -4 8 -re:r-i c :8 abbcD -o,) cd cf)49 1 *Schools VisitedTexas -(31) Denton - Texas Woman's UniversityDemonstration School Grades K-6 ment 213 ;_741 ft.: 1 4g 2 1) vr 12tn)ig $863B o o k s College VisualAAudio-$25.00 1 50 A)r 8 a x 8 (2 VI x 0.4 t (-) o x 3x 0 A /44al x011cd .r4 1--1 114'CO U, x x-4 Virginia - AbingdonArlington - - Abingdon High School 8-12 1 i 32 $7125 $4356 1 130 2 x x x *Kate WallerTaylor Barrett Elementary SchoolElementary School K-61-6 430382 1 24 $3pe.20$3.66 per r CenterCenter A-V V 1 5030 x x x x x Washington - Bellevue - Kenmore Junior High School 10-12 7-9 1240 1 - 1 17 $4.50$5500 Center A-V 1 106 x x x x x x x x ry Wisconsin - Pewaukee -*Pewaukee ElementaryBellevue High School School K-6 79C1198 1 1 $3.00 per $830 1 8432 xl x xx x x x TABLE: FileVertical 10 Number of Categories Checked ionalProfess- 19 VisualAudio- 32 mentEquip- 73 TYPE II SCHOOL LIBRARIES Number of Titles Available MaterialsListed 0E MaterialsListed MaterialsListed MaterialsListed 51 Schools in 19 States Arranged cdU)0 ,C2 cd$.4 cifU)oS-1 $.4as cdCO0f-U) LI1:4 0 Alabama - Birmingham - Wenonah High School by State and City Books6352 icalsPeriod- 67 papersNews- 4 84) r-1 12 r-1 A 12 .1 A 25 25 Delaware - Tuscumbia - CaveMain Street Street Elementary Elementary School School 40713643 125 78 98 1016 58 2932 138 Florida - FortCrestviewWilmington Lauderdale - - - SouthsideRiver Road Elementary Elementary School School 29 16 ...7) MelbourneJacksonville - MelbourneCedarDillard Hills Comprehensive High Elementary School HighSchool School 7502 49 PensacolaMiami - - PensacolaEscambiaPoincinana HighTechnical Park School Elementary School 5624.10438 30 57 106 7 4025 2210 . High School 51 WarringtonSarasota -- Sarasota Junior High School 9400 48 3 2 1411 158 1 6 4334 1118 12 I Illinois - Carbondale - UniversityWarrington SchoolElementary School 553111500 150 25 5 98 1010 1912 Center2 A-% 5 3635 12 1 ChicagoChampaign - - UniversityChampaign Seniorof Chicago High Lab.School School 123500 6313 125 85 6 8 15 8 65 TABLE: 5 (Continued) Vertical 10 Number of Categories Checked Profess- 19 Audio- 32 Equip-ment 73 TYPE II SCHOOL LIBRARIES Number of Titles Available MaterialsListedFile MaterialsListedional MaterialsListedVisual MaterialsListed Period- News- Si U)0F4 -0 cdS-4 CdU)0 1-1 Cd0s-1 1-1 cdco0 Illinois -51 Schools in 19 StatesDecatur Arranged - Lakeview High School by State and City Books6428 icals 120 papers 6 5ri.0 15 (-) 5 51 Indiana - WinnetkaElmhurst - - YorkNew CommunityTrier Township High SchoolHigh School 1986117372 6694 38 56 4 105 2 23 5 116 6 1 3219 222 Kentucky - CovingtonLafayette - - FourthSunnyside District Junior Elementary High School School 47194067 69 8 98 23 89 13 1 1 1510 226 23 3537 2213 .,,Louisianacr) - Baton Rouge - NinthLaboratory.School District Elementary - Louisiana School 569713991 5518 2 68 1 14 1 L. S. U. 19 13 8 148 1 3136 14 8 Minden - (Webster Parish) State University 4517 30 3 4 10 7 3 5 1 15 21 4 27 J.E. L. S. Jones Richardson Elementary Elementary School School 5666 28 3 4 7 4 5 1 12 3 2 34 202 Maryland - WheatonMonroe -- WheatonOuachita High Parish School High School 1301510557 10172 57 78 58 1 1210 6 1 6 1 115 198 45 2636 2619 Michigan - Birmingham - 10307 139 5 7 1 11 5 1 1 4 11 6 UpsilantiLivonia -- GrovesLincolnBryant High JuniorConsolidated School High School School 45854000 8578 6 8 3 138 48 8 232932 365 TABLE: 5 (Continued) FileVertical 10 Number of Categories Checked ionalProfess- 19 VisualAudio- 32 Equip-ment 73 TYPE II SCHOOL LIBRARIES MaterialsListed MaterialsListed MaterialsListed a) MaterialsListed Number of Titles Available -3 U)o 'ZS, S,0 Cd4-3 0 51 Schools in 19 States Arranged by State and City Books Period-icals papersNews- 1-4r-I,D Hm 1-4 A D-1r1 01,4 C)HM , AC) -WEEFF6ta - Roseville - 8235 80 5 Not Checked A 111 Not Checked .111.11 WM. MEI MM. New Jersey - NewarkWhite Bear- Lake - SunriseFairview Park Junior Junior High High School School (New) 4253+5553 4661 9 18 1413 7 17 5239 18 1 North Carolina - RockawayCharlotte - - HerbertMorrisClinton HillsSpaughPlace Regional Juniorjunior HighHigh SchoolSchool 120007599 51128 4 9 10 179 20 20 10 153 4 3812 351 19 biegonCP) - Hickory - GrandviewMyers Park Junior High SchoolHigh School 40309115 5199 3 104 1211 Lib.Cure. 5 dept x 3830 23 Pennsylvania - PortlandButlerBellwood -- - GrantBellwood High -Antis School High School 621218811 125t25 46 13 Center 2 2039 3511 Pitts urg RollingButlerNorth JuniorHillsHills HighElementaryHigh SchoolSchool(NOrth School Hills School District) Ba dwin-White a 1 Sc 0 1 District 8000344913356 9625135 7 11 2523 3017 Tennessee - Nashville - HowardDan Mills High Elementary School School 55194200 4925 2 129 2 3526 172 7 TABLE: 5 (Continued) 10 Number of Categories Checked 19 32 TYPE II SCHOOL LIBRARIES Number of Titles MaterialsFileVerticalListed Profess-MaterialsListedional Audio-MaterialsVisualListed MaterialsEquip-mentListed Period-Available News- .0 Texas - 51 Schools inDenton 19 States - ArrangedTexas Woman's University by State and rity 5500Books icals 30 papers 1 Coll ege Col. ege g l 28 5 IQ Virginia - Abingdon - Abingdon High SchoolDemonstration School 75 86 good good 20 34 Arlington - TaylorKate WallerElementary Barrett School Elementary 43765101 1822 5 811 2 1110 56 8 2427 234 Washington - Bellevue - Kenmore Junior High School 8137 6177 25 11 9 8 3 2 31 13 Wisconsin - Pewaukee - PewaukeeBellevue ElementaryHigh School School 639513327 28 12 15 3 4343 15 TABLE: 6 Community Characteristic Building CurriculumSpecial Teaching Methods Experimental Special Characteristics of 46 School Libraries Type II Visited AlabamaFlorida - - BirminghamFort Lauderdale - - Wenonah High School , City-Manuf. esor PensacolaMiami - - PoincinanaDillardEscambia High HighPark School SchoolElementary TownResort Illinois - CarbcndaleSarasota - - SarasotaUniversit Junior High School School ChicagoChampaign -r -*LaboratoryChampaign School (Elementary) High SchoolUniv. of Chicago 3,530 404 HighlandElmhurst Park - - York Community High School Suburb WinnetkaJoliet - -*Joliet*Highland TownshipNew Park Trier HighHigh SchoolSchool Township High Sch. 100,000 SuburbSuburb * IndianaSchools - Lafayette - Sunn yside not returning checklist Junior High Schoo (15) Indust TABLE: 6 (Continued) Community System Characteristics Building CurriculumSpecial Teaching Methods Experimental `gpecialHoursAccess Special Characteristics of Type II r1 RS t4 =ca 46 School Libraries Visited r-I cd0 -1-) 1-4 as r-1 00 v)rI 00 Kentucky - Covington - O0CI4 ciga 04.r1 r1 C/1 0 o00 o cR Louisiana - Baton Rouge - FourthNinthUniversity DistrictDistrict Laboratory School Sch. 152,419 60,37660.376 CapitolChemicaUniv.Indutt.Indust; Maryland - MindenMonroe - -(Webster Parish)OuachitaJ. L. Jones Parish Elementary High School Sch. 52.21912.785 CollegeChemicalUrbanRural- MassachusettsMichigan - - NewtonWheaton --*South HighWheaton School High Schocl 54,63592,384 Suburb X X c.,Roy41 Oak BirminghamLivonia -- GrovesBryant High Junior School High School 25,52566.70280,612 SuburbSuburb X X Minnesota - AitkinUpsilanti -*Kimball HighLircoln School Consolidated High - 20,9,7 1,829 College X RosevilleWhite Bear*Aitkin - IndependentSunriseFairview Park JuniorSchoo' Junior High High School - Suburb'Tourist *SchoolsNorth Carolina not returning - checklistCharlotte - Herbert Spaugh junior High 201,564 (15) Indust.City TABLE: 6 (Continued) Communit System Characteristic Building CurriculumSpecial Teaching MethodsExperiental HoursAccessSpecial Types II m C CbD OC.)O0 0 *ri Special Characteristics of 0 p.a., 1-44.)z bL +)5 r-I 0 U) 4 b.0° 0 46 School Libraries Visited Cd 0 in '123 1-1 0o 0o VS r-I 0 0 -I ri .) E-64 0p4 Indust. g 0P.erl.C4 0 00 0 Crl U) t!) GCS Gx4 0-1 0 North Carolina - GreensboroCharlotte --*Archer ElementaryMyers Park SchoolHigh School 201,564119;574 CollegeIndust-. City x x r- X X X X X X X X x x x X X Ohio - Shaker Heights*Lomond*Kiser - JuniorElementary_School High School 119,574 36,460 SuburbManuf. x x X xx x x x XX X X x x Cr) *Shaker*Fernway*Mercer Heights ElementaryElementary Senior SchoolSchool High 36,46036,46036;460 SuburbSuburb x X Xxx X X x x XX X X X X X PennsylvaniaOregon - - PortlandPittsburgh - Grant High School (Baldwin - Whitehall School District 370,000 City x x X X x x X X X x Tennessee - Nashville - NorthRollin Hillsc Hills High Elementary School North Hills School District) 170,874 SuburbFactoryCapitol x x x X X X X X XX X x Texas - Austin - *Cassis ElementaryHowardDan Mills High School Elementary School School 186,545170,874 CapitolUniv. x' x x x x x x x X X Houston - *Johnston*Pershing Junior High School 938,219938;219 City x X X X T. iisconsinVirginia - ArlingtonPewaukee - Katerewamee Waller Elementary Barrett School - Elem. 163,401 2,484 ResortSuburb x x x X X TYPE III SCHOOL LIBRARIES
When comparing the total of one hundred and sixteen school libraries that have been grouped as Type III with the first two groups, a relatively smaller number of these schools meet national standards for book and nonbook resources.
These school libraries are located in twenty-four states including California, and visits were made to fifty-three of the libraries, sixteen of them did not return a checklist. The largest number of these school libraries were found in Florida with 20 school libraries so identified, Virginia with 17, and
Maryland with 13. The other states in this grouping include Alabama, Arkansas,
California, Connecticut, Delaware, Georgia, Illinois, Indiana, Louisiana,
Michigan, Minnesota, New Hampshire, New York, North Carolina, Oregon, Pennsylvania,
South Carolina, Tennessee, Texas, Washington, and Wisconsin. Five states not previously identified are in this grouping:Arkansas, Connecticut, Georgia,
New Hampshire, and South Carolina. The number of school libraries identified in these five states range from one to three, but in one of these states school administrators throughout the state have accepted the philosophy of the instruct- ional materials center for their school libraries and are attempting to coordinate the program in their schools. This general acceptance to have the library the instructional materials center is also the official policy of several of the town, county, and city systems represented in this group, though only one school may be identified in the tabulations.
The range of grade levels of Type III schools is much more similar to
Type II schools than to Type I school libraries. In this category, thirty-four or thirty-four percent of the schools were elementary schools, twenty-five percent were junior high schools, six percent were junior-senior high schools, thirty-one percent were high schools, and four percent were schools with grades one to twelve. These percentages are almost identical with those of Type II schools. The enrollment patterns were also very similar to those of Type II schools with fifty-one percent of the schools below 1,000 enrollment, and
ninety-one percent below 2,000 enrollment,irCry few large schoolsare included.
These comparisons are found in Chart 4 and 5 (see pp. 20.20.
According to the checklists that were returned from these schools, their
instructional materials holdings were less extensive as to types and amount of materials in each category than was true of schools of Type I schools. Fourteen
percent of these schools had book holdings that met national standards as
contrasted to forty-two percent of Type I schools. For magazines there were
nineteen percent as contrasted to fifty-two percent for Type I school libraries.
Book and newspaper holdings, however, were slightly better than those of Type II
1 schools, namely one percent more met national standards . Considerably
less extensive holdings, though, were found for resources in the areas of
magazines, vertical file, professional, and audio-visual materials than was
true for Type I or Type II school libraries. The median range of vertical
file categories for these schools was five; for professional materials, six;
and for audio-visual materials, six. A few of these schools have richer
resources in the audio-visual field than in book collections, but generally
the distribution patterns are similar in all schools. Those schools that have
good book collections also have good resources in the other types of instructional
materials, and visa:versa. Well-rounded collections in all areas, however, were
not so evident in these schools as in those previously discussed. Some of these
schools represent shared programs with the library and the audio-visual depart-
ments working together, or with teachers assigned part-time responsibility
for audio-visual bookings.
Only eight schools meet national standards for budget provisions for books,
but twenty-five percent or one-fourth of the schools receive funds and audio-
'See Chart 8,page 24. visual materials from a system or district materials center to supplement the library holdings. Budgets range from $1.00 to $5.00 per student for books alone, and many consider their budget provisions only fair.For a few schools the final page of the checklist asking for budget figures was missing or not checked. Limited though budget and resources were for some of these schools, all of the school libraries did provide some of the nonprint as well as printed resources as part of their holdings and had equipment to handle recordings, tapes, slides, or films. With the exception of six small schools that met national standards for professional staff, inadequacies of staff were more evident in these schools, even though twenty-five percent had more than one professional staff member and a part-time or one full-time clerical assistant.
Slightly over one-fourth or twenty-eight percent of these schools also met standards for seating ten percent of the school enrollment in one or more reading rooms. Forty-two percent of the schools had conference rooms, thirty-five had listening and preview areas, and fifteen had library class- rooms, while sixteen had dark room facilities. One of the schools in Washington has a separate library building with an outdoor reading court, and one of the schools in Illinois has the library suite located on two floors. Most of them had workroom and/or office areas, and storage facilities for periodicals and audio-visual equipment, while thirty-seven had faculty libraries. With one or two exceptions, these schools did not meet national standards in more than one category. A school might meet standards for seating but not for books, or for book holdings but not for seating, budget, or staff, or any other combination.
Of the fifty-three schools visited, thirty-eight were serviced by a
local or district materials center and twenty-three offered central processing of some sort, while thirty-eight had library supervisors. Thirteen of the school libraries were in systems with campus type buildings. Fifteen schools were experimenting with team teaching, nine used programmed learning devices, seventeen had individualized reading programs, and the elementary schools visited had flexible library schedules. Educational television programs were found in thirty-three schools, teaching machines in nine schools, and language laboratories in twenty-one of the high schools. Two of these school libraries were open at night, none on Saturday, and sixteen had summer library programs.
Only four schools had been reviewed by using the Evaluative Criteria schedule.
More of these schools were located in cities and rural areas than was evident in Type I and Type II schools, but the communities do represent suburban, resort towns, college towns, and state capitals as well.High income, low income, and culturally disadvantaged groups at to be found among these schools.
Many of the school libraries that were visited were attractive, cheerful, and spacious. A few are in olderbuildings, and due to expanding programs and resources are finding it necessary to locate storage areas in other parts of the school. Maintaining location records and scheduling use of equipment and resources, regardless of location, is part of the library program of services.
In the campus type schools, audio-visual equipment is often stored in each building. In the one building, several storied school, equipment is kept on each floor if possible to save carting of heavy equipment from place to place.
Duplication of projectors makes scheduling of films, slides, and filmstrips more flexible for classroom needs.
In the elementary school libraries visited in states such as Florida,
Georgia, Illinois, Louisiana, Maryland, North Carolina, and Tennessee, very active library programs were found. Children in these school libraries were introduced to library skills as early as the first grade, and carefully planned
LAX11.41 sequence of lessons num developed by teachers and librarians. Manuals of library lessons have been published by several of the schools.Pictures taken of the activities of children in these school libraries show that they know how to use a card catalog; how to find information in encyclopedias, almanacs, and magazines; how to read for pleasure and information; and how to use microscopes, hand projectors for filmstrips, and earphones for listening to recordings and tapes. All of these activities of children are carried on in the school library as well as in the classroom and are under the direction and supervision of teachers and librarians.
Resources in these libraries were carefully organized for use. Colored cards to represent the various media were found in the card catalogs for use by children and teachers using the library for research and reference purposes.
Organized activities planned by the librarian included story hours, poetry periods, library lessons, book sharing activities, reading record files for each pupil, art work by children based on books they h4d read, and student assistant programs. Student assistants and projectionists were selected from the fourth to the sixth grades, and included boys and girls.
It was evident that quality education was being planned for these boys and girls by principals, teachers, and librarians working together to make the best use of the resources and facilities available. Two of these libraries were planned for the culturally disadvantaged children, one in a large city, and one in a university town. One of the two schools included a closed circuit television installation with the telecasts planned for the special needs of these children. It included a two-way communication for each of the twenty-six classrooms. Audio tapes for review and pretesting were being used by children and teachers. Methoe-. were being explored in these schools to increase the awareness and understanding of teachers of the purposes and educational values of the new instructional materials. In the school in the university town, the library suite was planned so that the library could be open at night for use by students from the fifth grade through the high school.These students came from hoes with no facilities for study and quiet. University students volunteered to tutor some of these pupils. The public library donated funds to enrich the collection for these older students. Plans are under way for special inservice courses to assist teachers to utilize more effectively the resources needed for helping these children.
E:xellent library programs, accessible resources, careful librarian-teacher planning and involcment in selection of all types of materials to fit curricular units; flexible scheduling, mobile equipment, recognition of the needs of the gifted and disadvantaged students by providing enriched programs of services, and in-service training characterize more of these elementary school libraries, regardless of whether they are in all white schools, all negro schools, or in integrated schools.
The junior high schools in these states also have excellent library programs, though their patterns of service may vary from those of the elementary school.
There is a more individualized student use of the library, and class projects are scheduled for library purposes such as free reading, research, and library instruction, In a few of these libraries, the instructional materials philosophy has been developed since 1948, and there are complete catalogs of all school-owned resources regardless of whether they are located in the library, in classrooms, in laboratories, or in offices. In some of these schools, the librarian also administers the textbook program. In two schools in
Louisiana and Maryland, they now have well-planned library suites that were only in the blue print stage when visited. These library areas include reading rooms, study carrels, conference rooms, offices, work room areas, preview rooms, storage space, and an areas for research preparation and production. In several of the high schoollibraries, the magazine and the "New York
Times" holdings are on microfilm for easeof storage. Flexible quarters have been planned for new school libraries,and most of the libraries visited were large, attractive, and well-designed. In the Ann Arbor high school in Michigan, the electronics study center was beinginstalled when visited, but has developed and expanded its program to include servicingcartridged tapes for other curricular needs than the foreign language department. A dialing system has been designed for the use of these tapes by students indifferent areas of the school. IBM installations for student projects inexperimental laboratories can be found in the Bronx HighSchool of Science in New York City, but most of the audio-visual services and resources are under the directionof the audio- visual department, though a few nonprint resources are in the attractive
library suite. Projectionists clubs, student assistant organizations, library clubs, and Great Books programs are well-established in some of thesehigh school libraries.
Some of the schools visited indicated that equipment and materials bought under National Defense EducaticnAiL4mmme(NDEA) funds had been purchased without personnel trained to use it properly. Cited many times was the need of
in-service training to assist faculty and staff to know what to recommend for purchase, and how to evaluate and utilize the newer media in enriching their teaching units. Reading machine programs for developmental reading for slow
readers and speeding of reading for the college bound student were found in
several schools. Charging machines, electric time clocks for checking students
in and out of the library, and controlled stacks area were utilized in some of
the high school to cut down loss of books. Experimental teaching methods such
as team teaching, programmed teaching, independent study, closed circuit
television, and air-borne television known as the Midwest Program 0 Airborne Television Instruction (MPATI) that services someof the schools in the midwest are being tested or incorporated into thecurricula of most of these schools. Thus it can be seen that inadequacy of instructional resourceshas
not prevented these schools from developing good library programs,but better
support for these libraries and more adequatestaffing could produce even more effective results and more fully meet theeducational objectives of the
school. Data for Type III school libraries are found in Tables 7, 8, and9,
on pages78 to 93. TABLE: 7 Staff Budget Types of Areas in Quarters List TYPE III SCHOOL LIBRARIES ad4U)0= (1OAP W enin: cn O O 100 Schools in 23 States Arranged r4 ri -ri ? cr-I d -1-' 0 -ri 11)a) 010 a) O s.4O Alabama*Schools - Visited (37) Florence - by State and City Grades mentEnroll- ri 1.4.0 ocd -0 4) a) 0 -rl a.c- -ri 0 -.4u) Q. C3r-I Books VisualAudio- 1 0 U) al S-I rI cd . 0rir+-f s.4 0s.4 Cottee High School 9-12 1114 2 42 -- $135 -- I 50 x x x x Arkansas - BriggsvilleNorthport - - FourcheTuscaloosa Valley County High HighSchool School 9-.121-12 217882 1 41 2010 Good Missing Fair 1120+190 x x X California - Conway - Irby Elementary School 1-6 136 3/4 1 3 $725 College 1 35 x XIX Connecticut - ManchesterBakersfield - - South High School 9-127-8 1844 1 2, x $3073 34' $3096$1.00 per 168 1 X x x x 44elaware - Riverside - EasternIlling JuniorJunior High School 7-9 900 I 1 1. 1'20 $4400 $200 1)55 1 1 x XI X X f+) Georgetown - Georgetown Special School 1-12 1230 I 1 12 10 $1500 $50 1 1 75 X X x X X NewWilmington Castle - - George Read junior High School 97-9 -12 13001100 1 21 1 50x $2200 Good Good 11 8070 xl x x x 3C x x Florida - Cocoa *Cambridge*Wilmington Elementary High School School 850 I 1 20 $1.50 per $.50 per 1 68 x X X xX xX EauDeland Gallie - *Clearlake- DelandJunior JuniorHigh School High School 7-91-6 85012001055 1 121 25 9 $3740$1.25$1605 per Fairsog? 12 8050 40 X X XI X xiX X x X x Gulfport - GulfportHarborEau Gallie City Elementary ElementaryJunior HighSchool School School 1-67-9 5001400+ 1 4010 $050$1.50 per $480$.50 per 1 30102 x x x x xX j X x Inverness - Citrus High School 7-12 340 1 15 ME,111M. $1300 -- 55 1 3C X X TABLE: 7 (Continued) Staff Budget Types of Areas in Quarters TYPE III SCHOOL LIBRARIES 4-1 0 0 eningList- r1 cdao 100 Schools in 23 States Arranged rI f-4cd0 0 b0 a) 0 ts)0f-4 0E 0E 41) S-rtio 4-) O Flogida-*Schools Visited (37) by State and City Grades mentEnroll- C-3 r1 a) U)4,0 Books Visual&Audio-$.10 :11 4-ig0p0 o O 4-1cd C.)r1 cd 44 0 0 .s4cd0 A; S40 0cd Cr)-I-) 01 ; miami - *Coral TerraceEmerson Elementary Elementary Sch. School 1-6 730987 I1 $800 per per 1 65 60 1 wwww....41 0 x x X X Miami Springs - MiamiPalmetto Springs Junior Elementary High School Sch. - 7791-6 6251100 21 1/5 5024 $1365 $645 $120$59 1 120 48 11 x x X IX X PensacolaMirth Miami - North Miami Junior High School 7-9 11801375 21 363' $3336 $1 . $.e10 pr .00 1 106 2 1 x x X 1 X SarasotaRockledge: -*Cocoa - HighAltaWarrington School Vista JuniorElementary High SchoolSchool .1-6 10-12 9451500 21 27 $2000 $3500 per $400$1per$940 1 140 3258 2 x xx XIXX 1 X Georgia - AlbanyTallahassee - *Elizabeth - AlbanyCobb Junior High SchoolHigh Sch.7-9 10-12 18441500 2 1 J 85 $2905 $1p.er 00 fair 11451 100 2 x x x xX X X 1I X Illinois - College Park*College*Kathleen - Park Mitchell High SchoolElementary 8-121-7. 863728 11 1 43 $2.36$1612 per Center$343 2 1 70 90 x x X X CentraliaUrbana - - Centralia Township High Sch. 9-12 1400 2 3 $1000$30001 to start 1 308, x X X Villa Park *Willowbrook*Hays- Elementary High SchoolSchool 9-12K-6 2500315 2/5 2+ 1 1+ 29 $4colle tion plusi --toe00 $5000 -- r $1 p.19 er 4 206 36 2 21 x2 2 xXIX Indiana - MuncieLebanon. - - Lebanon Junior High School 7 -9 800 1 14 50 $1875 $500 1 80 r X x Louisiana - Lake Charles*Burris - Laborator School K-12 `MI 877 1 9 $22501Nftfe 1 100 -- $3.70 -- x x X X *La Grange Senior High School 10 -12 1415 I 1 1 per 1 200 1 xi X x itipLE: 7 (Continued) Staff Budget Types of Areas in Quarters List- TYPE III SCHOOL LIBRARIES r.g (1)0C (1) 04J Cd cd a) ening U) 100 Schools in 23 States Arranged Enroll- S-1.acd CL) gi rl rl r-1o 0 I -1-1 c d r1 S-1a)0 , Audio- "r, CQD r1 b.0 c4-1 Ea)f-gC CdOC a) caEt)ti)1.4O C.)a) O O Lodislana*Schools Visited (37)Minden - (Webster Parish) by State and City - Grades 9-12 ment 565 -4 11:14 $- 0rl Gg, 0 Ci) 6 0 Books $2.00 -- Visual ArlW 56 cn W uor2 o Cr ) 4-, a., fr r1 OcH4.4 x cd West Monroe*Webster*Lenwill - High Elementary School School 1-6 525 $2.31 -- 1 -- 32 x Maryland - 'BethesdaSibley - - *West MonroeSibley Junior High School High Schoo 7-99-127-8 30015801000+ 21 506 $1P.50 -- $2415 --per $2.00.-- $. p75 er 1 5010580 x xx Chevy Chase - Bethesda-ChevyNorth Bethesda juniorChase SeniorHigh High 10-12 2190 1 38 1.5 $43610 -- I 187 x Jr' Frederick *Leland-*North JuniorFrederick High School Elementary 7-91-6 600950 50 $3pe.09 per r $.p37$300 per 3660 x x x Gaithersburg*West - Frederick Junior High K-67-9 8581140 11. $3per .39 $.p15 er 1 60 x SilverSandy SpringSpring -- BeltSherwoodGaithersburg Junior 4igh High ElementarySchool School School 7-97-12 15151300 2 2017 $1854$1pe.50$714 r CenterCenter 21 9612034 X X NorthwoodNontgomerySligo Junior High Blair SchoolHigh High School School 10-127-9 246718291670 21 1k 1 4057 $1.50$3769poor plus poor 1 178108 x X I X 1 xx x x xX x Michigan - Washington D. C. WesternSpringbrook Junior High School High School 7-99-11 16171275 2 4 635 $2750 -- $6729 per $8500 21 55130135 x x xxx IshpemingAnn Arbor -*Ann Arbor IshpeminHigh School High School 9-1210-12 7132450 12 1650 $1760 Page Missing $660 192140 xx xx x x MinnesDta - Hastings *Hastings- Public School Library K-12 1120 2 16 $9000 1110 76 x x TABLE: TYPE III 7 (Continued) SCHOOL LIBRARIES Budget Types of Areas in Quarters 100 Schools*Schools in Visited23 States (37) Arranged by State and City Grades mentEnroll- Minnesota - ProctorRoseville -*Proctor - HiBrimhall ,h School Elementary School ICE)7-12 2 12 $4000 $1perCenter 1 .0 0 52 New Hampshire - Laconia -*Laconia HiCaptiolEdgerton :h School View Elementary Junior HighSchool Sch. 2 53 $3000 $1950 -- $3000 -- Center 1 40 New York - WhiteManc ePlains*White*Manchester - Plains Memorial Senior High High School 9 -12 er 10-12 1 2 30 $6600 22 $1000 $5000 1 85 2 40 North Carolina - Charlotte -*West*Sedirefield Charlotte Elementary Senior School High 1-610-12 Go GreensboroGastonia - - MountAshley Zion High Elementary School School 10-12 3315 $1250 $1000 Pennsylvaniamegon - - EugeneSalem - *JudsonSouth Eu unior Hi h eneSchool North Hills Schoo h School District 7-9 950 Center Tennessee - BristolPittsburgh - WestSamuel View Hamilton Junior Junior High SchooHigh 7-9 575 2525 $3525 $4.00 per Center MadisonKingsport - -*Madison ThomasHighCentral School Jefferson Elementary Elementary School 7-12 68 $1635 TABLE: 7 (Continued) Staff Budget Types of Areas in Quarters List - TYPE III SCHOOL LIBRARIES 0c .1--i E0o-P ti) cd bD 1313 00C M S-oEo E E II 0cd 0cdF.. >on ri ri ri ri 42 (T) .-::4 41)&4 0 C 3 0 0 0 -0 $-.4 4 1:1 C13 +I 0 100 Schools*Schools in 23 Visited States (37) by State and City Arranged Grades 'TientEnroll- 1-4't-1?Ls a cab 2 $.4 -4 ;[11En 2(1) 7i Ct. r...)II.,- $8 co4')13 Books AudioA cd cd CO E 0E cr,.4-1 a/0 ts:: p tsi crA `6-1ep4'c' 2 0 I ..R14 $140 '$'1 S4.0 X...511-4 c5lisq :C! tt*I.C'ri -41- C ., Tennessee - OakNashville Ridge -*Elm*Dalewood Grove ElementaryElementary SchoolSchool K-61-6 600575 411 40 Not Checked visual g11 3355j3 cs)g a °x x 4 x x Texas - CorpusBellaire Christi. -*Bellaire - W.Hih B. School Ray High School 10.1210-12 23802623 21 1 1 4731 $3pe.0 -- $1.20 0r per -- 111101 110 1 1 2 1 2 x x x x virginia - ArAshlawn Claremontllngton Elementary School Elementary- School K-6K-6 459410 1 2535 $1131 Center 1 5555 1 x x x , , Glencarlyn Elementary School K-61-6 400 1 50 $1000$29.2-1 CenterCenter$1 1 1 45 x x x x ReedOakridge Elementary Elementary School School K-6 500+460 1 20 $1143$800 Center 1 4050' ic,.. x x x Xx co(..-) Danville - GunstonStewart-Tuckahoe Junior High Elementary School K-67-9 _ 6001154 21 1826 $3666$1295 CenterCenter 1 1281 50 2 _ x x x x x xx E.Forest A. Gibson Hills ElementaryElementary SchoolSchool 1 -6 1 -6 829330 r 1 - $720$1120 $300 21 5490 1 x2 ) , - xx x Norrolk - Stonewall Jackson Elementary 1-6 497 1 , 24 Not1.32 Checked I $ 1 50 1 .. _ 1 x x x x . *LansdaleYoungMary Elementary CalcottPark Elementary SchoolElementary School Sch. 1-71-6 1148925900 1*1 157056 $1498$.05$1594 per Center $66 per 1 1~1 529662 1 1 , xx xx xx x Northside Junior High School 7-9 1600 2 , 35 $3000 Center 150 1 , Richmond *John- MarshallBinford High Junior School High School 9-127-9 5501330 21 1 35 --Fain $2271 -- Fair 14 155 60 r 2 I 1 1, xx x x x xx xx Washington Maggie L. Walker High School 10-12 1200 1 1 5 $2120 1 132 . x x x x 1 Bellevue *Sammanish High School 10-12 950 1 1 44 $3.50 per Center 1 80+ 6 , - 1 Ix i x x I TABLE: 7 (Continued) Staff . Budget . Types of Areas in Quarters TYPE III SCHOOL LIBRARIES r-I co r-I coo 4a 0 w List - I-105 eVb0w (-1C a)ctli)0 ri ri(0 (0 '4 r-I 40 bD a)Z0 U) 0 E b?,a -ri iu_ c? i) t .-erl 100 Schools in 23 States by State and City Arranged Enroll- $4 es-I 0 (-1 -ri 1'4 Ti4) a 41 "4:1 0 .0 20t4 '4) 00 .. 0o 1ro tt It. g :ID 1-1 S40 di, f Washington *Schools- Visited Seattle - 37) Grades ment ;1540t:.0 0 71 4 (1) ri ° cip oGI ening4) ill 0 Books Ceyitjgr Audio-Visual 2 d to RI c3c2 a &1:310 0 0 0 0 al ct: a)e r af ic:s4 4.4o 0 §) A it54S4 ctr:f1 4 f. .0 ti S4 0 . Tacoma - Cleveland High School 9-12 , 16001200 11 1 36 $4.pe00 .25 r $300 1 90 x x x Wisconsin - Hales Corners - . 7-1210-12 . 850 1 1 30 Center 1 100 2 1 ., 1 1 x x x x Madison - *Whitnall High School 1 . 14 $4500 $1600 1 88 -.11. x 2 x x x Oak Creek -*Edgewood ElementaryWisconsin SchoolHigh School K-57-12 690388 1 _ 1 15 $3.56$1060 per $1400 1 5268 3 . x x x x x CD TABLE: 8 Number of Categories Checked TYPE III SCHOOL LIBRARIES MaterialsListedFileVertical 10 MaterialsListedionalProfess- 19 MaterialsListedVisualAudio- 32 ListedMaterialmentEquip- 73 Number of Titles Available &.4 1.400 0 0 100 Schools in 23 States Arranged by State and City Books Period-icals papersNews- 14 Cd cd0 ri cdU) r-i cd 4-4 Alabama - Florence - Coffee High School 7142 I 78 I 4 5 3 6 3 4 12 38 8 Arkansas - Northport - Tuscaloosa County High School 5448 I 56 I 4 6 1 8 19 22 29 Briggsville - Fourche Valley High School 3230 I 80 I 3 6 14 6 1 I 36 7 California Conway Irby Elementary School - 4937 I 14 I 4 4 CollegeLibrr.r I 7 Center 21 Bakersfield South High School - - 8179 126 I 4 2 7 4 3 x 10+ 41 11 Connecticut Manchester Illing Junior High School - x 50 I 3 1 2 9 11 3 35 ..:Delawarepp Riverside Eastern Junior High School - - 6500 I 50 I 6 7 1 11 9 26 16 Georgetown - Georgetown Special School 9098 1 Good I 4 7 3 6 9 2 15 26 New Castle George Read Junior High School - 7500 I 45 I 2 4 9 Wilmington Wilmington High School - 12639 1 100 I 5 4 1 410 5 1 2 2831 19 Florida - Cocoa - 3477 I Good 5 5 3 15 6 ClearlakeCambridge JuniorElementary High SchoolSchool 4743 I 74 1 2 2 4 5 12 2 3622 6 EauDeland Gallie - - Deland Junior High School 3 4228830 I 48 I 3 x6 7 67 1 5 36 EauHarbor Gallie City Junior Elementary High School 5498 I 56 9 211 12 5 2 3932 7 Gulfport Gulfport Elementary School - - 4720 1 25 '1 2 7 8 7 32 Inverness Citrus High School 5649 1 8 8 r I 7 29 5 TABLE: 8 (Continued) VerticalsFile 10 Number of Categories Checked ionalProfess- 19 VisualAudio- 32 Equip-men t 73 TYPE III SCHOOL LIBRARIES Number of Titles Available MaterialsListed 0 MaterialsListed 0E MaterialsListed MaterialsListed E 100 Schools in 23 States Arranged by State and City Books icalsPeriod- papersNews- do r.4 cU)0g. 0U)g. C.) r-i CdU)0g. Florida - Miami EmersonCoral TerraceElementary Elementary School School - 56153900 2018 94 6 713 U 6 9 2 43 C) Palmetto Junior High School "- 4036 27 1 1 10 2 14 7 Center 78 4141 4 I 7 2122 _46 27 6 Miami Springs - 4 819 13 6 1 PensacolaNorth Miami WarringtonMiamiNorth Springs Miami Junior JuniorElementary High High School SchoolSchool - - 59558337 2965 32 16110 51 310 4 151 912 28 2 4152 612 on Rockledge Cocoa High School - 3740 105 5 I5 1 5 x 7 3 I 1 23 17 Sarasota Alta Vista Elementary School - - 4393 20 r 7 3 11 4 1 1 111 3 16 41 Georgia Tallahassee Elizabeth Cobb Junior High Schoo- 5219 50 9 1 15 4 1 6 11 6 1 8 45 11 Albany - Albany High School - 8374 65 4 16 6 1 5 2 1 2 37 2 College Park Kathleen Mitchell Elementary School 5222 1 25 Prof.Lib. 8 2 1 7 33 10 Illinois UrbanaCentralia CentraliaCollege ParkTownship High HighSchool School - - - 778010126 7250 53 58 62 75 x 64 4 1 4 3543 9 x Villa Park Hays Elementary School - 4425 17 5 1 9 4 1 4 41 14 1 Indiana Lebanon. Willowbrook High School - - 11207 83 4 4 1 1 Depts. 4 2 1 2 20 21 Muncie BurrisLebanon Laboratory High School School - 532116555 6775 5 Not9 Checked r 24 11 LibraryCo lle ge 2 9 'Center 36 23 13 1 Number of Categories Checked TABLE: 8 (Continued) MaterialsFileVertical 10 MaterialsionalProfess- 19 MaterialsVisualAudio- 32 MaterialsmentEquip- 73 TYPE III SCHOOL LIBRARIES Number of Titles Listed Listed Listed a> Listed Available ..4 0E >.,, E -P E ctSf-4 Cl)0S- ms-, u)0 m (1)wo0 -,rg z msue, -. v)os.0 co cts0 C.) r---1 cd C.) ;-I Cl) C., Louisiana -100 Schools in 23 State by State and City Arranged Books icalsPeriod- papersNews- 1-4 C.) m .H)-1-0 C.)r--I AZI--I 6-4..0erl C.) itZ1 p-n4,0 C.)cam.) cd MindenLake -Charles WebsterLa Grange High Senior School Hi :h School Webster Parish) - 51927500 75 612 2 7 5 5 2927 16 6 4 A Sibley.-West Monroe WestLenwil Monroe Elementary Junior SchoolHigh School Webster Parish) - 4719+3930 1311 3 1112 1815 21 2522 3522 Maryland Bethesda NorthSible Bethesda - Hi- h School unior Hi h Sch. 57622091 6 16 1211 98 56 33 5 kr") GO FrederickChevy Chase LelandBethesda-Chevy ChaseHi Senior:h School -unior Hi _h School - 83178537 10 2 127 58 23 222240 401334 GaithersburgSandy gi:oring GaithersburgWestNorth Frederick Frederick Elementary Junior -- Elementary Sal; High Sch. School 380878235000 87 69 5 4 1 45 253231 31107 Silver spring BeltSherwood Junior High High School School Tunior High School - 420774997614 80 57 5 15911 108 711 6 2823 314 NorthwoodMontgomery High Blair School High School 1 8762Fair 6 511 1 3 1214 224_1 1 1215,2115 87 3430 1121 Washington, D.C. Springbrook'High - School 4022 48 6 7 9 , 9 322 19 3120 53 25 Michigan Ann Arbor Ann WesternArbor High Junior School High - - School 1497410131 88 3 67 1 8 2 1 35 33 18 3731 10 3 TABLE: 8 (Continued) Vertical 10 Number of Categories Checked Profess- 19 Audio- 32 Equip- 73 TYPE III SCHOOL LIBRARIES Number of Titles MaterialsListedFile MaterialsListedional MaterialsVisualListed MaterialListedment 100 Schools in 23 States Arranged by State and City Books Period-icalsAvailable papersNews- MinnesotaMichigan -- HastingsIshpeming - - HastingsIsh emin Public SchoolHi hLibrary School 569013580 RosevilProctor -e - EdgertonProctorBrimhall ElementaryH Elementar School h School School Center elew010 Hampshire MancLaconia ester - - LaconiaCapitol HighView SchoolJunior High School - NorthNew YorkCarolina - CharlotteWhite Plains-- - ManchesterWhite Plains Memorial Senior Hi Hi :h School - h School 13606 GreensboroGastonia - AshleyWestSedgefield CharlotteHigh SchoolElementary Senior HighSchool School - 540610395 Oregon SalemEugene - - JudsonSouthMount JuniorZionEu Elementar High School- h School School Center Pennsylvania Pittsburgh WestSamuel View Hamilton Junior JuniorHigh School High School - - (North Hills joint District) 9304 Center 19 Number of Categories Checked TABLE: 8 (Continued) VerticalFile 10 ionalProfess- 19 VisualAudio- 32 MaterialEquip-ment 73 TYPE III SCHOOL LIBRARIES MaterialsListed MaterialsListed MaterialsListed zs a) Listed Number of Titles Available $.4 CO0S-4E f-1>1 Ef-1 1- or.4 -..., z 0 100 Schools in 23 States Arranged by State and City Books Period-icals papersNews- alr-. C) Cd 1-4..0 f-1 r--1 cdU) ro Cd C) Cd LI cd r-I cdU) raL.) Tennessee - BristolKingsport - - Central Elementary School 3740 13 7 7 10 10 1 9 10 A2 3330 30 3 MadisonNashville - - ThomasMadison Jefferson High School Elementary Sch. 443737628538 4528 3 7Unorganized 46 611 x 1 3 1 2833 1910 Texas - OakBellaire Ridge -- ElmDalewood Grove ElementaryElementary SchoolSchool 106468030 27130 5 7 2 1 58 8 2 2839 21 2 *V Corpus Christi - W.Bellaire B. Ray Senior High SchoolHigh School 16915 141 10 3 1 2 6 5 4 33 13 6 00 Virginia - Arlington - AshlawnClaremont Elementary Elementary School School 58004315 2025 65 1 129 52 3 68 5 2326 2712 3 OakridgeGlencarlynReed Elementary Elementary Elementary School School School 44932 5353804 2010 453 1 8910 51 3 713 45 561 293427 147 Danville - GunstonForestStewart-Tuckahoe JuniorHills ElementaryHigh Elementary School School Sch. 606571066396 602316 7 7811 2 2 436 2 312925 25159 Norfolk - MarStonewallE. A. Gibson Jackson Elementary Elementary School Sch. Calcott Elementary School 462367806679 341716 6 2611 71011 5 5 332230 1089 YoungNorthsideLansdale Park ElementaryJuniorElementary High School SchoolSchool 4726475510682 502019 57 689 2 21 558 2i3 435 332327 231011 7222 TABLE: 8 (Continued) 10 Number of Categories Checked 19 32 73 TYPE III SCHOOL LIBRARIES MaterialsListedFileVertical MaterialsListedionalProfess- MaterialsListedVisualAudio- MaterialsmentListedEquip- Number of Titles Available Cd.) 0 1.4 COE Virginia - 100 Schools in 23 States Arranged by State and City Books Periodicals papersNems- C.)r1 -r-i 1.4Cd ctiCO RiSIVOld-Junior MaggieJohn MarshallL. Walker Hi High h School School High School 6607883314322 704986 2 No.4 Checked 3 169 283231 27 37 Washington - SeattleBellevue - - SammanishCleveland High High School School 44469321 85135 310 D.I.M.C. 3538 13 Tacoma - Woodrow Wilson High School 6268 70 3 CentersCente9 I 5 39 9 Wisconsin - Hales Corners - Whitnall High School(New School) 5700 95 10 Organizing OrgaLizing I Organizing 32 14 8 CO Oak Creek Madison EdgewoodWisconsin Elementary High School School 41249488 5360 1 616 LibraryUtlivs 2 1 65 3 2519 2311 Lib1.Univ TABLE: Building I Special Experimental AccessSpecial Special Characteristics of Type III Community System Characteristics Curriculum a) Teaching Methods Hours 53 School Libraries Visited .1-1v.(en .r4 U)(2)r4 cd I-40cd .-"-4 11.1 EU O cdAD California - Oakland - O O 4 40 0 cn 0a0. E-4 r3 cd 1-1 cdtip FloDe law rc - W *Munck ElementaryWilmineton11111.1161.U11 School High School - 367,5489316LY cityCity x x x x x X x x x L .ke415'Clearlake WorthLakeuaAbiidge Worth Junior Junior HighSchool High Sch. Elementary Sch. 12,294 ResortTown x x x x x x M Coralami - Terrace Elementary 91,68820,758 CityResort x x x x x x x x ;- R Ilahassee,ckledgeElizabethCocoa Senior - - Cobb High Junior School High 48,17412,294 CapitolResortuniv. xx x x x x x T T KateWhisperingtusvilleUniversity Sullivan - HillsSchool Elementary Elementar 48,17448,174 6,410 ResortCapitolCapitol, x x x x x xx xx x x x Geor A CollegeKathleenliegeislanta - Park Park -Mitchell -High SchoolElementary487,455 , 23,469 SuburbUniv.Capitol x x x x x x x x x x x Illin*Schools not returning checklistCh Byrdicagoois Elementary- - School 3,550,404 . (16) City x x x x x x x x x TABLE: 9 (Continued) Characteristic Building CurriculumSpecial Teaching Methods Experimental AccessSpecial Type III Community System CIS co Special Characteristics of 40 -1--1 N 53 School Libraries Visited 4-, cdO 4-, rI0O n4 coa) O o, c o C/I a) a) r-I I C) sI.5 r-I C/) a r-I rti r-I O 40Cd 4-, 1.4a) 0 ID CCIcd S4 Illinois - P4 0fa 31-;0C.)Z U3 C/34 40O 0 U) 6.4 a)orb C_) O c a? ri :ig cm.r-I 1_4 azcd rI o fr3 r-I4-) .L3 S-1 OakEvanstonUrbana Park -- *Emerson*Walker(10 additional Elementary Elementary Schools) School School 61,09379,283 Suburb X X x z Indiana - GaryVilla - Park - WillowbrookHays Elementary High SchoolSchool 27,294 SuburbUniv.Urban X X X X X I X X xX x Louisiana - MuncieLake -Charles*Garnett - ElementaryBurrisLaGrange Laboratory SchoolSenior HighSchool School 178,320 68603 3,392 0.N1lege Urbana CityCity Coll- ege cbfi-ege x XX X X cz Wegf-M6B7BeSulfurMinden - (Webster *W.*Lake- T. Charles HenningParish)Webster High HighSchool School Elementary Sch. 63.39211.42912,785 RuralIndust.Urban City x X xI X Maryland - Chevy Chase - LelandWestLenwill MonroeJunior Elementary Junior High School HighSchool Sch. 15,21515'2152,409 SuburbSuburbSuburb x x Xx X Michigan - AnnFrederick Arbor - - WestNorth Frederick Frederick Junior High ElementarySch.21,744 Sch.21,744 Agri.Agri: XX X X X *Schools not *UniversityAnn ArborSchool returningHigh School checklist 67,340(16)67,340 Univ. ,x x X X X X X X X X 3( TABLE: 9 (Continued ) Community System Characteristic Building CurriculumSpecial Teaching Methods Experimental SpecialAccess ours Special Characteristics of Type III co a) a)a) 53 School Libraries Visited f-4OC r4 rI U) C) Crt 1-14-) cU0 CH ri0a) C U) U) U)0C) 5.4a) cts a)0 Minnesota - HastingsProctor Public- Schools 8,965 Univ.CLe 0 C-) 0E x C.) C-) 0 New Hampshire - ManchesterLaconia - - ProctorLaconia Senior High High School School 15,288 Resort2.963 Suburb New York - WhiteNew York Plains City*Bronx -- HighManchester Memorial High School of Scie ce 171775,000 88,282 Indust. Metro. City . x x x North Carolina - Charlotte - WestSedgefieldWhite CharlottePlains Elementary Senior Senior High HighSchoo1204564 20456450,485 Suburb City x xx x x x x x x Oregon - GreensboroSalem - *General- Green Elementary 119,594 49,142 Capitol City X x TennesseeSouth Carolina - - NashvilleColumbia -*Perry- JuniorJudson High JuniorSchool High School 79,433 Capitol City Oak Ridge - ElmMadisonDalewood Grove High ElementaryElementary School SchoolSchool 170,874170,874 11,827 SuburbCapitol Texas - *Schools not returningHouston checklist - Bellaire High School 19,872 (16) Suburb x TABLE: 9 (Continued) Community System Characteristics Building CurriculumSpecial Teaching Methods Experimental HoursAccessSpecial U) 4a Cd Special Characteristics of Types III 0 44 C.) oS O 4-) rt 0 U) 0 cd 53 School Libraries Visited rl44 cd 44 44a)0 C ri C.)c..)Zcdo -" F4 r-1 03c.) ;-ct a. r-I O 0 U) a)ti Cd.g 0 O ri C.) 0rl iO tto-I-) rl -I-) cd Virginia - Norfolk - pi 0O Cosmonol- E-4 U I 1-.4 4i ;ficrl r./)Cf).4 40 0 O 0 O 4) cr) Washington - BellevueRichmond - JohnLansdale Aarshall Hlementary High School School 219,958305,872 Ca,itol itan x x x Wisconsin - HalesTacoma Corners- - WoodrowSammish WilsonHigh School High School 147,979 12,809 Suburb Urban x xx x xX X X XX X x X X x x x x x x x C. SouthMilwaukee Milwaukee -*Granville - WhitnallHigh School High School 741,324 5,549 SuburbSuburb x x X Xx x IMV X Ts- % ZAJ * Schools not Edgewood Elementary School returning checklist 20,307 (16) Suburb x x x X X x TYPE IV SCHOOL LIBRARIES
School libraries in many parts of the country have only recently added all types of resources to their collections. They have traditionally included only printed materials and some maps and charts. In many of these schools, the nonbook materials have been maintained by a system or district materials center and have gone directly to the classroom teachers. In many states a change in official policy is taking place in school systems.At the district center are now kept the expensive and little-used materials, whilefilmstrips, recordings, maps, globes, and charts are being housed in each school andserviced by the school library. In states where elementary school libraries are now developing, the school library is starting out as an instructional materials center. This became apparent when visits were made to Type IV school libraries.Of the twenty-three school libraries visited out of the eighty-four in this groupings five did not return a checklist. Sixteen were serviced by system or district materials centers, sev,,nteen of these schools also had the help of a school library supervisor. Some of these school libraries were newly established in elementary schools, and ten of them had the services of part-time or itinerant school librarians or of a school library coordinator.Very few schools were visited that had the traditional teacher-librarian on the staff. School systems were finding that the services of a professional schoollibrarian serving their school only part-time was more satisfactory than having a teacher sharing his time with teaching and attempting to organize a school library.
The tabulations for Type IV school libraries show that fifty percentof these schools are elementary schools, fifteen percent are junior high schools,six percent are junior-senior high schools, twenty-three percent are high schools, and only three percent are schools having grades 1 to 12.Eighty-eight percent of these schools have enrollments under 2,000, and twenty-six percent have
71 enrollments less than 500.More of these schools, then, are smaller schools and more are elementary schools. Many of them are in beginning stages of developing the library program as a materials center,
Resources in these school libraries as measured by the national standards fall far below recommendations but they are providing for various types of materials as money becomes available. Parent Teachers Association (PTA) funds, money raising projects, and special grants also provide for some of the nonbook resources in these schools. More of these schools list the district resource center as the source for some of the audio-visual materials and for the professional materials. Classroom collections are also listed more frequently for vertical file materials, and for recordings, charts, maps, and globes. A few of the schools did not mark all the items on the checklist.
All types of resources in these schools are less extensive than those found in the other three types of school libraries that participated in the study.
Only seven percent of these schools had book collections that met national standards, only sixteen percent had the recommended number of magazine titles, and thirty-eight percent had from three to sixnewspaper...31. For vertical file materials the average number of categories checked was five, for professional materials the average number of categories was seven, and for audio-visual materials it was five. Yet many of these schools were making definite efforts to bring their resources up to standard. Seven of these .chools had budgets that ranged from $4.00 to $10.00 per student for books alone and twelve schools met national standards for book budgets. Several others had book budgets of
$2.00 to $3.00 per student, and several had not checked this page. Some school librarians were not given budget figures to include.
Since many of these school libraries were in elementary schools that had taken over a classroom for the library, the types of areas recommended for a school library were not always available. Yet twenty of the libraries had
1See Chart 8, page 2.9. 7_5 conference rooms, eighteen had seating spacc that met recommended standards of
ten percent of the enrollment, eighteen had listeningareas and preview areas,
nine had library classrooms, nine had darkroom facilities, nineteenhad faculty
libraries, and most of them had storage areas for periodicals and audio-visual
equipment and resources.
Experimental teaching methods and use of some of the newer mediawere to
be found in these twenty-three schools thatwere visited. A smaller percentage
of these school librarieswere visited than was true of any of the other types,
yet the pattern runs true in each. Eight of the schools visited had team
teaching programs, four high schools had advanced placement curricula, eighteen
made use of educational television, and five high schools had language
laboratories. In the elementary schools, flexible scheduling as well as
formal class visits for library instructionwere existent, and some had
individualized reading programs.Two of the schools were open at night, four
of the libraries had summer programs, and two of the high schools had been
evaluated recently. Eight of the schools benefited by centralized processing
at the system materials center. This grouping is also representative of the
findings cited previously, and gives evidence of the implementation of the
national standards as well as the fact that many school libraries do function
as instructional materials centers regardless of the size of the school, or
the type of school.
These eighty-four school libraries are found in sixteen states with
Virginia ranking first with sixteen, Maryland second with fifteen, and Indiana
third with thirteen. North Carolina has eight schools, and Florida has six,
so identified and Illinois has five. The other states listed are Alabama,
California, Kentucky, Louisiana, Michigan, Minnesota, New Jersey, Oregon,
Pennsylvania, and Tennessee. Some of these libraries are very beautiful and
are located in new school plants, but most of them are handicapped by traditional buildings that do not lend themselves to modern methods of teaching, by lack of adequarte teacher training to give teachers backgound in selecting, evaluating, and utilizing resources for teaching other than the traditional
textbook, and by inadequate preparation on the _art of school administrators
to help them to understand the role of the school library in modern educational programs. Some of these states are meeting this need through workshops and
in-service training programs, but some are lacking adequate programs of teacher education and programs for the professional preparation of school librarians
at either the undergraduate or graduate levels. School libraries of Type IV
are charted in Tables 10, 11, and 1210n pages98 to 108. TABLE: 10 cd taff dget Types of Areas Liqt - in'Quarters a) TYPE IV SCHOOL LIBRARIES $.4 m O ao0 rI tie ening -44 a) 0O Otr c.) 79 Schools in 16 States Arranged by State and City Enroll- 4-4.00 14as a) $.4 VisualAudio - U3 a)CIS 172 0 U3 0Cd 4-4-ri 0 0 ca ca ri o0 $4.0 /-1 S40 OS U)44) +1 cn 0 =4 Alabama*Schools - Visited (18) CullmanBessemer - wBessemer- High School Grades ment 9-1210-12 650 1*, 2118 Books--$1.50$800 per 1 8055 0 .. 0 x Cullman High School 952 1 X X FloridaCalifornia - - OaklandDaytona - Beach*Skyline - High School 10-12 1600 1 441 2 2425 $7500$1.25 per $6500 11 1121 2 BonnerCampbell Elementary Street High*chool School K-68-12 1217 1 12 Not Checked 1 3655 IN/ MiamiHialeah - - PalmettoHialeah High High School School 9-1210-12 20003200870 3 1 1 56 15 $1.40$2320 per $$.20 pe".°per 1 130132 1 x XX X iX X TitvsNorth Miami Beach - RivervievilleMadie Ives Elementary School w Elementary- School 1-6 644 1 56 $1.15Not Per Checked $.10 per 1 1 i x Illinois - Urbana - *Leal*Washington Elementary Elementary School School K-5K-6 460485600 41 $4.00 I perper es $1.19 per per 1 6032 *Urbana*Wiley ElementaryHighYankee School Ridge School Elementary School K-6 K-6 441604 4141 45x $3081$4D.00$4.00 Der er $1De.19$1De.1 per 9r 1 35 3460 X Indiana - Carmel GaryCarmel - High William Chase Elementary Sch. School K-610-129-12 483740900 11 1 108 $700$2200 Good$2381Center x 1 905072 1 X X xx 1 2 xX X x Carver Elementary School 1200 1 MINI1Aw 1 50 X X Emerson Elementary School Elementary School K-6K-8 730794 I 1 oordinato r - -$1.80 per Der 11 4050 X X ErnieNdbelIvanhoeNorton Pyle Elementary Elementary Elementary School School School K-6K-4K-6 9326301609 1 15 $779+$2000 $1.25 $1022$179Center 1 4032 xX X TABLE: 10 (Continued) Staff Budget es of Areas in Quarters TYPE IV SCHOOL LIBRARIES O 1-4 0 I a) eningList- cd1.4>a W CO O .r41.4 Wm 1 d .r4cd be 01.4 U)8 a) 0;-4 OE ,*Schools 79Visited Schools (18) in 16 States Arranged by State and City Enroll- .1134:11:2 440);go°OA r--I 0-tvgn4 C Ct) Books VisualAudio - cd C.)44 C4C0 0 x. C.) cdO H4-1 0 1.4 Indiana - GaJoy Johnr H. Vohr Elementary Sal; - I Grades K-6 ment 794 1 Coordinator $1056 $758 1 100 0 A x x Muncie - *Lew WallaceSouthsideGeorge High Washington SchoolSenior High Elementar Schoo f 9-12K-610-12 20007201184 1 Coordinator 1 2712 Poor Not Checked Poor 31 164 40 x x x x X X x x Kentucky - CovingtonTerre Haute -*Meadows - ElementaryFifth District School School K-61-6 500508 1 16 $2.00 -- $803 --per 11 4048 X X II Lexington- Eleventh District School 1-121-6 1 410259 211 14 $485 $100 1 4070 X X w, High School $1500 X Ix Louisiana - Springhill - (Webster Parish) 1 6-8 626 2 55 Maryland - West Monroe-*HighlandBrowh ElementarySpringhill High School Schooljunior High School 1-61-12 470582 1 -- $2.00 -- 1 3560 x x x x FrederickDamascusCatonsville - - - DamascusJohnnycake High Junior School High Sch. 7-127-9 5711707 3 $2042 per Center$224 1 3694 x x x HyattsvilleEmmitsburg -- EmmitsburgUrbana Elementary Junior-Senior School High 7-12 1-6 365 124 $1973$8per .50.66 15% of $5.41$1pe.64 perper 1 40 12 x x x x Kentsington*Rock - CreekKensington PalisadesNorthwestern JuniorElem. High High School Sch. 7-9K-610-12 1375 2 1 431514 $1.0$1per per 0 budget 11 60 5580 2 x x x x x X X X RockvilleMiddletown -- BroomeMiedletown Junior High High School School 6-97-12 1215750 1 4 1 10010 $7.00$3$3800 per.16 per ic 120i 46 x x X I X X xX X x TABLE: 10 (Continued Staff Budget Types of Areas in Quarters cd rc-di a) List- TYPE IV SCHOOL LIBRARIES o o 4-) r-i rio fy ening = 79 Schools in 16 States Arranged by State and City Enroll- 4alf-.Ul) a) 0 -r4 4)f-t 4-) Audio - 4.) a) 44 0 -ro0 -1-1 O *Schools Visited (18) Grades ment .01--1134r-4 0 S4r0 4) .4 CO 0 at r-I C.3 0 Books Visual U) Maryland - Rockville - RobertWest RockvilleE. Peary HighJunior School High Sch. 7-97-1.1 8261100 1 8516 $1.00 per r $50$5400 1 55130 X x Silver Spring - ConnecticutHighland Elementary Park Elementary School K-6K-6 9741036 1 4 1 4230 $10pe.00$1.00 per Center 5530 I X2 Michigan - Washington, D. C. Eastern-Fairmont Junior Heights High High School School 9-127-9 14001285 1 2075 $1.50 -- $1562 --pe $142 1 35144 1 x3C x x -;""Minnesota - Holt-HoltRoseville - HoltLauderdale Senior High Elementary School School IC-12K-6 2400304 4 4 $680$900 $225Center 4436 2 NorthNew Jersey Carolina - - Far Hills - FarNorth Hills Heights Country Elementary Day School School K-6 1-9 250880 1 $5000$2500 Center $75 4030 GreensboroCharlotte - *East- MecklenburgRena Bullack High School junior High School 10-12 1-9 4891350 1 4 339 Not Completed Checked 75 x x x x High Point - SumnerRankin High School 9-12 367 11 1 1218 Good$3p.00 er '$1Good e'er 00 1 4655 1 x XX X X Oregon - Raleigh - Allenjosephus Jay HighDaniels School Junior High 7-99-12 3151175 1 41 2223 $2300$2450 Center 54100 1 3C x X X Pennsylvania - PhiladelphiaClatskanie *Abraham- - LincolnClatskanie High UnionSchool High School 8-129-12 4200240 1 2 4430 $.56$500 per Center$150 40170 x x Xx X x Tennessee - Chattanooga*East - Lake Junior High School 7-9 650 1 5 $573 $103 1 I 40 I- x X X TABLE: 10 (Continued) Staff Budget Types of Areas in Quarters List- TYPE IV SCHOOL LIBRARIES 0CIcd r-I Cd04JID (a c'd a) ening cd 79 Schools in 16 States Arranged $,4-1Cd CO }..4 0.14rIuI d .1-1 01.4 Cd 4-I 0$.40 o4-3 cdo cMW d 0 .54E5-4O O0 .1-I 4)0 cd an Tennessee*S - chools Visited b State and City 18) Grades7-9 mentEnroll- 1050 P-1JD a. <4 rn 1 $4 ido ja. C-3 U315 0 Books$3500 VisualAudio$200 1 0 0 Cd 0 4? X 14 0 Cd C L VI0 4-) Virginia - KingsportArlingtonNashville -*Warner ElementaryRobinson School unior Hi:h School K-61-6 r 37X $$1000 1/0 Center 1 60 x x PageJamesBarcroft ElementaryMonroe Elementary Elementary School School Sch. K-61-6 446357 1 a 4014 $1740$900 Center 1 5036 Xx xX Danville - G.GtoveRandolph L. Park ElementaryElementary SchoolSchool K-61-6 1 30 $500$1114 Center 1 1 3646 x P=4e.i;,4 Nor olk - Ingleside Elementary School H. Johnson Elementary 1-6 500 1 50 $1326 1 45 EMI 1-6 30 .56 1 5 2 72 1 01 *Lindenwood LakewoodElementary Elementary School School 1-6 730960 38 $1133 1per $97 Oer 1 56 *Azalea JuniorLittle High Creek School Elementary Sch. 7-93-6 9001400 2 2660 $1881 -- $6756 -- I $134 1 153 48 2 1 1 dix PortsmouthRichmond -- HarryNorview A. HuntHigh JuniorSchool High Sch K-67-89-42 65022001274 21 30x2 X857$2688$3500 $208$248$107 21 135 6650 1 x X no X Williamsburg - AlbertJamesPatrick H.Blair HenryHill High JuniorElementary School High Sch. 7-97-12 870877 25x $2000$1284 1 9356 1 X X TABLE: 11 Vertical 10 Number of Categories Checked Profess- 19 Audio - 32 Equip- 73 TYPE IV SCHOOL LIBRARIES Number of Titles MaterialsList,'File MaterialsListedional MaterialsListedVisual MateriapseListedment Available S4 S.0 tom. U)s.0 cd 0(1) s°0 79 Schools in 16 States Arranged by State and City Books icalsPeriod- papersNews- 0 C3rA0 U P-4 C.3 cd cts r4.1) 0 rIC-3 0 AlabamaCalifornia - - CullmanBessemer - - CullmanBessemer HighHigh SchoolSchool 47187952 47 2 211 1 29 46 2 1 3232 153 Florida - OaklandDaytona - Beach - BonnerSkyline ElementaryHigh School School 60858000 51148 3 3 Center 5 D.I.M.C. 1 1 72 412 Center 17 5 28 1119 10 A6J MiamiHialeah - PalmettoHialeahCampbell HighHighStreet SchoolSchool High School 23981000013721 7515062 5 798 26 8512 5 458 Center 1 72 332733 1610 136 Illinois - UrbanaTitusvilleNorth -Miami -Beach -MadieRiverview Ives Elementary School 41073454 2830 3 67 4- 1 10 1 12 210 1 3419 1328 WileyWashingtonLeal ElementaryElementary Elementary SchoolSchool School 492337005008 272017 453 4 512 79 1 42 513 3 151916 302726 Indiana - Carmel - YankeeCarmelUrbana Ridge High ElementarySchool School 297450003224 657518 4 675 53 865 9 653 413 23 483413 414 Gary - EmersonWilliamCarver ElementaryM.Elementary Chase Elementary School School (New) 699918001860 302419 2 8 812 812 7 21 173930 416 TABLE: 11 (Continued) Number of Categories Checked TYPE IV SCHOOL LIBRARIES MaterialsListedFileVertical 10 ListedMaterialsionalProfess- 19 ListedMaterialsVisualAudio- 32 MaterialListedmentEquip- 73 Number of Titles Available 14E0 0 0E 79 Schools in 16 States Arranged by State and City Books icalsPeriod- papersNews- C cd0 r4cdU) 0t4Cd 1-1 s. Indiana - Gary - NobelIvanhoe Elementary Elementary School School 16602266 20 910 1510 1716 61+ 37 C.) JohnErnieNorton H. Pyle VohrElementary Elementary Elementary School School School 317215601550 353012 46 9137 2 91714 321 464933 13512 Muncie SouthsideGeorgeLew Wallace Washington Senior High High ElementarySchool School School - 344140008630 Fair 21 6 7610 15Not11 Checkedr19 712 3 32 35303314 7 2 CD Kentucky - CovingtonTerre Haute - FifthMeadows District Elementary Elementary School Schocl - 43533188 19110 1 12 4 3020 2110 :A) Lexington UniversityEleventh District High School Elementary - School 99712718 546 8 2 7 College 5 4 :1. 24 8 Louisiana - - 1 2 Library I 33 Springhill SpringhillBrcwn High Junior School High School (Webster Parish) 34423462 2520 4 68 9 10 1 3 10 c4 3 26 13 Mar7land Wes i Konroe Highland E1emenar7 School - - 2463 1 32 3 o12 15 7 73 30"4 23 DamascusCatonsville DamascusJohnny Cike High Junior School High School - - 37377045 5465 4 I)0 1 310 3 3+ 33CheckedNot 2mmitsburgFr2derick ErmitsburgUrbana Elenentary Junior-Senior School - - High Sch. 13732818 206 4 7 3 97 10 6 5 4 9373d 222 H7attsvilIe Northwestern High School - 8500 87 I 4 31 TABLE: 11 (Continued) VerticalFile 10 Number of Categories Checked ionalProfess- 19 VisualAudio- 32 menEquip- t 73 TYPE IV SCHOOL LIBRARIES Number of Titles MaterialsListed 00 MaterialsListed MaterialsListed MaterialsListed 79 Schools in 16 States Arranged by State and City icalsPeriod-Available papersNews- c6c.0 Maryland - Kensington - Roz:k Creek Palisades Ele.entary Bsoks 2863 15 8 1211 3 811 415 2536 15 MiddletownRockville - .MiddletownKensingtonBroome Junior JuniorHigh High School High Sc:lool School - 503574114925 45122 45 5 28 45 3 2 2219 371718 AobertWest Rockville E. Peary Junior High SchoolHigh Sch. 36972676 4438 3 Organizing5 I 1 711 58 10 2138 16 Silver Sprin EasternHighlandConnecticut Junior Elementary High School Park- Elementary Sch. 656249273529 441210 546 2 9510 46 812 2318 311919 Michigan - HoltWashington - D.C. - Fairmont Heights High School 45264999 55100 6 1116 2 13 1 3031 26 Minnesota Roseville - LauderdaleHolt Senior Elementary High School School - 4052 25 1 2 .7 enter enter16 13 15 41 35 New Jerse Far FarNorth Hills Heights Cuuntry Elementary DayHills School School - - 33003239 2327 6 8Center 26gnter 1 2022 2 North Carolina - GreensboroCharlotte - - EastRena Mecklenburgh Bullack 4unior High High School School 29757100 x x3 8Not Checked 1 6 15 9 631 7 High Point - AllenSumnerRankin Jay High High School School 4693 37173807 644265 3 66 8 8310 343030 716 TABLE: 11 (Continued) VerticalFile 10 Number of Categories Checked Profess-ional 19 VisualAudio- 32 mentEquip- 73 TYPE IV SCHOOL LIBRARIES Number of Titles Available MaterialsListed MaterialsListed MaterialsListed 4-,a) MaterialsListed 0 79 Schools in 16 States Arranged U)0ti cdtl (1)0ti0 5-4cd54 CdU)1.40 OregonNorth -Carolina - Raleigh - Josephus Daniels Junior Highby State and City Books8000 icalsPeriod- 60 papersNews- 3 7 H 8as 1 7 A4 5is H6 A4 I-4234-1 H36 Pennsylvania - PhiladelphiaClatskanie - - AbrahamClatskanie Lincoln Union High School h School 3 80010546 4030 3 78 1 35 Center 3 76 28 1116 TennesseeCD - KingsportChattanooga - - RobinsonEast Lake Junior High School unior Hi :h School 26165715 4826 65 2 108 41 211 212 41 312831 6 VirginiaL.1 Nashville - - Arlington - JamesBarcroftWarner Monroe ElementaryElementary Elementary SchoolSchool School 43616706 1710 1 4 2 56 1 67 2 3 2519 1716 2 Danville - GroveRandolphPage ParkElementary ElementaryElementary'School School School 4000516141563869 23191817 Not536 Checked 853 2 1 579 251 462 29232419 12167 Norfolk G.Lindenwood LakewoodInglesideL. H. Johnson Elementary Elementary ElementarySchool SchoolSchool - 613045003956 121210 35 3 3 45 1 5710 38 31 302926 23510 AzaleaNorviewLittle Junior HighCreek HighSchool Elementary School School 10905257260003917 78351417 2 464 2 1 51289 1 1 427 341 45 37342631 71214 2220 TABLE: 11 (Continued) 10 Number of Categories Checked 19 32 73 TYPE IV SCHOOL LIBRARIES MaterialsVerticalListedFile MaterialsProfess-Listedional MaterialsAudio-ListedVisual MateriAlsmentEquip-fisted Number of Titles Available '4 I Virginia /1) Schools in 16 States - by State and City Arranged Books Period-icals papersNews- A01i ...I1.4 1.403 inV RichmondPortsmouth - - PatrickHarry A.Henry Hunt Elementary Junior High School School 67348 875 75116 31 7 2122 2311 i'"4 Williamsburg Albert H. Hill Junior High School - 9297 48 2 8 2 20 11 ZmaC1 James Blair High School 7845 72 4 1 10 1 29 16 TABLE: 12 Community System Characteristicsl Building Curriculum Teaching Methods Experimenta 1Special HoursAccess Type IV U 01) 0) A 0) Special Characteristics of O 14 +1 xI4 0 Cl)14 00 1'1 Cl)0)a ci) 0) 0) 23 School Visited Libraries +3 ed 404 0 e4 u r4(,) 41Cd0 $4 14 0) 14 0 94 V)14 0) 0 rtCO 4 14tu .0 0) on= O E-4 0.01 0= 4 rt44 U *14 C/) a 44 t.)0$11) 014 04 000) U AlabamaCalifornia - - BessemerOakland -- SkylineBessemer High High School School 367,54833,054 I City TownCollege x x x x x x Illinois - Urbana - WashingtonLeal Elementary Elementary School School 27129427i294I Univ.Town, xx xiX X x X Indiana.4CD - Carmel - WileyUrbana Elementary High School School 27,294127,294f 11442 Univ. x xl X x x x x x x Kentucky - TerreGary - Haute - MeadowsCarmelLew Wallace High Elementary School Senior School High School 178? 32072,5001 SuburbCity x xixt X x x x x xx xX X ErlangerLexington -*Lloyd Memorial High School 62,810 TownUnivSuburb . x MarylandLouisiana -- WestKensington Monroe - HighlandUniversity Elementary High School School 15,215 Suburb( x x x x North Carolina - Charlotte -*Lincoln EastElem-JuniorRock Mecklenburg Creek HighPalisadis Sch.Senior Elementary High 2,175 201,564201 564 CitySuburb x x xt X x x x Greensboro--*Washington Street* ElementarySchools not returning checklist (5) 119,594 ) City x xi X Community System Characteristics Building Specialurriculum Experimental AccessSpecial TABLE: 12 (Continued cu Teaching Methods ,41) r1 Hours Type IV rl .14 U) ri'-I CdNO cd Special Characteristic23 School Libraries of Visited 0.td0 r-1 9-1O rl0 1.1 gt.) r4'0 bi) C .r4 00 ODcdOn cd> 0.)LI Pennsylvania - Philadelphia - 0 CV).0 .0O 0 00. IIr1 C 41) C4 cd (-4Ocd c:4ri 0 4-4 g r1 01) CI) ed Cri Tennessee - Chattanooga - AbrahamEast Lake Lincoln Junior Junior-Senior High School HighSchooli 2,002,512 11,309 CityIndust. x x x x x x x NashvilleEast Ridge - *East- RidgeWarner High SchoolElementary School 170,874 11,827 Suburb City x x X X x X X X X X X x xx x ©2) Virginia Norfolk - AzaleaLindenwood Gardens Elementary Junior High Sch. - 305.872305,872 Naval Naval x X X X X Wisconsin - *Pewaukee Schools - not*Pewaukee returning Senior checklist High Sch. 2,848 (5) Resort x x X X x X X TYPE V SCHOOL LIBRARIES
Many new school libraries were just opening for service when the status study was undertaken. Some of these are new libraries in old buildings, some are remodelled school libraries, some are new school libraries planned as a part of a new wing of an older school, and some are new libraries in new school buildings. The population explosion continues to bring many more children into schools each year than there are adequate classrooms and schools available.
The shifting of our population to states such as California and Florida, from southern states to northern states, and from rural areas to urban and metro- politan areas adds to the school burden in a number of sections of the country.
In many communities there is an awareness of the need for school libraries and
learning resources, but lack of space, lack of funds, lack of personnel, lack of leadership, lack of supervisors, 4nd lack of "know how" holds back the development of a library program. BUt in spite of these hurdles to surmount, efforts are being made to establish school libraries in many communities that had none previously.
Type V school libraries bring together the one hundred and sixty-five schools that participated in the status study, but whose facilities and resources were much less than adequate or who were too new to have the planned resources available for tabulation. Twenty-five of these schools identified did not return the checklists. Over half or fifty-three percent of these schools are elementary schools, seventeen percent are junior high schools, three percent are junior-senior high schools, eighteen percent are high schools, and five percent are schools with grades one to twelve. Almost half or forty-five percent of the schools have an enrollment from 500 to 999, twenty-one percent have enrollments less than 500, and twenty-two percent have enrollments between one and two thousand. These variations are very similar to those of Type IV schools. As has been true of Type II, III, and IV libraries, the resources of Type V libraries continue to be less than the preceding grouping. Only four percent of these school libraries meet national standards for book holdings, fourteen per- cent for magazines, and twenty-three percent for newspapertitles'. The average number of categories checked for vertical file materials is three, for profes- sional materials, three to four, and for audio-visual materials, also between three and four. But thirty some schools left blank many of the categories of nonbook materials. However, three schools have checked as many as ten categories of audio-visual materials, and some as many as six, seven, or eight categories, for the nonbook materials. The clusterings are less but as varied as any of the other four groupings of libraries in the study. Six of these schools meet national standards for book budgets, but it will take some time for some of them to catch up to national standards unless capital outlay is provided to bring the collections up to the minimum first. Twenty -six of these schools have less than a full-time librarian as a staff member. They use itinerant librarians or library coordinators toservice them. Over a fourth or twenty-eight percent of these schools have seating capacity that meets recommended standards, thirty-five have conference rooms, nineteen have listen- ing and preview areas, twelve have library classrooms, ten have dark room facilities, and twenty-eight have faculty libraries.This reflects the fact that many of these school libraries are new and were planned as instructional materials centers but that their resources were not yet available. Probably by the time this report is published many of these libraries would fitinto one of the preceding groupings, and other new libraries could take their places.
Visits to fifty of these school libraries represents about thirty-three percent of them. Percentage -wise) visits were made to seventy-five percentof
Type I schools, sixty-nine percent of Type II schools, forty-five percentof
'See Chart 8, page2.q
- 11 Type III schools, and twenty-seven percentof Type IV schools. As was stated previously, the visits were made to the mostrepresentative schools and in
relation to the amount of time that was availablefor state visits. Type V
school libraries are located in twenty-four states. Virginia ranks first with
twentythree identified, Florida second with twenty-one,and North Carolina
third with eighteen. Other states include Alabama, Arkansas,California,
Delaware, Illinois, Indiana, Kentucky, Louisiana,Maryland, Michigan, Minnesota,
Nevi Hampshire, New Jersey, New York, Oregon,Pennsylvania, South Carolina,
Tennessce, Texas, Washington, and Wisconsin.
Forty- -five of Type V schools that werevisited were serviced by local or
system materials centers and were under thesupervision of school library
coordinators. Central processing was provided at twentyof these local materials
centers. These schools also represented variations ofbuilding characteristics.
Eight of the schools were campus type schools, two of thelibraries were in
separate library buildings, and two of the schools werecharacterized as a
school within a school. Seven of the high schools had advanced placement
programs, and two of the elementary schools hadnongraded primary programs.
Experimental teaching methods were also in evidence in someof these schools,
with five schools having teaching machines, twenty-one usingeducational
television, and eighteen high schools having language laboratories. Four of
the libraries were open at night, one on Saturday, and twelve had summerlibrary
programs. Six of the high school libraries had been recently evaluated. Every
grouping of libraries shows similar characteristics giving evidence that similar
patterns of educational programs exist throughout the country and that they are
being serviced by school libraries that actually do function as instructional
materials centers. These libraries are found in most sections of the United
States, and in suburban, urban, city, resort, capitals, rural, and university
town with large and small populations, and in large and small schools.Tabula-
tions for Type V school libraries are found in Tables 13, 14, and isoon pages112 to 135
; TABLE: 13 Staff Types of Areas in Quarters 4-4 ed Budget List- TYPE V SCHOOL LIBRARIES 0 1-1r4VI CO Ir"1 an ening g UCd 43) 140 Schools in 23 States Arranged by State and City NU)1-1144Cd 11) 1-1 U0 14I d 1-1U 4-0Ca0a) r4 a)1.,) 0 0 talgCd 6.0 4 14 ctO 4 Enroll- .0.14 140 ria) Audio- 44 0 0 1.14 14041 44 ArkansasAlabama* Schools - - Visited (25) Tuscaloosa Tuscaloosa City High School Grades 9-12 rent 1842 "473 it U) U (I) Books Visual 1 1180 0 ElCrossett Dorado .- ElCrossett Dorado HighHigh SchoolSchool 10-1210-12 450 889 1 36 $1.50Poor per 1 166160 !16 x X x X X X California - SanNewport Mateo - - AbbottNewport Intermediate High School School 7-12 630 14 4418 I $630Not Checked 1 11130 170 x x Delaware - Wilmington Carrcroft Elementary School 1-6 590 Supervior 1;10 $2.00 per $.75 per 1 6 x 1x Florida - Clearwater - SilversideEdge Moor ElementaryElementary SchoolSchool 1-6 556485 Supervisor 1 $2.00 per $.75 per 1 60 xX Xx DelandCross City- - DixieDunedin County Junior High High School School K-127-9 500950 1 6037 $1.25$1.50$1000 per 1 8056 X X hollyDelray Hill Beach - -keacrestDeland High High School School 10-12 944 3811 $1381 per 21 72112 4 XX X X X x MiamiHomestead - - AvocadoCentral ElementaryJunior High School School 1-67-9 570616 21 20 $1.25 $1.50 1.25 per $.10 11 10050 1 xX X X X X *Ada Merritt JuniorBlue Lakes High ElementarySchool School 1-6 7-9 790937 1 1013 $1014per Der$.per 10 I 12 56 120 1 X X X X X X TABLE: 13 (Continued) Staff Budget E Types of Areas in Quarters List - TYPE V SCHOOL LIBRARIES O0CA enizg E *r1 U 43) 140 Schools in 23 States Arranged I1 14Ucd Audio- g o r1 cdo= * r1 4.4r1 U o014 cdo014 -ric30 cdC.)$-) +10 * SchoolsFlorida Visited - (25) Miami - by State and City Grades1-6 1 0r-1 38 $1.25Books Visual$.10 1 30 0 V) 04 0x x A 04 CO x x *Sylvania HeightsCypressDade Demonstration Elementary Elementary School 1-61-6 11 3012 $602 $1.15per per $.10 $.10 perperper 1 140 35 ' X X Opa-Locka - Westview Elementary School f 1-61-6 1 1 $943 $76$79 1 1 11'45 55 1 x x 3c Ormond Beach - OsecolaRainbow Elementary Park Elementary School Sch. K-8 1 4 22 $1.70$915 per $.50 per 1 55 f 1 x x x Pensacola Pensacola High School 19-12 2 60 $3374 1 98 t x '-6 SarasotaIllinois--16) -- Sarasota High School 10-12 1 35 $700 1 X X 2 UrbanaPetersburg*Thornburn*Petersburg - - Elementary. Community HighSc4.School 9-12 4-6 41 x $4.00$1000 per $700$1.19 per 1 J 1 120 50 x x x x x Indiana - Alexandria - debberAlexandria- Elementary Monroe School Township K-59-12 411 21 $1655$3.00 1 129 70 x x Gary - Aetna Elementary SchoolJoint High School K-6 1 Not per Checked 1 50 Indianapolis - BrookFranklin Park Elementary Elementary School Schoo Lawrence lowac 485 1 $2.00 per $2.00 per 1 50 x 3C HarrisonIndian HillCreek Elementary Elementary Sch. Sch. 1-61-7 495260 1 20 $1100 11, 48 53 X x Xx X 3C 2 XX Staff Budget Types of Areas in Quarters TABLE: 13 (Continued) 4-Id v- d I 0 eningList- U) OE 50 714.14 41.) (160341) TYPE V SCHOOL LIBRARIES >4/)i4al co > .2 to .Inri ri" ri8-1cd I)cd -1-1 40 I 0 OD t1) = 144 o11) .7-M 0,14 4W 14O 44-1 CIS 14 v to V)+a -14b Schools in 23 States ArrangeSchools Visited (25) by State and City Grades menEnroll- ;244.001444 Ts :T.+2 caa) r1 0)14 (/)4./mr Books VisualAudio - .4-1.01=4 I+'eia) 0) J co a)c'S O000 0 E 0g d c/) 0.4 > 0144 0 A L4Cd ad ited 14 - cuco:II ri rt: Indiana - OaklandonLebanon - -*Lebanon (Lawrence Senior High School Township i1-6 290554 1 41 0 40 $2.00 1 1133 20 x x x Kentucky - Terre Haute*Benjamin - Oaklandon Franklin Elementary Elementary School K-6 351 41 2 $1.00 perper 1 38 Covington - John G. Carlisle Elementary 1-9 1050 I 1 2012 $5.00$1664 21 5272 x First District School 1-7 425 I per 2 78 Third District School 1-6 596 I 11 1516 $1050 1 62 L4k;tik Lexington - SeventhSixth District District School School 1-6 239600 1 14 $850 490 11 3672 x x Louisville**Morton *Mayme St. - Matthews (St.S.Junior Waggener Matthews HighElementary HighSchool Township) School Sch. 7-12 7-91-6 5608152291 45 $1000$1710$10693 center 11 10458 Louisiana - Lyndon - Lyndon Elementary School 1-6 620 74 Page$1.50 Missing 1 50 x x Maryland - DeRidderBladensburg* DeRidder - - High SchoolGlenridge Junior High School 7-9 900+1096 3076 $2174 per $289 1 11051 x x x x GaithersburgPoolesville -- GaithersburgPoolesville JuniorHigh School High ScA. 7-8 7-12 406735 $7290$288 11 72 50 X X x Rockville - Richard Montgomery High Sch 9-12 1450 50 OM MEP $1.00 per =11 ONO 1 190 1 X X TABLE: 13 (Continued) Staff Budget Types of Areas in Quarters TYPE V SCHOOL LIBRARIES 9.4 Ced .-1 4-11 oa w . 14 alt1 D CdP.E0 .4 rie40 - (0 101 .14 Cd .1-1 CbLI .r1 COD CUS44)ct) eningList] 1-1 0CLO .14 41 1.) 014a 140S U % w 140 Schools in 23 States Arrangedl 13 CO Cd ed 14-eri .114 i Cd 0 "114 014 * Schools Visited (25) by State and City ades mentEnroll- -0 0 '0$444 4) -1 c3 1:14 1.1 *t1.4 CO0 0 91U4)ic U)44 Books VisualAudio- 4) (1) 4) C.) 0 0 0 (134-x P4 144) 444 0 II gat 114 P1el P4-pi CO 14 4)+4 0 1 Maryland - Rockville - TwinbrookWheaton WoodsElementary Elementary School Sch K-6 10001282 1 44 1$1.00 $1062 1 40 x0 3 C1 Silver Spring - TakomaMontgomery Park HillsJunior Junior High Sch.High 7-9 10091222 12 5050 $1.25$2,50 per $ per 0 Michigan - Kalamazoo* Loy - Norrix HighWeller School Road Elementary Sch. Page per Missing Z.-11 Lansing* Horsebrook- Elementary School $6000 IMinnesota - Midland *- Everett HighChestnut School Hill Elementary Sch $2.33 per Roseville - Fal.conLexington Heights Elementary ElementarySch School K-6 1050. $3.00$3.00 perper McCarronsLittleLake Owasso CanadaElementary Elementary Elementary School Sch. Sch K-6K-6 400268825 S1248$3000$3000 CenterCentercenter new school New Hampshire - ConcordLittleton - - LittletonConcord Senior High School High School 7-129-12 $1500 -- TABLE: 13 (Continued) Staff Budget Types of Areas in Quarters LI a) eningList- TYPE V SCHOOL LIBRARIES 0 at) 1.4Q)U 00 144 Schools in 23 by State and City States .Arranged mentEnroll- x) erl 03Q)1.4 1114 tl) Books VisualAudio- rlU) Cd(1) 44 O 0 C4 0S 0E ra as New* JerseySchools - Visited (25) FreeholdFords - - Fords Junior High School Grades7-9 1;;00 1 1 0 50 $2.00 per 1 60 1 0 Newaik - SeventhBroadwayFreehold AvenueRegionalElementary Junior High School HighSch. 9-12 2400 2 1 A 200 Not Checked North Carolina - ArtsBarringer Senior HighHigh SchoolSchool 10-12 1240 40 :174 z1 Colfax - CharlotteGibsonville*Garinger - - High SchoolColfax School 1935 2 21 15 I 1 138 2 11 Greensboro - GibsonvilleBessemerAlamance PrimaryHigh Public School SchoolSchool 790739 Guilford College -SumnerJesse ElementaryWharton School School 478900 High Point - AllenGuilfordFlorence Jay Elementary ElementaryElementary SchoolSchool 4-81-9 500815644 McLeansville - McLeansvilleAllen Jay Primary School School 1-121 -3 72538 1 10 $469 $355 1.651 40 TABLE: 13 (Continued) Budget Types of Areas in Quarters Lit- 140 Schools in 23 States Arranged TYPE V SCHOOL LIBRARIES by State and City Enroll Audio- enin * NorthSchools Carolina Visited - (25) RaleighMount Holly - - Mount Holly High School Grades ment Visual Stokesdale**LeRoy - MartinNeedham Junior B. High Broughton Sch. 7-9High Senior School Oregon - PortlandSummerfield - - SummerfieldStokesdal School Elementary School 1-8 1-12 4ennsylvaniaFT.A.Pm+ - Pittsburgh Cleveland - School District)High(North School Hills Joint 9-12 HighcliffEvergreenBerkeley Elementary SchoolSchool Hills Elementary K-6 577215260 I 1 OakwoodNorthwayHighland Elementary Elementary School School 253349321 RidgewoodQuail.'Perrysville Elementary Elementary Elementary School School Sch. K-6K- 6 203224552 II 1111111 South Carolina - Columbia - *Francis BradleySeville Elementary School K-6 243 viii III Centel 111111M1u 1111111 TABLE: 13 (Continued) Staff Budget Types of Areas in Quarters TYPE V SCHOOL LIBRARIES ...11-f 040e t.)0 eningList- V) E r-1M 1415/)w r.1-1 c)U) 0driZ > 1-1V) ri=dU) 14 1 rlcd r'i al 44 Z.-ias0 Zt-O Q)1-4)Z -.40 0) 0U)14 CU 0e14*14 014e -1-)>s, 14 -pi'0 4) tl)u Cr) r)0d 140 Schools in 23 States Arranged c3 tu IQ0 1 . =(1) c1 4-) 44 E 440 (1)rl cdco 4.4 0r1 740 710 t- dM 14 0 rld 14 * Schools Visited (25) by Statc and City Grades Enroll-ment .11ti'0'4.44 14 (80 ri r1 rr SIn Books Audio- .,a) ri(1) a)ci (-)oZ o0 o05 4,CO d 134 >I4 C-)...4 4.0 M0 CIC" 11.4 "0.onlr1 Nu':Q) South Carolina - Greenville - Hughes Junior High School 7-9 1157 2 7 $2.00 per Visualableavail-fees 1 98 x X I x x Tennessee - WestmihisterKingsport - - OakwayWashington School Elementary School 1-61-12 498650 1 x $2.00$800 per $1.00 per 11 4864 x x x Texas - KnoxvilleCorpus Christi - - Karns High School 9-12 650 2 1 2 $1.50$].20 .er Center 11 4480 x x x x tt.... Dallas - Mary Carroll High School 10-12 1 19 per 1 90 x x Houston - *AndersonBenjamin Elementary Franklin School Junior High 7-9 K-6 13421300 1 $1.00 -- $1650 per Center -- 1 1 44 x x -- x --i Virginia - Arlington - JamestownJackson Elementary Elementary School School 1-6 600590 1 4038 $1,594$904 Center 1 4272 1 1 x x x x x x PatrickMcKinley Henry Elementary Elementary School K-67-91-6 640400 2I1 8 $1,557 Center 1 1106235 1 x xx x xx x x x xx SwansonStratford Junior Junior High High School School . 7- 7761040 1 2 2 $2,771$329 Center 1 65 1 x x x x x Norfolk - WilliamsburgLarrymore Elementary Junior High School Sch. 7-9 1-6 10001330 12 4212 $3,952$1800 CenterCenter 41 15886 1 x x x x x Richmond - JamesRosemont H. Blackwell Junior High School School JP-9 1-8 8041313 11 i 20 8 $1474$6.45 per CenterCenter 1 14687 x x x x x x TABLE: 13 (Continued) Staff Budget Types of Areas in Quarters TYPE V SCHOOL LIBRARIES r-i r4O r-itocd co Ua) eningList- ci) CS 140 Schools in 23 States Arranged C1-14-4 a) 0rI r4rt 1-4 czt Audio 41 cdriZbD 0.)0W +4 cd0 >W oOE 740 . . em.1 +.1 (-4 ri 1.40 at Virginia* -Schools Visited (25)Richmond - by State and City Grades mentEnroll- XI.1-11-4P4 0 rci 1 cn Books$3.72 Visual (/) W tw 0Ci c40Z 0 O 0 ci)rt4J rI a)$.4 74 O d u.c3 W 0 x GeorgeWestover Washington Hills Elementary Carver school K-6K-6K7 827692 1 10 $850Good per Good 11 4412048 X XX FairfieldHighlandFairmount Court ParkElementary ElementarySchoolElementary School JP-6 1-6 7771190 1 15 $1106$1080 $108$85 1 4090 1 x2 GeorgeMaryRandolph MunfordMason Elementary Elementary Elementary School JP-7 JP-9K-6 75111031323 11 10 $1908$697$3.65 $.35 er 1 7260 x EastChandlerWhitcomb End JuniorCourt SchoolHigh Sch. High Sch. 7-87-81-6 6608451040 1 1610 PageFair$1532 er Missing $.288 1 483G80 ArmstrongBenjamin A.High Graves School JuniorHigh School 7-910-12 1163 1 10 $1699 Not Checked $302 16060 Xx X Washington - AlderwoodEdmonds -Manor*Martha - Lake(Edmonds Elementary District) Sch. 1E2-6 600 $290Not Checked Not X X Mountlake Terrace*Meadowdale -Mountlake Junior High Terrace Sch Juniorlagh 7-9 7-9 900 $2.33 perper 1- $650 Not CheckedChecked *Mountlake Terrace High Sea7)115:12 1 850+ $3.82 Der $1000 90 3 X X QueenEckstein Anne Junior Junior-Senior High HighSchool School 7-127-9 27402000 1 4 1 4754 $2per$2pe.70 .50 r Center$200 92 XX XX x TABLE: 13 (Continued) Staff Budget Types of Areas in Quarters ..-1 cd .-i cd 0o a) Listlenin V) r4.-.1 as cd14an TYPE V SCHOOL LIBRARIES 1-4 z+)VI U) 1=4 C L I E E U cd14 4) s c i ) CO0c ...4.r1 1 g i cd 0cd 4 - 04) 'C'.3 cd0rica 44-ri cd0tto 4-4 E04)01.1u .-I4-1 0Z r4 cdCA0U)sI - I t.i.i,-1 t.)0) 014 014 1 cd44>>. 14i4 ri 141:i4) b1)$40 cd C/)40 States Arranged Enroll- wi.e.., .v-iuOri cy14 Ts Audio 1.,1 0 0E ci a)> T4 " 7:1 " O.= W 0 140 Schools inWashington 23 chools VisitedTacoma by State and - 25 City Grades ment 1065 ris4Ao-4a. -tc.r).c",oci. rior-I co4-,= 30 Books$1.70 CenterVisual cn 8g o 0 its vOl 4c5 / ...R. 8 tld.; g. c4/1 ,I.> Wisconsin Milwaukee*Wilbur MountWright Tahoma Junior High Sch. - - High School 10-12 7-9 928 1 1 I- 14 $1600 per 1 130 1 x x x xx xx x x x Oak Creek*Oak Creek Junior High School - i 1 1 i 100 1 60 Ii 6-8 750 $3000 i I xxxx x TABLE: 14 VerticalFile 10 Number of Categories Checked Profional ess- 19 Audio-Visual 32 mentEquip- 73 TYPE V SCHOOL LIBRARIES Number of Titles MaterialsListed MaterialsListed MaterialsListed MaterialsListed r Available a. o1.4E Period- News- cd .o c u)0 1-4 Alabama 140- Schools in 23 StatesTuscaloosa Arranged - by State and City Books icals papers 3 ri-117 14U C) 1 Arkansas - Crossett - TuscaloosaCrossett HighCity SchoolHigh School 350014580 4037 3 910 5 x 29 8 -f-th El Dorado - El Dorado High School 7141 56 3 1 OrganizedBeing. OrgalizBeirg d I 18 6 i" NewportCalifornia - San Mateo - Newport High School - 4200 60 6 Not Checked 16 11 Delaware - Wilmington - AbbottCarrcroft Intermediate Elementary School School 55273025 1712 2 ,4 5 2 3728 7 Florida - Clearwater - SilversideEdge Moor Elementary Elementary School School 53845398 17 43 64 2 2028 411 DelandCross City- - DixieDunedin County Junior High High School School 38591575 x x 73 1 2118+ 8 Delray Beach SeacrestDeland HighHigh SchoolSchool - 42176119 80 x4 46 not Olecked 3 11 10 center 2328 10 TABLE: 14 (Continued) Number of Categories Checked 32 73 TYPE V SCHOOL LIBRARIES Number of Titles MaterialsFileVerticalListed 10 MaterialsProfess-Listedional 19 MaterialsVisualAudio-Listed MaterialsmentEquip-Listed Available CI>-W 0WE 140 Schools in 23 by State and City States Arranged Books Period-icals News-papers .4.0 e-4S-1 C.)v-4 0(11(/) 4A0 Florida - HomesteadHolly Hill - - AvocadoCentral ElementaryJunior High School School 35943015 40 1 Beginning center Beginning Miami - Ada Merritt Junior High School 37505981 193210 2 36 1412 Titer t..) DadeCypressBlue DemonstrationLakes Elementary Elementary ElementarySchool School School 4000 2618 1416 5Beginning 4 2 211 center Opa-locka - WestviewSylvania Elementary Heights Elementary School School 8138 5107 2910 43 2 2 center center 4- PensacolaOrmand Beach - - OsceolaRainbow ElementaryPark Elementary School School 28703716 3917 4 5 Illinois Sarasota - SarasotaPensacola High High School School - 773411062 x x 2 PetersburgUrbana - - ThornburnPetersburgh Elementary Community School High School 26642855 x15 3 TeachersIndividual 5 2 TABLE: 14 (Continued) 10 Number of Categories Checked 19 Audio- 32 73 TYPE V SCHOOL LIBRARIES Number of Titles MaterialsVerticalFileListed Profess-MaterialsListedional VisualMaterialsListed MaterialsmentEquip-Listed Available 14 Illinois140 - Schools in 23 States UrbanaArranged - by State and City Books Period-i c als papersNews- .0 Cd .141-4.0 Cd Indiana - Alexandria - Alexandria-Webber Elementary Monroe SchoolTownship Joint 42032940 4817 3 2 4 2514 19 ' .A Gary Aetna Elementary SchoolHigh School 531 Beginning 3 center 3327 3 Indianapo is HarrisonBrookFranklin Park ElementaryHill Elementary Elementary School School Schbol awrence owns ip 479344682477 2525 33 2 141 6 x 1621 3314 Lebanon - LebanonIndian CreekSenior Elementary High School School 29106743 35 80 3 33 2523 10 OaklandonTerre Haute - -- OaklandcnBenjamin ElementaryFranklin ElementarySchool School 4700 Lawrence 'owns ip 2500 2112 3 Beginning 12 x 2412 22 Zentucky Ccvington - FirsvJohn G.District Carlisle Elementary School S..:hoo:_ 7483 35/4 53 2 A 21 4 2530 4 Di trict 47175242 1 14 r. 24 :3 5 I Sixth Distrit Eicnentvry ScIpol 2457 15 4 aLu. 32 _. u...... 1.------11.111111111111L, TABLE: 14 (Continued ) Vertical 10 Number of Categories Checked Profess- 19 Audio- 32 Equip- 73 TYPE V SCHOOL LIBRARIES Number of Titles Available MaterialsFileListed MaterialsListediohal MaterialsVisualListed MaterialsmentListed Cd Cd Kentucky -140 Schools in 23 States Arranged by State and City Books Period-icals papersNews- 6.4.o ca t-1.0 .0 5.1ri ra CovingtonLexihgton - - Seventh District Elementary School 1805 449 2 67 3 24 Louisville MaymeSt.Morton Matthews S. Junior Waggener Elementary High High School SchoolSchool - 471059981125 13 1 4 center 2 5 center4 center 1811 Louisiana DeRidderLyndon -- Lyndon Elementary School - 5647 11 17 Maryland - Bladensburgh - Glenridc;eDeRidder HighJunior School High School 49422728 3781 10 53 2 24 1 14 Gaithersburg - Gaithersburgh Junior High School 2391 30 3 2 2 14 18 RockvillePoolesville - RichardPoolesville Montgomery High School High School - 75773378 12230 1 6 1 8 13 6 6 23 14 WheatonTwinbrook Woods Elementary Elementary School School 38565367 713 2 Beginning 48 center I 3 4 2322 29 TABLE: 14 (Continued) 10 Number of Categories Checked Profess- 19 Audio- 32 Equip - 73 TYPE V SCHOOL LIBRARIES MaterialsVerticalPileListed --r-- MaterialsListedional MaterialsVisualListed MaterialsmentListed Number of Titles Available 7"$4 0E14 Cd t4Cd 140 Schools in 23 States Arranged by State and City Books Period-icals News-papers .0 at 14m 1-1 mcd A1-4 t.4 r e .01 v4S4 Maryland - Silver Spring - TakomaMontgomery Park Hills Junior Junior High HighSchool Schoo 39056645 3837 38 211 23 2324 3613 Michigan*-; - Kalamazoo - WellerLoy NorrixRoad Elementary High School School 47178088 60 3 5 ftenter 8Not Checked Center 21116 1 Lansing - Horsebrook Elementary School 2081 20 3 4 1 1 2 1 7 15 2 18 Everett High School 6150 80 2 I center 1 center 1 36 Minnesota - Midland - Chestnut Hill Elementary School 19 centeri I center 30 Roseville - Lexington Elementary Sch,,,,1 6928 29 5 Professiona center I 2 11 center 23 36 Falcon Heights Elementary School NewTheNew School. Library School was- The not Library open when was studynot open was whenmade study was - In beginning stages. made - In beginning stages I New Hampshire - McCarronsLittleLake OwassoCanada Elementary Elementary Elementary-n6561 School School 4332New School - The Library was not open when study was 26 1 3 1 4 4 center 2 made - In beginningcenter stages 3 35 23 ConcordLittleton - - LittletonConcord Senior High SchoolHigh School 21114850 20 4 NotNot Checked Checked Not3 Checked2 1 239 3 TABLE: 14 (Continued) Number of Categories Checked MaterialsVerticalFile 10 MaterialsProfess-ional 19 MaterialsVisualAudio- 32 MaterialsmentEquip- 73 TYPE V SCHOOL LIBRARIES Number of Titles Available Listed Listed Listed 0E Listed 140 Schools in 23 States Arranged Period- News- >cdS-4t4 ri cdt4 .0 Cd New Jersey - Fords - Fords Junior High School by State and City Books3500 icals 20 papers 9 1.4 6 3 28 FreeholdNewark -- BroadwayFreehold ElementaryRegional High School School 600011135 40100 S1 11 departmentall 3 departments 10 all Not Checked Center 2415 -J CIt0 ArtsSeventhBarringer Senior Avenue HighHigh Junior SchoolSchool High School 441072662954 21 56 31 Not32 31 Checked 1 3 61 center 202933 44 North Carolina - CharlotteColfax - Garinger High School - 14519 95 center 17 22 GibsonvitleGreensboro - GibsonvilleColfax School School - 70005637 7762 3 811 7 2215 18 SumnerAlamanceBessemer Elementary High Primary School School 686326245000 3051 x1 4Unorganized 1 47 1810 12103 Guilford College GuilfordJesse Wharton Elementary School School - 4 2715830 34 1 Beginnirg 2 29 1710 TABLE: 14 (Continued) VerticalFile 10 Number of Categories Profess-Checkedional 19 Audio-Visual 32 mentEquip- 73 TYPE V SCHOOL LIBRARIES Number of Titles Available MaterialsListed MaterialsListed MaterialsListed MaterialsListed North Carolina - 140 Schools in 23 States Arranged by State and City Period-icals papersNews- High Point - AllenFlorenceAllen Jay Jay PrimaryElementary Elementary School School School McLeansvilleMount Holly -- MountMcLeansville Holly High School School *4 Raleigh - Stokesdale - StokesdaleNeedhamLeRoy MartinB. SchoolBroughton Junior SeniorHigh School High Oregon - PortlandSummerfield - ClevelandSummerfield High Elementary School School - 10706 Pennsylvania - Pittsburgh - (North Kills Sch. District) HighcliffEvergreenBerkeley ElementaryHills Elementary School School(New School) 4382 center center TABLE: 14 (Continued) Vertical 10 Number of Categories Checked Profess- 19 Audio- 32 Equip- 73 TYPE V SCHOOL IIBRARIES Number Titles MaterialsFileListed MaterialsListedional MaterialsVisualListed MaterialsmentListed States Arranged Period-Available of News- cd Pennsylvania - (North 140 SchoolsPittsburgh in 23 - by State and HillsSch. District) City Books icals 13 papers ri.0 center 5 HighlandOakwoodNorthway ElementaryElementary Elementary School School 87425961332 68 centercenter tentercenter 44 1311 (-23?, QuaillPerrysvilleRidgewood Elementary ElementaryElementary School SchoolSchool 495228492109 341817 centercentercenter centercenter 53 121312 South Carolina - Columbia - Seville Elementary School 58651315 711 center 3 center center center 18 12 17 WestministerGreenville - - OakwayHughesFrancis Bradley ElementaryJunior Elementary High School School 46552832 4860 3 52 1 center 1 enter 2428 7 Tennessee - KingsportKnoxville - - Washington Elementary School 7459 25 37 51 2 1 23 Texas - Corpus Christi - MaryKarns Carroll High School High School 55883679 5531 2 25 CentralCffice5 center center 2917 HoustonDallas - AndersonBenjamin ElementaryFranklin Junior School High School 2718 6701 25 2 1 12 center 2023 2012 TABLE: 14 (Continued) 10 Number of Categories CheckedProfess- 19 Audio- 32 Equip- 73 TYPE V SCHOOL LIBRARIES Number of Titles MaterialsFileVerticalListed MaterialsListedional VisualMaterialsListed MaterialsmentListed Available >-14 Cd Pi% 0S-IE 140 Schools in 23 States Arranged Period- News- Cd14 1-4.0riS-1 I-4.0 1.4cti C.)PI0Cd Virginia - Arlington by State and City Books 4385 icals 15 papers 1.4 3 5 24 '7 JacksonMcKinleyJamestown Elementary Elementary Elementary School School School 52005117 1721 21 5 42 3023 16i5 114 1. PatrickStratford Henry Junior Elementary High School School 86395000 6317 4 23 9 3 26 (tenter 3 18 17 1014 Norfolk - SwansonWilliamsburg Junior JuniorHigh School High School 63649021 4062 4 25 center center 5 32 2927 48 Richmond - RosemontLarrymore Junior Elementary High School School 430025673 2030 6 1 Beginn'ng 2125 120 29 GeorgeFairmont WashingtonMason Elementary Elementary Carver ElementarySchool School School 5000Fair6320 x22fair fair 1 1 14 3 2415 3019 HighlandFairfield Park Court Elementary School School 49181849 23 5 33 1 221716 J91210 JamesRandolphMary MunfordH. BlackwellElementary Elementary Elementary andHigh School.Junior School School 7816 630013897 393428 3 34 1619 15 TABLE: 14 (Continued) Number of Categories Checked MaterialsFileVertical 10 MaterialsProfess-ional 19 Audio-MaterialsVisual 32 Equip-Materialsment 73 TYPE V SCHOOL LIBRARIES Number of Titles Available Listed Listed P. Listed Listed 140 Schools in 23 States Arranged Books Period-icals papersNews- 0 .0 1-1 Virginia - Richmond - Westover Hills Elementary by State and City School 2278 25 5 A 6 x 1517 17 BenjaminWhitcombChandler CourtA. Junior Graves School High Junior School High 23464147064 5 50x 856 51 enter 2 center f.".) East End Junior High School 4836 48 4 5 7 1 1.5 7 16 .1; Washington - Alderwood Manor -ArmstrongMartha Lake High Elementary School School 4410918 24 80 8 Not Checked Edmonds - 2645 Not Checked Not Checked center Not Checked Mountlake Terrace -MountlakeMeadowdale Terrace Junior JuniorHigh School High Schoo 4011 Not Checked 12 12 5 8 Not Checked I I Seattle - Mountlake Terrace High School Not Checked 70 Not6 Checked 49 2310 Not12 Checked Tacoma - MountQueenEckstein AnneTakoma Junior Junior-Senior High High School School High Schoo 12126 500010482 Good60 2 4 3 22 21 72 29 TABLE: 14 (Continued) Number of Categories Checked MaterialsFileVertical 10 MaterialsProfess-ional 19 Audio-MaterialsVisual 32 MaterialsmentEquip- 73 TYPE V SCHOOL LIBRARIES Number of Titles Available Listed Listed Listed Listed 0E Wisconsin - 140 MilwaukeeSchools in - 23 States Arranged by State and City Books Period-icals papersNews- ca .D. cca d Oak Creek - OakWilbur Creek Wright Junior Junior High HighSchool School 60006508 Good 22 11 center 10 center 101 3 2 2032 23 TABLE: 15 Community System Characteristics Building Curriculum Special Teaching Methods Experimental AccessSpecial U ctl.$.414 c Raurg Special Characteristics of Type V O 1-1 +)0 (1)$4 bet do E) CI.41) 0.4 .0 r4 ..0-1-) 0-1 riZ 1-1.0 50 School. Libraries 14 Z 0 covim)Z CD bL 0 'CS 4.) 14 Visited rl14 cd 9-.1 C.)alO -I-) (1) ri+ 1.4 1-1 cdat0 14 $4CI 01 .0 Cl. 0 0 $4 > at ri -4-)I-144) (V14 q = 1-4 '0ri 0 0C.) 0 .gCId cd r"1 0 0 Cieri .ri 0 rml -I ri ca du E mc 4 IDA '0 E14 Arkansas - 0 1-.1 CZ)0 .-I )1 WO0 ri 0 Z 04 ql 4) 70 (/) M c..) (I 4U) U bD m = Cl) Florida - Delray*North Sylvan LittleBeach Hills -Rock High - SchoolSeacrest High School 58,03212,230 SuburbResort x x X x x MiamiLake* Columbia -City - High School:Ada Merritt Junior High 134,793 9,465 CityResortUrban -1k"A 6) * Ida M. Fisher juniorSouthwest High Miami SeniorHigh School 34,793 Resort X XX X x x RiveriaNewberry* Newberry* Riveria Beach- High Beach- School HighSylvania School Heights Elementary 34,793 Resort x x x X X Illinois - PetersburgEvanston* Skiles - -Junior HighPetersburg School Community High 79,283 2,359 UrbanSuburb x x x Indiana - UrbanaLebanon - - LebanonThornburn Senior School High Schoo 27,294 9,523 TownUniv.Urban x x x x X X * TerreSchools Haute not -returningBen checklist Franklin Elementary 72,500 (25) City X X x Building Special Experimental --.6-5g2r51-- Access TABLE: 15 (Continued) Community System Characteristics Curriculum cdt4 at Teaching Methdds Hours Special 50 School Libraries CharacteristicsType V of 0I--I..?...... +a 14 I cbA a0.) .01-1 14I-I r444.=C 1:3 4/ N 0z o . -tv ri CT2.1 U 03 Visited 0 te, . 1.4 0 v-1 1:3 4) - U) co 1-) C ti) ai u 5 ) c.) pD0 *14 -1 cd .-I I.40 UCIS 4-10 srl IPA COri 'N, 34 > r-I 03 1403 I-I (Li 1-4 I.)I-I Q) Qa CIZ 1-11:3 03 g-1 0 0 cdri rI v-i ri cad 03 U I .9-1 E $4 IC aS Kentucky - Lexington - William Morton Junior High 62,810 0 CityUniv. P1 A0t.) -1 .14 U)--1 0 Ueri .0 Z Q.IV C34 0 N x u) 0 04 C, cna 03Dirt .0 4 (I) = Ccl cr) cn3.3 0 eti `1 14(.) 7:) 14 0 14 44 N 0 C rl Louisville*Henry - Clay(St. HighMatthewsSt. Matthews D Elementary School School 390,639strictT62,810 SuburbUniv.Suburb xx X X x x X X Louisiana St.DeRidder Matthew*Skyrock - - ElementaryWaggener High School 390,639 8,738 Suburb x x x X X 4T Go Minden - * Moore ElementaryDeRidder School High School (Webster Parish) School 12,785 7,188 SuburbUrbanRural x x x Michigan` - Holland*Minden* Stewart- High Elementary School 12.78512,785 Urban X X X KalamazooLansing* Holland -- High HorsebrookSchoolLoy Norrix Elementary Sch. 107,80724,77782,089 Capitol City x x X X Minnesota - Hastings* Tilden- ElementaryEverett School High School 107,807 8,965 CapitolRural x New York - New York* *ChelseaWright City -Brothers Elementary Elementary Sch. 7,775,000 CityCity x x x xx x xx xx x TABLE: 15 (Continued) Characteristic Building Curriculum Special Teaching Methods Experimental Access,SpecialHc urs Community System $4 CC1 Special Characteristics Type V of 1-4 4.4 e-1 b.0 W CS .14 v44 50 School Libraries Visited cd0= 1-1 4-) 0C 14 ln0P. ."I U)Mt U) 0 V0 E-I PN00 .14 cd 0 tj Ca.) t4cdsa) to 1'4 0U sacd ri'.4C. 44 ri0Q) gr4 140 Ucd -14 %. .--1 cd 14 0) cW 0cl) ri U ri cu cd cari0.1 0 rl0c.1 0 ri a) cdO U cda)E 0 cdS i iI E 840.) bL1) = North Carolina - Charlotte - C14 0 >, 0 C.) 1 ca0 rl i O ri .01-1 a 0a4U i-I oQ E (innClri C/)0) aaz U Z0 $4 C.) 0 *Dudley SeniorGaringer High Senior High Sch. School 201,564201,564 CityCity x xx X X x `Oregon - Raleigh - BroughtonLeRoy Martin High Junior School High 93,931 Capitol x x x X IL tb SalemPortland* Marshall- High School - 370,000 49.142 City x X XX X X 4 *Baker* SouthNorth Elementary Salem High Schocl School 49,142 CapitolCapitol x X x X xx x X South Carolina - Columbia* Crayton - Elementary-F. .Junior High Schoolt,T. Bradley Elementary 97,433 Capitol x x X X x x Texas -7-- Houston* A. C.- Flora High AndersonSchool Elementary School 938,21997,433 CapitolCity x X X x X X x x x Washington - AlderwnodEdmonds -Manor - Martha Lake Elementary 8,016 Suburb x x X X Tacoma - Mt.MeadowdaleMount Tahoma Lake High JuniorTerrace School High High Sch.8,016 Sch.8,016 47,979 CitySuburb x xlx x x x TABLE: 15 (Continued) Building Special Exper-mental Special Community System Characteristics >. Curriculum Teaching Methods .-I v HoursAccess Special Characteristics of Type V 721.o U1 wM d ar '0 QJ '0 =CD ...I C)Cv 50 School Libraries ...4 = 14 44>. $4 bb -.9 S.' .0 .v1vi 0 74 > 0.) 0 .W q4.-1N 0c.) .0al 1-1.0al cl/ Visited o4-) cd 44..4 +I>% 0saw (.) 0r-1 cd0Z 14 .-ri14 > 0U) r.1 CO(13 U) sri 0 rlCOri°-+ Z F-4 U) +I'4 0r3 04134)r1 to el:5 sI U).0U0 .0 1411)C0.) ri E0)0 10 =CD 0) +)0) '0-014d >% s4 E.+4riUcd(1) rico0U '0 40=al y'0) 0) =Cto cd001CD 1:3 iscdP.. (1)14 cd>rc pi 0 C Z ri 14cd 4.) ri cd 14 41) 14 4/ -I Co oC E -ri 0 rc.0 Ez :tr:: 44 = A.o= E.1 0 in +I I.) eu cdcd. 217,1 0 0 0. Tai V (cd 0 al :111(ii. v4 x 4U3-.) 0 7 E 7-1 Wisconsin - Milwaukee - Wilbur Wright Junior High 741,324 04 City E4 0.o 51'8 x 3 ;:i4e,c4.4u.s3cloo x ax :Li 22(Y)(?) g, '8x .4)x :374 &''4.5 fli-1 g \82 154 A' gr11 l p:. cl ,)ari ''fp LIZ act Oak* CreekOak Creek - SeniorOak High Creek Sch. Junior High Sch. 9,372 Suburb x xx x x x x x i Pewaukee* Pewaukee - Junior High School 2,484 Resort x I i C4F...4 * Schools not returning checklist (25) I t. 1 ' As was indicated at the end of Chapter I, theschool library supervisors in 1964 were asked to check Tables 1-15 and sent inadditional information about schools and school systems that were notidentified through the Check- lists. Table 16 on page 137 to 151 lists the fifty states and the Districtof
Columbia and cites 259 or more schools and cities that were notvisited, are not in the tabulations of the study as represe&ed in Tables1-15, but that have school libraries functioning as material centers as recommended byschool library supervisors. Each year this number could be increased manyaoldand would never be completely up-to-date.
It will be noted that in Table 16 there were nine statesthat did not list school libraries as IMC libraries while there are also some statessuch as
Hawaii, North Carolina, and South Carro,ina thatindicate that all their school libraries are functioning as II libraries to a lesser or greater degree. This is the trend that is taking place in this country.
Table 17 on pages 152 to 154 has a regional andstate summary of the number of questionnaires answered, the libraries visited, the totalnumber of other
cities and schools listed in Table 16, the number of district centersvisited, the number of accredited and nonaccredited library school programslocated through the stu4y. in 1964, and the number of state, city, town, and county
supervisors listed in the ALA Directory for 1963-64.
The nine states that do not list school libraries asfunction&ag as IMC libraries are Arizona, Idaho, Iowa, Maine, Montana, New Mexico,Oklahoma,
South Dakota, and West Virginia. One of these states is in the New England
region, two are in the Great Lakes and Great Plains area, one in the Southeast,
three in the Southwest, and two in the Rocky Mountain area.With the exception
of West Virginia, none of these states hada school library supervisor at the
time of study, and only in Oklahoma was there an accredited libraryschool.
-136 TABLE: 16
Additional Schools and School Systemswith Instructional Materials Centered SchoolLibraries Recommended but notVisited
Alabama - Birmingham - Ensley High School - new quarters, largecollection, fine program. Homewood - Shades Valley High School - functional quarters,fine program Jefferson County Schools - all libraries responsiblefor audio-visual but understaffed.
Alaska No 1961-1962 Survey (230 school:) - none areInstructional Materials Centers school libraries. 181 Elementary Schools, 8 Junior HighSchools, 18 Senior High Schools, and 23 combined. Juneau - Juneau - Douglas ScAlool District - HighSchool - librarian catalogs andclassifies audio-visual materials in the school collection. Anchorage - Anchorage School District - separate audio-visual department
Kitchikan - Xetchikan School District -None
Arizona - (Report of Visit) No School Libraries recommended asInstructional Materials Centers.
Arkansas - Bentonville - Betonville High School Forrest City - Sam Smith Junior High School Pine Bluff - Dollarway School Siloam Springs - Siloam Springs High School Texarkana - Jefferson Avenue Junior High School -excellent leadership and understanding of administra,lon and library.
California - Hayward - Alameda County Schools La Mesa - Spring Valley City Elementary School(Visited) Modesto . Stanislaus County Schools Pittsburg - Pittsburg Unified School District Hiliview Junior High School Pittsburg Senior High School Parkside Elementary School 137 TABLE : 16 (Continued)
California-(Continued) San Mateo- San Mateo School District Library Abbott Junior High School Bayside Junior High School Santa Barbara County Schools Santa Marie Elementary District
Santa Monica- Santa Monica High School - other schools partical responsibility
Colorado- Denver- East Denver High School
Aurora- Aurora Central High School
Connecticut- Groton- Groton Public Schools Fitch Senior High School Eastern Point Elementary School
New Canaan- New Canaan Senior High School
West Hartford - New Elementary School
Westport- Westport Public Schools- Hillspint Elementary School Staples High School A Junior High School
Woodbridge- Frederick R. Noble Elementary School Willimantic (Laboratory School of StateCollege) Beecher Road School
Delaware- Greenville- Greenville Elementary School
Rehoboth Beach - Rehoboth High School
Wilmington- Dunleith Community School
District of Columbia - All School Libraries are recommended asInstructional Materials Centers
Florida- (Many other schools recommended but notlisted) Bradenton- Walker Junior High School and Bradeenton ElementarySchool
Brooksville- Hernando High School
. 13S TOLE: 16 (Continued)
Florida. (Continued) Clearwater- Pinellas High School
Deerfield Beach- Deerfield Beach Junior High School
Deland- George W. Marks School
Fort Lauderdale- Nova High School
Gainesville- Alachua County Public Schools (28 schools) Riverside Elementary School
Green Cove Springs- Clay County High School
Hollywood- McArthur High School Walkins Elementary School
Jacksonville- (29 additional schools)
Key West- Douglass School Key. West Memorial Junior High School Monroe County High School Truman Elementary School
Havana- Havana School
Lakeland- Lakeland Senior High School
Largo- Largo Elementary School
Miami- (All new schools havelibraries functioning as Instructional Materials Centers. All schools with full time librarianand clerks with enrollment over 750) Edison Park Elementary School Northwestern Senior High School
Miami Shores- Miami Shores Elementary School
New Smyrna Beach- Read-Pattillo Elementary School
Panama City- (All 27 schools) Drummond Park Elementary School Patterson Elementary School St. Andrew Elementary School
St. Petersburg- Mirror Lake Junior High School St. Petersburg High School
Tallahassee- Tallahasse High School
139 T.TLE: 16(Continued)
Florida-(Continued) Tampa-(12 Schools)
Titusville-(28 Schools)
Georgia-(A representiative samplings of Instructional Materials Center library programs in the State of Georgia) Albany- Albany Junior High School East Daugherty Junior High School McIntosh Elementary School Atlanta -(8 Senior High Schools)
Cairo- Cairo High School
Cartersville- Cartersville High School
Cordele- Crisp County High School East Crisp Elementary School
Dalton- North Whitefield High School
Decatur- Cross Keys High School
Fitzgerald- Fitzgerald High School
Hinesville- Bradwell Institute Elementary School
McDonough- Henry County High School and McDonough Elementary School
Milledgeville- Baldwin County High School
Statesboro- Statesboro High School
Waycross- Waycross High School
Hawaii-(Most of the elementary school libraries functionas InstructionalMaterials Centw, Honolulu- Aina Haina Elementary School Ala Wai Elementary School Kamehameha Schools (3) Kapalama Elementary School Lunalilo Elementary School Punahou (Private School) excellent Waialae Elementary School
Kapaa- Kapaa Elementary School Kapaa High School Kohala Kohala High School and Elementary School
1 Pi 0 TABLE: 16 (Continued)
Idaho- No school libraries recommended as Instructional Materials Centers
Illinois- Blue Island- Dwight D. Eisenhower Community High School
Chicago-(All school librariesare moving into the Instructional MaterialsCenter program) Austin High School Fenger High School
Evanston- Evanston Community Consolidated Schools Lincoln Junior High School Walker Elementary School Washington Elementary School
Morgan Park- Kinzie High School Crane High School
Oak Park- Oak Park Elementary Schools All 10 schools have and are building up their Instructional Materials Centers
Park Forest- Rich East Township High School
Sycamore- Sycamore High School
Indiana- Elkhart- Roosevelt Junior High School Westside School
Garrett- J. E. Ober School
Gary- Emerson Elementary School Dunbar School Milton School Roosevelt Park Elementary School
Indianapolis Area- Pike Elementary School
Lawrence Township- (kll school libraries function as Instructional Materials Centers and have full time librarians) Lawrence Elementary School
Munster- Wilbur Wright Junior High School
Plymonth- Plymonth High School
Washington Township-Indianapolis Area Westlane Junior High School
Iowa- No outstanding programs recommended as Instructional Materials Centers 141 TABLE: 16 (Continued)
Kansas- Derby- Derby Public Schools East Topeka - East Topeka Junior High School
Prairie Village- Prairie Village Elementary School
Topeka- Highland Park High School (the school is to developrapidly with listening and viewing facilities, expanded bookcollection and audio-visual organization through thelibrary) West High School - (Librarian has Audio-Visualprogram) Wichita- (In beginning stages)
Kentucky- Covington- Eighth District School Tenth District School Lincoln-Grant School
Erlanger- Lloyd Memorial High School
Louisville- Valley High School
Louisiana - Alexandria- North Bayou Rapides Elementary School
Bastrop- Bastrop High School
Baton Rouge- Nrestdale Junior High School
Donaldsonville Parish-(All Schools)
Franklin- E. A. Crowell Elementary School
Independence- Independence Elementary School
Jonesboro- Jonesboro -Hodge High School
Lafayette- Hamilton Elementary School and Lafayette High School
Lake Charles - F. K. White Junior High School
Natchitoches- Northwestern Elementary School
Oberlin- Oberlin High School
Port Sulphur - Port Sulphur High School T'BLE: 16 (Continued)
Louisiana-(Continued) Sunset- Sunset High School
Thibodaux- Thibodaux Junior High School
Winnfield- Westside Elementary School
Maine- No school libraries recommended as Instructional MaterialsCenters
Maryland- Bladensburg- (4 Senior High Schools, 4 Junior-Senior High Schools, 10 JuniorHigh Schools
Brunswick- Brunswick High School
Frenderick- East Frederick Elementary School Frederick High School Parkway Elementary School
Middletown- Middletown Elementary School Middletown High School Rockville- Mountain County Schools
Thurmont- Thurmont High School
Walkersville- Walkersville Elementary School Walkersville High School
Massachusetts- West Newton- Newton South High School
Lexington- (High School and elementary schools- newplans underway for Instructional Materials Centers concept. Team teaching in elementary schools with resource centers)
Michigan- Birmingham School District - (All school libraries being planned as anI.M.C.)
Corunna- Corunna High School-superior tho small
Fenton- Fenton High School - superior
Kalamazoo- Vine Street Elementary School
Northville- Northville Junior High School - (Remodelled, attractive,beginning stages of Instructional Materials Center)
South Redford- Thurston High School 143 7"11,7: 16 (Continued)
Minnesota- Brainard- Brainard High School Elk River Elk River High School
Little Falls- Little Falls High School
St. James- St. James High School
Mississippi- Ackerman- Chotaw Area Field Office, MaterialsCenter
Jackson- Peoples Junior High School
Missouri- No School Libraries recommendedas Instructional Materials Centers New schools being built with thelibrary as an Instructional Materials Center
St. Louis County- Riverview Gardens School District Lewis and Clark Elementary School Valley Hinds Elementary School
Montana- Billings- Billings City Schools Materials Center (nota library)
Nebraska-(All North Central Schoolshave checked section "F" of Evaluative Criteria) Lincoln-Beginning in school system Omaha- Omaha Westside
Nevada- Las Vegas- Western High School Winnemucca- Humboldt County High School
New Hampshire - Berlin- Berlin High School
Conway- Kennett High School
Hanover- Hanover Junior-Senior High School
Plymouth- Plymouth High School
Rockester- Spaulding High School
Lancaster- Lancaster High School
144 VOLE: 16 (Continued)
New Jersey- Bloomfield - South Junior High Schcol
Demarest- Demarest Elementary School
Eatontown- Monmouth Regional High School
Newark- 11 Elementary Schools 5 Junior High Schools 9 Senior High Schools
Ridowood- xidgewood Senior High School West Caldwell - West Essex Regional High School
New Mexico- No School Libraries recommended asInstructional MaterialsCenters
New York - Auburn- Wit High School (7-12)
Bath- V. E. Wightman School (K_3) Maple Heights
Bronxville- Bronxville Public School East Aurora - Parkdale Elementary School
Fayetteville- Fayetteville Elementary School Great Neck, Long Island - Lakeville School South Junior High School
Lowville- Lowville Academy and Central School
Manhasset- Manhasset Junior High School
New Hartford- New Hartford High School Oxford Road Elementary School Paris Road Elementary School Clinton Road Elementary School
Oneida- Oneida Senior High School
Penfield- Penfield High School
Port Chester Port Chester Senior High School Port Chester Junior High School Both schools are in beginning stages ofI.M.C. 145 TABLE: 16 (Continued)
New York-(Continued) Rochester - Schenectady - East High School Schenectady Public Schools West Irondequoit High School (Library Department is coordinated with A-Vcenter.) Syosset, Long Island - South wood Junior High School
Tully- Tully Central School
Wantagh- Lee Road School adopted by the North Carolina - (The North Carolina Standards for school accreditation, State Board of Education in 1962, state that the libraryis an instructionalmaterials audio- center. The standards identify specific libraryrequirements for printed and visual materials and services. For any school to be accredited thelibrary standards high, and high schools are must be met. Throughout North Carolina elementary, junior engaged in implementing theState standards for schoolaccreditation).
Charlotte- (All Schools)
Elizabeth City - S. L. Sheep School Gastonia- Wray Junior High School
Greensboro- Bessemer Primary School Brown Summit School Guilford High School Laughlin School Pleasant Gardens School Rankin Elementary School Sedalia School Summerfield High School
Raleigh- Frances Lacy Elementary School
North Dakota - Fargo- Fargo High School
Grand Forks- Central High School Professional Library
Minot- Minot High School
Williston- Williston High School
Ohio- Lockland- Lockland High School
Shaker Heights- Bryon Junior High School Lomond Learning Center Ludlow Learning Center Shaker Heights High School 14r) T ",r4,7: 16 (Continued)
Oklahoma- No School Libraries recommended asInstructional Materials Centers
Oregon- Portland- Materials Centers David Douglas Schools District -All Schools are Instructional Madison High School Marshall High School
Salem- Waldo Junior High School Walker Junior High School
Pennsylvania - Abington-All Elementary Schools in beginningStages Abington Senior high School Huntingdon Junior High School
Carnigie School District -Three Elementary Schools have Instructional Materials Centers Libraries
Baldwin-Whitehall School District - (All 11 Schools beingplanned as Instructional Material Centers) McAnnulty Elementary School(new)
Coatesville- North Brandywine Junior High School
Downingtown- Downingtown Joint Senior High School
Kennett Square - Kennett Junior-Senior High School Philadelphia - John Bartram High School
Wyncote- Cheltenham Township High School
The following is a list of school districtswhich do have schoollibraries as instructional materials centers -- in varyingcombinations of physicaland administrative organization. They each have good programs andadministration.
Blooming Glen - (Bucks County) Deep Run Valley Schools - (ElementarySchools)
Cornwells Heights - (Bucks County) School District of Bensalem Township -(Elementary and Secondary Schools)
Grove Ctiy- Grove City Schools-(Secondary Schools)
Langhorne- Neshaminy Schools-(Elementary and Secondary Schools) Mechanicsburg - Cumberland Valley Joint School District -(Secondary Schools)
Shar§n- ickory Township Schools -(Elementary and Secondary Schools)
Shillington- Governor Mifflin Joint Schools - (Elementary andSecondary Schools) 147 TABLE: 16 (Continued)
Pennsylvania- (Continued) School District with school libraries asInstructional Materials Centers(Continued)
Wayne.(Delaware County) Radnor Township Schools ( Elementary Schools
Rhode Island- Cranston. Bain Junior High School
South Carolina-(All schools are considered InstructionalMaterials Centers) Chester- Chester Senior High School
Fountain Inn- Bryson High School
Greenville- Carolina High School Hollis Junior High School Washington High School
Greer- Greer Senior High Schools
Lancaster- Lancaster High School
Spartanburg- Spartanburg High School
South Dakota- No School Libraries recommended as InstructionalMaterials Centers
Tennessee- Centers Chattanooga County -All School Libraries function asInstructional Materials Hixson Elementary School Daisy Elementary School Lakeside Elementary School Lookout Valley Junior High School McBrien Elementary School Roland W. Hayes Elementary School Chattanooga City - (All Schools are InstructionalMaterials Center)
Dickson- Dickson High School
Jackson- Southside High School Whitehall Elementary School Johnson City - Keystone School
Jonesboro- Jonesboro High School
Kingsport- John Sevier Junior High School Murfreesboro- Crichlow Grammar School
143 TABLE: 16 (Continued)
Tennessee-(Continued) Nashville- Caldwell Elementary School Calvert Junior High School Cohn High School Davidson County-(All Schools are Instructional Materials Centers)
Oak Ridge- Jefferson Junior High School
Wartburg- Wartburg High School
Texas- Alice - Noonan Elementary School Corpus Christi - Marvin P. Baker Junior High School Ella Barnes Junior High School Cullen Place Junior High School Claude Cunningham Junior High School Robert Driscall Junior High School Ray Miller High School Wynn Seale Junior High School
Fort Worth - Most of the schools in beginning stages of InstructionalMaterials Centers.
Freeport- Brazosport Independent School District
Houston-(Most of the schools are in the beginning stages ofInstructional Materials Centers)
Waco- Most of the schools have some responsibility foraudio-visuals
Utah- Salt Lake City - (21 Schools have some audio-visualaids)
Vermont-(10 Schools are in beginning stages of InstructionalMaterials Centers) Barre- Spaulding High School
Burlington- Edmunds Junior-Senior High School
Canaan- Canaan Memorial High School
Jacksonville- Whitinghan School
Middlebury- Middlebury Union High School Shelburne- Shelburne High School
Springfield- Riverside Park Junior High School
Vergennes- vergennes Union High School 143 T1BLE: 16 (Continued)
Vermont- Windsor- Windsor High School
White River Junction- Hartford Memorial Junior High School
Virginia- Alexandria- Mt. Vernon High School
Arlington-(All Schools are Instructional Materials Centers)
Danville- George Washington High School
Fairfax- All Schools are in beginning stage of Instructional Materials Centers
Floyd- Floyd High School
Norfolk- All schools are Instructional Materials Centers, also have anA_V Center
Portsmouth- Academy Park Elementary School Brighton School Cradock Elementary-Junior High School Douglas Park School Highland Biltmore Elementary School Hodges Manor Elementary School James Hurst Elementary School Moffett Place Elementary School Mount Hermon School Olive Branch Elementary School Park View Elementary School Port Norfolk Elementary School Riddick-Weaver School Shea Terrace Elementary School Simonsdale Elementary School Emily N. Spong Elementary School John Tyler School Westhaven School
Richmond-(A_V Center) Albert V. Norrell School Oak Grove School Westhampton Junior High School Woodville School
South Boston- Halifax County High School
Washington- Survey 1961--66 High Schools out of nearly 200, the librarian has some responsibil- ity for audio-visual aids. Most of theAementary and secondaryschoolsplanned recent years iral- now being plannea his concept.
%13 Bellevue- Bellevue School District-all school libraries are Instructional Materials Centers
15 0 TABLE: 16 (Continued)
Washington- (Continued) Chehalis- Chehalis High School
Edmonds School District- All school libraries are Instructional Materials Centers
Renton School District-All school libraries are Instructional Materials Centers
Richland-All School Libraries are Instructional Materials Centers Jefferson Elementary School
Seattle- Hictline School District-Instructional Materials Centers concept Glacier High School West Seattle High School Spokane- Junior and Senior High School are Instructional MaterialsCenters Also, new schools being planned
Tacoma- Clover Park High School
Vancouver- Lake Shore Elementary School Lieser Elementary School McLoughlin Junior High School
West Virginia- No outstanding examples of libraries as Instructional MaterialsCenters
Wisconsin- Eau Claire- Eau Claire Senior High School
Madison- All school libraries have all types of materials(45 schools, all with professional library and central processing)
Mazomanie- Black Earth High School - to be an Instructional MaterialsCenter
Racine- Junior and Senior High School are InstructionalMaterials Centers Other schools in beginning stages
Wyoming- Casper Public School - beginning stages of Instructional Materials Center programs
Jackson- Jackson Elementary School
Powell Public Schools - beginning stages of Instructional Materials Center programs
Sheridan Public Schools-beginning stages of Instructional Materials Center programs X51 Regional F,Taa_StatiSutt-rla;Aps TART2 Type I.M.C. School Typ Type Type --0 LPIclurx Supervisors 7egional and 0 q -1 a) a) Ca 0 C/) r-10 r ..Zr:110 4-) 0 ri 0 State Code States 4-) o r- CIS rC C) , -, ,-1PO 0CD Z (I) t---J0 Z : CD0 4) ..-1 0 0 .0 - ,--1I i Cf3 0 (USOE) F! -t-) !.-i 0 ra f -) r-.1 .0r-i rc.) d ciro :) ..i r--: ..)r , )0 C)rye 0 90 0 -P 0 1 0 ' ..,-ri 7..., 4-3 c.) 0 ca 0 -1--I r-, 0 .,..... !-- ilt orth Atlantic F:f ENGUNr (6) o co-:-) '.>r-i ,--1 o <7.: .- 1 1-1-311-1-291-1-16 -4ew-iiaraiashiaamsaahusettsIlaine**Connecticut re 1 130 1 2/v-rf 1-1-551-1-491-1-39 VermAnt______Y,IDEAST (5) amonmil.. - l.m. .2 1 1-2-181-2-17 , Distrizt-of-Coluzahia_Delaware- 3 1 1-2-401-2-30 4ary1and Ta__ 13 1 _5 1-2-481-2-42 Great Lekcs and PlainsGP EAT LIKES "nr k (5) 2 2 4 21 2 8 1 42 2-3-232-3-322-3-24 Ind Tana 4 2 25 13 5 3 3 2 21 3 4312 21 19114 2-3-592-3-45 *** v == NoPoE Echool ition librariesvacant 1;i recommended 1 1 as3 IMC 3 4 12 1 a310 2 1 CI) CO county ; r supero .W In -31 Town, City, at... h.)1-.1 T - _I) 4 -4 ery atm %NJ N A) H 1 = r; 1 Stat Assistant I "ci . ° Supervisor ....---:-.±171-LH L- H H 1-8 H H ' H. H ti) State --. A----T----i FN OD A.A.) ; ;CO i H School Library , 0 -.10 -. ! H 1 1-a H , H Undergraduate_ .... __ ; ..
. School Library ! c4 i I 4 Accredited I H 1..1 0,-.1 t.) 1 r.) 0 , Non- Graduate i 4 _.. _ ... . - ry f ; 1 1--, School Library 4._. J...... L.4 H ; i ,...... k A-cErseditea ----- . - ,HT-- , _.1..._ .... I l_yisited __H___1-__. H 1-8 1-8 repartment State Visited r.i.v.c. Ig/III PRO Recommended N fin also Schools and Cities Other ..1- Visited trbrary
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41) 44 Answered )uestionnaire Visited
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e -N3 cr CA 0' cr cp Co iTi 1--t 11 0 trj
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rn tz.; Lrt ON kJ) In H 0 lr.) O.0 -.3 03 .P- 4) 0 N 1-8 0 CI ct CD O N N W W Lk) -4- 1-8 1-8 N N N k...) 4- k.n lit 1 1 1 I I I I I SD a CI) 1 1 III I I I I OR SD Ct- 0 \ft lA lA lA kA lA LA LA LA lA M CD 0 - 1 1 111 1 1 1 111111111 LA) N N NNN N N Lk) %J.) l.A) 4.) .,) l.,..) Lk) l..t) ..) S TALL: 17 (Continued 1.11. C. School Libraries Regional and State Summaries 4-) EducatiMbra rc, rY on43 SupervisOrE ti1 3 ' Pegional F-4O0 r4..c.1-4 0)04)04-) f0 se--:.rcZ 6-4I .1-+ .0 ,-44.)4)0 0 .) 0 r-Ie0 0 -aSZ)Cr)P F-4 StateCode and States C-VCP4alN a) (t) o o 0 313:$ -1-)g-Io0)4) w 0o aSz°3 t g U) 4-t Pc, 0copi 4-1 0 g g co X .2 .04 e >5 (USOTT) 4-)4).1-4 ri4:6CD 4-) w O ri(1)7,-,0 ,00 0423 1-4$4,0 Z ro 1-4Z0 01.4oc.)vr--I0 0..0 0 0v °At'b01.4f.4 (64-1 kw 0 (Di to >E 4-)Z c6 (1) CO(0 4tS -4) Jest and southwest SOUTT:EST (4) cr1 , .M1. +=NW0f-tO 1-4---- 0 Chapter VII, but it points up the possible correlationbetween school libraries functioning as IMC libraries and library education available in the state. Table 17 does show that eighty-two percent of the stateshave made some progress in developing school libraries asmedia centers and thirty-four percent of the states have examples of outstanding school library programsof service and resources to support quality education in the schoolsof today.These schools are found in all types of communities - large and small,in all sizes of schools, and at all levels from the elementary to thehigh school, and any combination of these. There can be little doubt that the trend is towardthe school library functioning as a media centered program of servicesfor both faculty and students. Well developed programs and excellent leadership is to be found as well as programs that are rapidly expandingtheir collections and facilities to meet this new concept of resources and services.Some schools are being remodeled and are inbeginning stages of becomingmaterial centered libraries. New schools are incorporating this concept into theirplans. There are varying combinations of physical andadministrative organizations but they are developing good programs of service and resources.The school library of today is moving out of a book centered programof service to a multi-media resource center. CHAPTER IV CHARACTERISTICS OF QUARTERS AND RESOURCES FOUND INSCHOOL LIBRARIES Over the past fifty years, school librarieshave been expanding their programs of services, and havebeen adding many types of learning resources to their collections. This has necessitated the planning of library quarters to house the newer media and equipment and toprovide for the individuals small group, and large group needs of students and faculty.As a result, teachers and librarians need more bibliographic guides toassist them in selecting the teaching resources needed in modern schools.The need to change administrative practices in budgeting, purchasing, organizing, and servicing the many types of materials now found in the school libraries has been recognized. Along with changes in the individual school library have come changes in school organization and the development of larger units of school administration leading to the need for cooperative plans and system-wide practices. Supervisory or consultant staff for a school system usually includes a school library specialist to develop and expand the library programs in the individual schools. In southern states where the county or parish pattern was found to be identical for political and school districts, the supervisory staff was responsible for the schools in the total county. Large metropolitan cities were usually separate, however. In other parts of the country the aup3rvisory staff was responsible for school systems whether organized on a 6-3-3, 6-2-4, or 6-6 plan. There were a few states such as Arizona, Illinois, and California where the four year high school was in a separate district and the supervisory staff was not responsible for the support of school library programs, but in one or two systems the support was shared with the public library, and the supervisor was on the public library staff. These were exceptions. Some other patterns of change in administrative practices have occurred because of variations in buildings. Increased school enrollments and popu- lation mobility have resulted in the construction of many new school build- ings and new types Df building. Many of the participants in this study have school libraAes designed as laboratories for purposeful learning activities. Schools with enrollments of 300 or more pupils include areas in their libraries that reserve space for reading, viewing, and listening activities by individual or groups; exhibits, office, work, and conference needs; production of materials; and storage and stacks for printed and non- printedlearning resources and equipment that are either school owned, rented, or borrowed. Space also is made available for professional re- sources and work needs of teachers. Newer buildings provide the required space for pupil learning activities where new methods. of teaching and new media of instruction are available. Flexibility and expansibility are features of many of these new school libraries. In some of the new elementary schools found in Florida, Maryland, North Carolina, and Virginia, the space areas were being planned to accommodate learning; activities that included large and small groups working together. Provisions were being made for ability grouping of children for study and work projects. Classroom and study areas were planned for the use of television, electronic learning devices, and programmed materials. Space and equipment as well as resources were being provided to make use of a wide variety of reference materials, including audio and visual resources for problem solving, and to make possible experience opportunities that would be meaningful to the child. Table 18 lists in rank order the number of elementary, junior and senior high school libraries that provide areas for servicing the instructional needs of pupils and teachers using the library resources.Information had -167- TABLES 18 Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Schools Returning Questionnaires Quarters of the 197 77 150 Instructional Materials Elementary Junior High Senior High Center Schools Schools Schools Types of Holdings Types of Holdings Types of Holdings Checked by Each Checked by Each Checked by Each School School School Number of Rank Number of Rank Number of Rank Schools Order Schools Order- Schools Order Reading Room (200-550) 98 (1) 21 (7) 43 (8) Workroom 84 (2) 52 (1) 109 (1) Office Area 63 (3) 49 (2) 98 (2) Storage Area 50 (4) 25 (6) 57 (6) Reading Room (500-1000) 46 (5) 40 (3) 82 (3) Circulation Area 38 (6) 30 (5) 56 (7) Conference Room 37 (7) 19 (8) 63 (5) Periodical Storage Area 31 (8) 36 (4) 76 (4) . Library Classroom 20 (9) 5 (16) 32 (12) Faculty Drofessional Library 19 (10) 18 (9) 39 (10) Lounge and Display Area 16 (11) 9 (13) 23 (15) Preview and Video Laboratory 15 (12) 16 (10) 42 (9) Maintenance and Service Areas 11 (13) 4 (18) 16 (18) Rest Rooms 11 (14) 2 (21) 19 (17) Listening Room 10 (15) 6 (14) 20 (16) Study Cubicle 9 (16) 3 (19) 12 (21) Kitchen Facilities 9 (17) 1 (23) 3 (26) Dark Room 8 (18) 13 (11) 26 (13) TABLE: 18(Continued) Comparative Table(s) of Instructional Materials in School Libraries Number and Typesof School Returning Questionnaire Quarters of the 197 77 150 Elementary Junior High Senior High Instructional Materials Schools Schools Schools Center Types of Holdings Types of Holdings Types of Holdings Checked by Each Checked by Each Checked by Each School School School Number of Rank Number of Rank Number of Rank Schools Order Schools Order Schools Order Outdoor Reading Room 5 (19) 3 (20) 6 (23) Listening Stations 5 (20) 5 (17) 23 (14) Materials Production Area 3 (21) 6 (15) 15 (19) Dumb-waiter, Elevator 3 (22) 1 24) 14 (20) Television Studio 2 (23) 0 (26) 4 (25) Speech, Drama, production Area 2 (24) 0 (25) 8 (22) Language Laboratory 1 (25) 9 (12) 34 (11) MicrofilmReader Space 0 (26) 0 (26) 6 (24) been sought regarding the numberof square feet provided for each area,but time did not permit the chartingof this information.Visits to the libra- ries, however, did reveal that newlibraries are larger and are planned functionally whether they are in onestory buildings, in campus units on a large spacious school site, or in aschool-within-a-school plant. Twice as many elementary schoollibraries in the study were foundin schools with enrollments under500 than in schools with larger enrollments. This follows the generalrecommendations for elementary schools. Larger schools have more depersonalizationbetween teacher and pupil. Smaller schools, rather than larger schools,and primary grades housed in areas separate from the intermediate classesand with their own play areasseemed to be the prevailing pattern. Schools constructed in the form ofseveral units had open or enclosed corridorsand walkways, depending on the cli- matic conditions of the area. In many schools the expensivefacilities such as cafeterias, auditoriums,gymnasiums, and libraries were sharedfacil- ities. The arrangement of the library areaitself in elementary schools usually provided for the needs oftwo age groupings - primary andintermedi- ate grades. In a few cases there wereseparate reading rooms, but in most libraries the division was made bythe use of counter height or stack height shelving for dividing the room into areas. One or two elementary school li- braries were in cottage type buildingswith two, three, or four rooms for the younger children, and with asmall school library. In the schools with grades 1 to 12, there was usually a separatereading room for the elementary school children. In approximately half ofthe elementary school libraries, and these were usually in the newerschools, provision was made for a workroom area. The latter might be shared by thefaculty and by the office staff depending upon the location of thelibrary. The work-storage area of some of the libraries was planned in connectionwith the teachers' workroom and the -160- duplicating areas of theschool office. Facilities and equipment were used to make for more interchangeably by faculty andstaff to reduce costs and Duplicating machines needed byoffice and efficient utilizationof equipment, teaching staff also wereused for makingtransparencies for the classroom. in notebook and Pupil-made transparencies gaveevidence of library research project activities. Tieeelementary schools hadmaterials production areas, facilities at while eight Lad dark roomfacilities. Xany schools had such staff to handle the district instructionalmaterials center where there was production of slides, films,and transparencies. In many of the elementaryschool libraries, theworkroom served as the office and storage area forperiodicals and audio-visualequipment and provision for this arrangement so resources, The thecklist did not make If separate rooms were pro- some of the figuresin Table 18 are misleading. vided they were checked, butall school libraries visitedhad workroom and storage space even if it werelocated in some other part ofthe school such as Since central processing a corridor,closet, or in the administrativeoffices. libraries, the amount of workroom space was providedfor many elementary school where all pro- that was required for theselibraries was less than in schools ccoming of books was handledh: the school librarian. There was, however, still a need for workroom spacefor preparing exhibits, mending,clipping, mounting pictures, and handlingaudio-visual materials and equipment.Most libraries had such space, butrunning water was not alwaysavailable in the work area. The seven areas found mostfrequently in the library quartersin each type of the 424 librariescoded were a reading room, workroom,office area, storage storage area, circulation area,conference room(s), and periodical conference rooms provided in high area.As might be expected there were more Make. 1 See Appendix A. school libraries than in elementary or junior high school libraries. Some of the conference rooms in elementary school libraries were being used as special reference areas for small group use. In selecting a few other items for comment, as reflected both in the tabu- lations and through visits made to school libraries in many parts of the country, it is significant that preview and listening areas were found in each type of library, as were dark room facilities, production areas, and individual study carrels. In many of the newly planned school libraries, rest room facilities for staff members were provided for when the library was located in a separate building, as would be expected, as well as when it was a wing of a school plant. In parts of the country where favorable weather conditions prevail, outdoor reading areas were found. Only a very few schools had their own tele- vision studios. In the elementary school they were usually found in city systems and serviced more than one school. 171 few were found in the independent suburban high school or in laboratory schools for the use of a particular school alone. Language laboratories as complete electronic units were found in high schools.One elementary school, where foreign languages were taught as early as the third grade, had an electronic unit.Foreign languages in the elementary school were often taught by television lessons, filmed programs, and taped recordings. Microfilm reader space was checked for high schools since some had periodical holdings on microfilm. All of the twenty-six iLms listed in theChecklistwere found in at least three high schools, all but microfilm reader space was found in at least one elementary school, and all but a television studio, a speech, drama and production area, and microfilm reader space were found in junior high schools. The comparative charts in Table 18 show great similarities in elementary, junior high, and high school libraries throughout the country, and indicate that functional quarters were found in many of the schools. In states such as ../SMOMI 1 -142- See Appendix A, p. 30. Florida, all new schoolsmust be planned withfunctional school library quarters advantage of the to service an instructionalmaterials program, thus taking services newer trends andideas in providing forthe expanding resources and recognized as essential inschools today. The many resources listedin Tables 19, 20, 21 andthe equipment listed functional library quarters in new in Table 22 are beinganalyzed in planning out distracting noises and to and old schools. Acoustical controls to block that noise is a barrier to enhance the learningenvironment take into account Of course, it is easier hearing and concentrationand, therefore, to learning. The to provide these controlsin new schools than inolder school buildings. same is true in theinstallation of fully adequateradio and television an- Pupils of tennas wired to jacks in eachclassroom, study, and service area. all ages use a librarytoday for individual study,for reference use of materials, for checking out books,for browsing and recreationalreading, for using the card catalogs, forviewing filmstrips, for listening to astory exhibits, and for hour program, for viewingtelevision programs, for planning completing lessons on the useof library materials. Areas to carry out these activities a7e a part of ecme of ourschool libraries today. Since it can be taken forgranted that books, periodicals,and newspapers in varying quantity andvarying quality are found in all schoollibraries, further analysis of these resourceswill not be made. Table 19, however, compares the holdingsof elementary, junior high, andhigh school libraries for ten types of ephemeral materialsusually found in vertical file boxes, drawers, or cabinets. The tabulations taken from424 checklists show a re- markably similar pattern for all typesof schools with the exception of voca- tional materials and college catalogs.As would be expected, these rank higher in junior high and high schoollibraries than in elementary school -163- TABLE: 19 Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Schools Returning Questionnaires Types of Vertical File Materials 197 77 150 Elementary Junior High Senior High Schools Schools Schools 111..../ Type of Holdings Types of Holdings Types of Holdings Checked by Each Checked by Each Checked by Each School School School Number of Rank Number of Rank Number of Rank Schools Order Schools Order Schools Order Pamphlets 130 (1) 54 (1) 124 (1) Pictures 117 (2) 39 (5) 74 (5) Maps 114 (3) 47 (3) 93 (3) Clippings 80 (4) 34 (7) `)9 (6) Charts 76 (5) 34 (6) 48 (7) Framed Pictures 67 (6) 13 (9) 32 (9) Local Resource Information 55 (7) 14 (8) 32 (8) Catalogs 37 (8) 46 (4) 93 (4) Human Resource Files 35 (9) 9 (10) 24 (10) Vocations 28 (10) 51 (2) 101 (2) 1 clippings, and charts are found in most libraries. Pamphlets, pictures, maps, school libraries while only someof the libraries have made availablefiles of local and human resourceinformation. But with the trend toward more and more use of community resourcesin instruction, there is need for acentralized file that would be of use in planningfield trips and excursions, and of use in learning the names of personswho might be interviewed or who mightbe brought to the classroom to explain somephase of a problem or subject. The names of key resource persons who could becontacted for telecommunication purposeswould also be of value to teachers in planningunits of instruction. Information to help in planning trips to museums, inproviding work experiences for students, and in planning for student involvementin community projects are but a few of the services provided by some of theschool libraries through their resource information files. The card catalogs of many ofthese school libraries have referral cards in the card catalog to subjectheadings found in the vertical files for the ephemeral pamphlets, clippings, and maps. As material is weeded from the files and new material is added, thecatalog cards remain the same unless a subjectis no longer of use. New subject headings can easily beinterfiled as new topics are added. Often the subject cards are on coloredcards in order to identify them easily as material of a nonbook nature, When colored cards are used, each color represents a different mediasuch as recordings, filmstrips, slides, or pamphlets. Rather consistent patterns of theholdings of professional materials for teachers and librarians are found in elementary,junior high, and high school libraries as shown in Table 20.This chart lists in rank order the nineteen items listed on page 20 of theChecklist and as checked by the 424 schools. The first ten items includingprofessional books, professional magazines, 1 See Appendix A. TABLE: 20 Comparative Table(s) of Instructional Materials in School Libraries Number and Typesof Schools Returning Questionnaires Types of Professional 197 77 150 Materials Elementary Junior High 1 Senior High Schools Schools Schools Types of Holdings Types of Holdings Types of Holdings Checked by Each Checked by Each Checked by Each School I School School Number of Rank Number of Rank Number of Rank Schools i Order Schools Order Schools Order Books 139 (1) 58 (1) 106 (2) Magazines 139 (2) 57 (2) 106 (1) Library Professional Tools 112 (3) 40 (4) 83 (3) 1 Publishers' Catalogs 102 (4) 42 (3) 70 (5) Supply Catalogs 97 (5) 38 (5) 75 (4) Pamphlets 81 i (6) 35 (6) 53 (7) Bibliographies 68 (7) 28 (8) 56 (6) Curriculum Guides 60 (8) 28 (7) 41 (8) Locally Prepared Course of Study 49 (9) 21 (11) 38 (9) Published Course of Study 45 (10) 26 (9) 34 (11) Resource Units 38 (11) 16 (13) 21 (16) Sample Textbook Collection 36 (12) 26 (10) 23 (14) Floor Plans 3-1 (13) 13 (15) 36 (10) Local Resource Units 26 (14) 9 (18) 15 (18) Educational Books 25 (15) 10 (17) 21 (15) Sample Tests 25 (16) 4 (19) 16 (17) Filmstrips 24 (17) 17 (12) 26 (13) Research Studies 19 (18) 13 (14) 27 (12) Films 8 (19) 13 (16) 12 (19) Library professional tools; publishers' catalogs, supply catalogs, pamphlets, bibliographies, curriculum guides, locally prepared courses of study, and pub- lished courses of study are to be found in all types of school libraries and in approximately the same rank order. Somewhat less consistent rank order is found in the other nine items, but all of the categories are found in all types of libraries. The other nine categories include resource units, sample text- book collections, floor plans, local resource units, educational books, sample tests filmstrips, films of a professional nature, and research studies. Since the elementary schools visited tended to make more use of nonbook materials and to use more of the newer methods of instruction than did the high schools, it is noteworthy that published and locally prepared resource units more frequently were found in elementary schools than in high schools. Resource units represent a reservoir of plans and materials for teaching a large unit of a subject. In the elementary classrooms visited, there was evidence of carefully planned units making use of textbooks, maps, globes, supplementary book, pamphlet, and picture materials as well as exhibits, bulletin boards, realia, audio-visual aids, student activities, culminating activities, testing, and evaluation devices to bring more meaning to the subject matter under dis- cussio-. The skillfully integrated use of these materials by both teachers and pupils gave evidence that these materials were easily available and were familiar to them. Science classes as well as English, history, and social studies classes at the high school level also seemed to make more use of book and nonbook materials than did some of the other departments. In the school systems that had district materials centers, much of the professional materials=servicedfrom that center and supplemented what was found in the individual school libraries, but provision of a wide variety -167- of professional materials for faculty use wasshown to be accepted as the responsibility of school libraries that serves& as aninstructional materials center. For over twenty-five years, audio-visualmaterials have been available in our schools and have been serviced by someof the school libraries for longer periods than that. However, since the 1950's there has been increasing use and need for more typesof nonbooL materials in teaching. The national standards for school libraries in 1945 and again in1960 defined the role of the school library for securing, organizing andservicing all types of teaching materials as a part of the library program ofservice. As Federal monies have become available to schools for the purchase ofthe more expensive equipment and resources for newer teaching methods, more and moretypes of audio-visual materials have been developed for use in schools at allgrade levels. Materials to assist in individual learning situations, toenrich and clarify ideas pre- sented in textbooks, and to provide supplementarywork are all a part of the instructional materials available today for usein schools. Many sources were usedih.compiling the list ofthirty-two types of audio-visual resources listed on pages 18 and 19 of thechecklist' The audio- visual holdings of elementary, junior high, and high schoollibraries are arranged in rank order in Table 21, and show the wide rangeof resources that are to be found in some of our schools.Filmstrips, globes, maps, disc re- cordings, and 16mm films have been in use in schoolsfor many years and head the list in all grades. A few highly specialized resources such aseducational toys and felt Li flannel boards are more apt to be found in elementaryschool libraries than in high school libraries. On the other hand, more models, tape recordings, transparencies and 3 1/2"x 4" slides are found in thehigh and junior high school libraries. Microcards were not found in any of the schools See Appendix A. TABLE: 21 Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Scho.ls Returning)uestionnaires 197 77 150 Types of Audio-Visual Elementary Junior High Senior High Materials Schools Schools Schools Types of Holdings Types of Holdings Types of Holdings Checked by Each Checked by Each Checked by Each School School School Number of , Rank Numberoff Rank Number of Rank Schools Order Schools Order Schools Order Filmstrips 147 (1) 127 (1) Globes 144 (2) (2) Maps 115 (3) Disc Recordings 110 (4) (4) Films (16mm) 105 (5) 40 (6) 103 (3) Letter Sets 105 (6) 47 (4) 77 (6) Charts 68 (7) 31 44 (10) Educational Toys 66 (8) 14 12 (24) Slides (2x2) 62 (9) 27 22 (16) Tape Recordings 59 (10) 37 83 (5) Felt and Flannel Boards 59 13 9 (26) Study Print Sets 56 (12) 21 36 (11) Posters 55 (13) 24 28 (13) Models 52 (14) 30 (9) 54 Framed Pictures 49 (15) 11 (18) 25 Realia 44 (16) 15 (14) 22 Microslides 26 (17) 5 (22) 12 Resource Kits 23 (18) 5 (24) 18 (19) -.46-r4ic 9 TAIE:21(Continued) Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Schools Returning Questionnaires 1 197 77 ! 1P0 Types of Audio-Visual Elementary Junior High Senior High Materials Schools Schools Schools Types of Holdings Types of Holdings TypesofHoldings Checked by Each Checked by Each Checked by Each School School School Number of, Rank Number of Rank Number ofl Rank Schools Order Schools Order Schools Order Museum Objects 22 i (19) 10 (19) 19 (17) Materials for Display 20 ; (20) 9 (20) 18 (8) i Diagrams 18 I (21) 7 (21) 12 t (23) ! Three Dimensional Effects 15 I (22) 5 (23) 12 i (20) Dioramas 14 (23) 1 (30) 11 (25) Slides (3ix4) 13 (24) 12 (17) 69 (8) Transparencies 10 i (25) 21 (13) 33 (12) Film (8mm) 6 I (26) 3 (27) 6 (29) Mock-ups 6 (27) 4 (26) 6 (27) Program Materials for 6 4 (25) 13 (22) Teaching Machines (28) Stereographs 6 (29) 1 (29) 3 (31) i Kinescopes (16mm) 2 (30) 0 (30) 3 ! (30) Microcards 0 (31) 0 (31) (31) Microfilm 0 (32) 5 (22) 0 (32) that participated in the study. It was surprising to note that noneof the high schools that werevisited and that had and usedmicrofilm for their peri- odical holdings checked this aspart of their holdings, while fivejunior high school libraries didcheck this category. Some of the other typesof materials that were often foundat the district materials centers but were checked aspart of the holdings of each of thetypes of libraries included realia,microslides, resource kits, museumobjects, dioramas, mock-ups, sterographsand 8mm film. Only those schools that had television studios had the16mm kinescopes. Since many of the high schools had reading laboratories, it was notsurprising that more of the hi 6hschools* than other schools had programmedmaterials for teaching machines;however, some programmedmaterials were also found in elementaryand junior high school libraries. No effort was made inTables 18 to 22 to indicate whetherthe types of materials listed were also foundin classrooms or were found available from the district materials center. Tabulations in Tables 18 to 22 includethose holdings that were checked as beingfound in the school library. Tables 1-15 indicate all of the places wherethe various types of resources areavailable to students and teachers.These generalized findings, however,bear out the specific implications noted in Chapter IIIwhich identified schools and noted their degrees of richness of bookand nonbook resources.Tables 19-21 also show the great variety of materialsavailable in schools and give someindi- cation of the quality of the resources. There is also an indication that teachers and librarians are alert to newermedia and that they are securing and processing them for use inclassrooms for group use and in librariesfor individual student use. Substantial decrease in the costof many of these newer media has also Special funds from governmentand led to theirincreased use inschools. expensive equipment andelectronic in- foundation grants forthe purchase of to conduct experimentsin the use of stallations haveenabled many schools teaching methods tohandle large groups more newer mediaand to develop newer experiments have been mostsuccessful while others effectively. Some of the methods of teaching.Many of the show no better resultsthan more traditional preparation hindered theeffec- schools visited indicatedthat lack of teacher that some of thetechniques had not tive use of much ofthe newer media and teachers felt thatsmaller classes and been successful. Many experienced would bring greaterreturns in student progress. moreindividualized instruction enriched resources madeeasily But all teachersinterviewed indicated that for easy use inclassroom and available in the schoollibrary and organized regardless of the library made itpossible to do moreeffective teaching methods used. equipment necessary to Unless there is the necessaryspecialized library essential in a school libraryof perform the tasks andservices considered machines, and recorders to usethe today, and unlessprojectors, screens, available, it would be oflittle use to expect newer mediaof instruction are instructional materials a schoollibrary to performits service function as an types of furnishings and center.A checklist of someof the most important compiled, and fixed equipment neededin a materialscentered library was Seventy-three types of equip- listed on pages 27,28, and 29 of theChecklist. these items mos found inTable 22 for ment were listed.The rank order of As has been the casein elementary, junior high,and high schoollibraries. cor.4stent pattern foundin all of Tables 19 to 21, therehas been a rather and one or two unex- the types of libraries. With a few obvious exceptions ilite basically the same for pected ones, the rankorder of items in Table22 -Ali& 1 See Appendix A. 7 2 TABLE: 22 Comparative Table(s) of Instructional Materials in School Libraries 'Number and Types of Schools Returning Questionnaire 197 77 150 Types of Equipment Elementary Junior High Senior High Schools Schools Schools ypes of Holdings Types of Holdings Types of Holdings hecked by Each Checked by Each Checked by Each School School School umber of Rank !Number of Rank Number of 1 Rank Schools Order Schools Order Schools Order Typewriters 161 (1) 69 (1) 139 (1) Chairs 159 (2) 67 (4) 130 (7) Tables 157 (3) 66 (C. 127 (8) Electrical Outlets 156 (4) 65 (8) 115 (16) Vertical Files 156 (5) 67 (2) 133 (3) Dictionary-Atlas Stands 149 (6) 65 (7) 138 (2) Book Truck 147 (7) 64 (10) 132 (4) Card Catalog 146 (8) 64 (9) 124 (9) Electric Stylus 143 (9) 57 (18) 105 (22) Shelving 143 (10) 58 (17) 114 (17) 16mm Sound Projector 143 67 (3) 124 (10) Circulation Desk 142 (12) 67 (5) 132 (5) Librarian's Desk 142 (13) 63 (12) 130 (6) Shelves for Magazines 140 (14) 59 (15) 120 (15) Paper Cutter 139 (15) 57 (19) 110 (20) Tape Recorder 133 (16) 63 (13) 122 (12) Record Player (3 speed) 132 (17) 59 (16) 120 (14) 97 Duplicating Machines 129 (18) 52 (23) (25) Work Counter 126 (19) 56 (21) 112 (18) 121 (13) Opaque Projector 121 (20) 64 (11) 1 7.1 TABLE: 22 (Continued) Comparalive Table(s) ofInstructional Materials in School Libraries Number and Types of SchoolsReturning Questionnaire 197 77 150 Elementary Junior High Senior High Types of Equipment Schools Schools Schools Types of Holdings I Types of Holdings Types of Holdings Checked byEach Checked !,y Each Checked byEach School School School Number of Rank Number of Rank Number of i Rank Schools Order Schools Order Schools Order (14) 122 (11) Sink 117 (21) 61 111 (19) Portable Wall Screen 116 (22) 54 (22) 95 (27) Projector Stand 113 (23) 56 (20) 8 (71) Shelves for Picture Books 111 (24) 3 (7C) (28) 103 (23) Telephane 109 (25) 48 73 (36) Television Set 109 (26) 32 (39) 95 (26) Filmstrip Projector (2x2) 103 (27) 47 (30) 84 (30) Cabinets for Filmstrips 100 (28) 41 (34) 74 (35) Tack Board 94 (29) 47 (31) (27) 80 (33) Microphones 90 (30) 48 58 (46) Shelving for Recordings 88 (31) 32 (40) (24) 108 (21) Stools 88 (32) 51 90 (28) Filmstrip Previewer 86 (33) 47 (29) 22 (48) 42 (50) Chalkboards 84 (34) (44) 18 (63) Flannel Board 82 (35) 24 69 (41) Portable Table 80 (36) 41 (33) 43 (32) 89 (29) Display Cases 77 (37) 72 (38) Electrical Extension Equipment 75 (38) 36 (37) 49 (26) 83 (32) Intercom-PA System 75 (39) 30 (41) 64 (42) Radio 75 (40) (35) 84 (31) Magazine storage Area 74 (41) 41 - oviiiik- TABLE: 22 (Continued) Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Schools Returning Questionnaire 197 77 150 Types of Equipment Elementary Junior High Senior High Schools Schools Schools Types of Holdings Types of Holdings Types of Holdings Chetked byEach Checked byEach Checked byEach School School School Number of Rank Number of I Rank Number of Rank Schools Order Schools Order Schools Order Filmstrip & 3ix4 Slide Projector 66 (42) 26 (42) 58 (45) Vertical File for Pictures 60 (43) 18 (56) 38 (52) Record Player - Hi Fi 56 (44) 40 (36) 70 (40) Science Demonstration Carts 55 (45) 19 (53) 30 (58) Overhead Projector 49 (46) 50 (25) 97 (24) Cabinets for Realia 39 (47) 20 (51) 24 (61) Copymachines 34 (48) 34 (38) 73 (37) Headphones for Listening 34 (49) 20 (50) 62 (43) aw....111111 Layout Tables 34 (50) 17 (57) 33 (56) =NAM Microprojector 34 (51) 23 (45) 35 (54) Slide Projector 34 (52) 23 (46) 47 (47) Camera 32 (53) 24 (43) 75 (34) Light Control 32 (54) 19 (52) 35 (55) Shallow Drawers 30 (55) 18 (55) 39 (51) Rack for Storage 28 (56) 18 (54) 35 (53) Magnectic Board 26 (57) 5 (68) 6 (73) Dry Mount 26 (58) 12 (59) 15 (67) Tachistoscope 24 (59) 23 (47) 47 (48) Locker 23 (60) 12 (60) 31 (57) Cabinet for Slides 21 (61) 8 (66) 27 (:;0) TABLE: 22 (Continued) Comparative Table(s) of Instructional Materials in School Libraries Number and Types of Schools Returning Questionnaire 197 77 150 Types of Equipment Elementary Junior High Senior High Schools Schools Schools Types of Holdings Types of Holdings Types of Holdings Checked byEach Checked by Each Checked by Each School School School Number of Rank Number of Rank Number of ! Rank Schools Order Schools Order Schools Order Portable Storage Cabinets 18 (62) 10 (62) 19 (62) Drawer for Transparencies 16 (63) 8 (65) 8 (70) Electric Eraser 16 (64) 12 (61) 44 (49) Laminating Equipment 15 (65) 9 (63) 17 (65) Map Cases 14 (66) 9 (64) 27 (59) Electric Board 11 (67) 2 (72) 7 (72) Listening Posts 11 (68) 16 (58) 59 (44) Teaching Machines 9 (69) 5 (69) 16 (66) 8mm Sound Projector 8 (70) 3 (71) 13 (68) Language Laboratory 5 (71) 21 (49) 72 (39) Readers for Microcards and Microfilms 1 (72) 1 (73) 11 (69) Blue Print Case 0 (73) 6 (67) 17 (64) -17n elementary, junior 1,igh, and high school libraries. Shelves for picture books, flannel boards, and magnetic boards are not found in most junior high and high school libraries, while sink$ with running water, overhead projector..., cameras, listening posts, copying machines, language laboratories, blue print cases, and microfilm readers are less frequently found in elementary school libraries. Since a number of the checklists were not completely filled out, totals for some items do not show the true holdings in some school libraries. This is true for tables, chairs, card catalogs, shelving, and circulation desks. Yet over half of all the school libraries at each level have at least twenty-eight of the items on the list.These include equipment such as 16mm sound projectors, tape recorders, record players (3 speed), duplicating machines, opaque projectors, screens, projector stands, filmstrip projectors, cabinets for filmstrips, tele- phones, and television sets. The totals for these items would also be greater if all schools had completely filled out the schedule. No doubt the fact that fewer high schools had necessary electric cutlets than was true in the junior high and elementary schools was because, percentage wise, fewer high schools visited were in new buildings. Older buildings did not always have wiring that was capable of handling some of the electronic equipment used in some schools, and outlets were not always conveniently placed for use of projectors, record players, and teaching machines in the school library. Many schools ar' having necessary changes made in classrooms, study areas, and in the library, or are studying the problems involved. New schools have not always made plans to provide for these newer resources either, but some state departments of instruction now have provisions for approving school plans before buildings are started, and such recommendations are included. It was surprising that so many school libraries lacked n'itside and inter- com telephones, when so many of the services a library can perform today can be -1157- oe.rY supplemented by calls to local libraries, bookstores/ local resource personsin the community, to cite just a few examples. Some of the equipment noted in Table 22 was being taken care of with plannedcapital outlays to provide for these items and by designing and building special storage cabinetsin the school shops. This was done in many schools and some imaginatively designed construction work was found. Book trucks with special cabinets, work areas, pull out shelves, and cabinets on wheels were a few of the itemsobserved. Even though some of the checklists were not completed, a veryconsistent pattern emerges and tallies with visits made to the schools. The tables clearly show that school libraries are in varying stages of acquiring multi- media resources and equipment and that some of the schools have a greatdeal of learning resources for both pupils and teachers.All of the schools have some of the nonbook resources and aredeveloping their library programs to encompass the instructional materials conceptof service. Judging from some of the letters that were sent with the returned checklist, the schedules were found to be helpful in planning for future budget requests and in assessing the quality of present holdings. The checklists were serving as guidelines for future purchases and requests. Some of the schools had other items in their libraries that were not on the checklists, but there was not time to add these to the tabulations. No listing could ever be complete since new products appear on the market each month. But efforts were being made in new or old, large or small school libraries to provide functional space and facilities and equipment to house and service the available resources. CHAPTER V ADMINISTRATIVE PRACTICES ANDSERVICES IN SCHOOL LIBRARIES Bibliographic Gues Available Along with the developmentof many types of libraries inthe United the need for States to service children, youngadults, and adults has grown and manuals to assit many bibliographictools, indexes, guides, catalogs, Some in the selection of multi-mediamaterials now found.tn theselibraries. of the selection aids have beenavailable to libraries for many yearsand have been developed by the libraryprofession in cooperation with the H. W.Wilson Company and the R. R. BowkerCompany as well as with theprofessional educa- tional organizations such as the NationalCouncil of Teachers of Englishand been more the American Library Association.Guides to nonbook materials have difficult to keep up-to-date andto find reliable evaluativeinformation con- cerning them. Nevertheless there have been basicguides that have assisted librarians and teachers inlocating teaching materials to meetthe curriculum of needs and individual needs ofstudents. Newer guides are now in process publication while some of the olderindexes are no longer available for locating current materials. In attempting to evaluate theholdings of libraries that participatedin the status study it was decidedto include in the Checklist a shortand representative listing of nineteenbibliographic tools that are commonlyfound in school libraries and thatrepresent indexes to the various typesof re- sources suchetebooks,free tapes, curriculum materials,filmstrips, paper- reference bound books,textboog'newer educationalmedia, and current books and sets. Information was sought as to whetherthese guides and indexes were located in the school library,in some other area of the school, or were available from the districtinstructional materials center, and whetherthe 1 See Appendix At pp. 22-23. selection guides were checkedregularly by the library staff, byteachers, to and/or by the audio-visual specialist. IBM tabulations made it possible compile charts for the libraryholdings of 162 elementary,14 elementary - junior high, 75 junior high,26 junior-senior high, 18 grades 1-12 school libraries, and 23 districtinstructional materials centers. In each of the charts in Tables 23 to 29 thebibliographic tools are arranged in rankorder as to the numberof tit1Lc had in ,azli of thosetypes cf school libraries. In compiling the list ofbibliographic sources for selectingthe various types of materials many sources wereused but only a selected list was chosen. No effort was made to make aseparate list for each typeof library. The list 22-23 of the eheck- is a composite one. The nineteen titles are found on pages list. Most of the 162 elementary schoollibraries or 94% of them use the Children's Catalog and its annualsupplement as a basic selectiontool for library books.Table 23 shows that only9% of the teachers, and 2% of the audio-visual specialists check thisselection guide regularly but that76% of the school librarians do check it. This might give a clue as to why some librarians indicate that teachers do notmake as extensive use of the booksin the library as they could. In schools where the greatest use wasmade of the school library, indications weregiven that teachers did assist in book selection. Another well known publication, the BasicBook Collection for Elementary Grades, which is revisedat intervals, was found in 75% of the elementary school libraries and in21% of the district centers.Six percent of the librarians indicated that they checkedthis guide regularly even though it appears infrequently. On the other hand, 61% of these librarieshad the Educator's Guide to Free Tapes, Scripts, andTranscriptions as did 25% of the district centers and this guide was checkedregt4rly by l7% of the librarians -10o- See Appendix A. TABLE: 23 Bibliographic Tools Used in the Selection of Instructional laterials in 162 Elementary School Libraries Located i Located in Available Checked Regularly by Staff Bibliographic Tools arranged in Rank Order No.SchoolLibrary % I No.SchoolAreaSome inOther % No.DistrictfromI.M.C. % No.Library TeachingNo. Audio-VisualNo. 1. Children's catalog 152 94 On11 MMI Mo. 11 7 123 76 i 14 9 4 2 2.3. Educator'sandBasic transcriptions book guide collection to free for tapes, elementary scripts, grades 121 99 6175 5 13 4134 2521 76 9 47 6 26 16 2 1 5.4. Educator'sFilmstrip guideguide to free curriculum materials 5469 3343 9 6 6352 3932 4650 2831 2434 2115 21 8 513 wA667. '6. Educator'sStandard catalog guide tofor free high films school libraries 4253 2633 31 .6 2 3051 1932 4350 273l 3 7 4 2 1 .6 8. Bulletin of the center for children's books 1 34 21 7 4 56 35 34 21 19 12 11 7 9. 1 10. Strang:Educator's guide to free filmstrips Gateways to readable books 41.111 3132 2019 48 25 4655 2834 2829 1817 16 1 10 11 1 7.6 12.11. PaperboundBasic book books collection in print for junior high grades 2126 1316 17 1 .611 4248 2630 2330 1419 18 3 11 2 31 2.6 11.13. SnecialHeaton: bibliographies Reading ladders for human relations j 1718 11 51 3.6 4925 3015 1715 11 51 3.6 15. Textbooks in print 411101, 17 10 2 1 35 22 21 13 2 1 I1I IMO 41.0 16. slides,films,Rufsvold: filmstrips,television Guides to phonorecords, radio, newer educational media; 8 5 1 .6 50 31 13 3 2 3 2 Bibliographic Tools Used in the Selection of Instructional Materials in 162 Elementary School Libraries TABLE: 23 (Continued) Bibliographic Tools Arrarwed in Rank Order SchoolLocated in SomeLocated Othe i Availablefrom Checked Regularly by Staff No.Library % No.SchoolArea in % 1 DistrictNo.I.M.C. NLibrary I . % TeachingNo. % No.Audio-Visual 18.17. BooklistEducational and filmsubscription guide books bulletin 36 24 5 3 35 5 22 514 93 3 .6 2 11111 41 19. Basic book collection for high schools 2 1 5 3 34 21 9 6 SNIP 411MS.111. No. and % - number and per cent out of 162 Elementary School Libraries (,) and by 16% of the teachers. The Educator's Guide to FreeCurriculum Materials, and the Filmstrip Guide were foundin L3% and 33% of the librariesand were checked by 31% and 28% of thelibrarians, and by 21% and15% of the teachers. by It would seem that nonbookselection aids were checked more carefully teachers than were book selectionguides. This is no doubt due to the fact that some of these resources arerented for classroom use only and areordered through the central school office orthe district center. Some audio-visual specialists regularly check the FilmstripGuide, the Educator's Guide to Free Filmstrips, and the Bulletin of theCenter for Children's Books morefrequently than any of the other selection aids,but the percentage that check any of these selection aids at the elementarylevel is very small. Many of the highly specializedlists are found more frequently at the dis- trict instructional materials centers,and especially those for the junior and senior high school levels where a more completelist of selection aids are also available for the use of staff members.This is particularly true of Textbooks in Printspecial bibliographies, paperbound Books in Print, theBooklist, and Rufsvold's Guide to Newer Educational Media. It is interesting to note at the elementary level that the guides to free materials are mostextensively used for films, filmstrips, and tapes, and that all of the titles arefound in at least two elementary school libraries. Although no information was asked as to whether the majority of the re- sources found in the school libraries were selected from basicselection guides, yet the fact that at least six of the selection aids were found in over a third of the libraries, that all but two were available from15% to 39% of the district centers and that all but six were checked regularly by 11% to 76% of the school librarians, would indicate that elementary school librarians do use basic selection aids in locating materials for purchase. Lack of teacher use of these aids often results from their lack of knowledge of such aids in -103- teacher preparation programs at thecollege level and because librarians make little effort to route these publicati.oristo teachers or to enlist their help in the selection process. The schools that include thefirst eight or nine grades in one school have a differendt ranking of the .A.ectionguides. Table 24 shows that 79% and 71% of these school librarieshave the Basic Book Collection for Elementary Grades, and a Bac:I::: Book 00112ot:ionfor Junior High Grades, while 50% have the Educator's Guide to Free Curriculum Materials and theEducational Film Guide. From 43% to 71% of the librarians, and from145 to 21% of the teachers and the audio-visual specialists check these guidesregularly. The Booklist, the Filmstrip Guide, and the Children's Catalog arealso regularly checked by teachers and librarians. Seven of the specialized guides are more apt to be found at the district center than in theschool library but are regularly checked by one or two librarians. Fewer of the guides to free non- book materials are checked by these schools, while threeof the aids are not checked as being found in any of these libraries butall of them are found at at least one or more district centers Table 25 shows that more of the selection guides areto be found in the 75 junior high school libraries than was true in the other two types of school libraries.All of the selection aids are found in at least17% of the school libraries and fourteen are found in from 35% to 89% of thelibraries. The three basic book selection tools are not onlyfound in over 82% of the libraries but are regularly checked by 74% to 81% of the school librarians and by 9% to 22% of the teachers. These selection aids are the Basic Book Collection for Junior High Schools, the .LCIgtaloforiiihSchoolStandar Libraries, and the Children's Catalog. The guides to free films, filmstrips, and to free curriculum materials are checked more regularly by teachersthan are some of the other selection aids but allof the selection guides are -184- Bibliographic Tools Used in the Selection in 14 Elementary-Junior High School Libraries TABLE: 24 of Instructional Materials SchoolLocated int Located in 'Available Some Other in Districtfrom Library Checked Regularly by Staff Teaching Audio-Visua Bibliographic Tools Arranged in Rank Ordit 'No. Library SchoolAreaNo. t No.I.M.C. No. No. No. 1. Basic book collection for elementary grades 11 79% 1 -- 61=11,% 5 %36 i10 71% 1 2 :4% 1 7 2. Basic book collection for junior high grades 10 71 11=11,11=11 11=11 61=11 29 i 8 57 2 14 .1111111 61=11, 61=11, 61=11, 3. Educator's guide to free curriculum materials 7 50 61=11, 11=11 61=11, 61=111 21 4 29 2 14 2 14 4. Educational film guide 7 50 ,11=11,1 61=11 21 i 6 43 3 21 2 14 45. Special bibliographies 6 43 61=11, 11=11 61=11, 61=11 7 5 36 -- 61=11111=11 ONO Ma 11=11,11=11 Vp. Standard catalog for high school libraries 6 43 61=11, MIR MP 4 29 43 111M11 SIM 61=11, 61=11, 8.7. BooklistStraag: and subscription books bulletin Gateways to readable books 56 4336 MEV tIM 1 morme 7 34 2129 3636 2 14 11=1111=11 11=11 GIP 9. Bulletin of the center for children's books 4 29 11=11,11=11 2 14 29 1 61=11, 10. Filmstrip guide 4 29 gm, gm* 4 29 21 2 14 2 14 11. Paperbound books in print 4 29 1 7 1 2 14 7 11=11 11=11 11=11 11=11, 11=11 12. Basic book collection for high schools 3 21 11=111,11=11 61=11, 4 29 21 61=11 61=11, 611M11 61=11, MED 11=11 13. Educator's guide to free films 3 21 1 7 5 36 2 14 11=11 11=11 MD11=11 4e= MO 11=11, 11=11 14. Heaton:=MEM. Reading ladders for human relations 2 14 il=lt 2 14 1 1 7 =11 OMB 61=11, 15. Educator'sand transcriptions guide to free tapes, scripts. 7 1 7 21 1 7 1 =1 =f Bibliographic Tools Used in the Selection of Instructional Materials in 14 Elementary-Junior High School Libraries TABLE: 24 (Continued) Tools Arranged in Rank Order SchoolLocated in AreaSomeLocated in Other in DistrictAvailablefrom Checked Regularly by Staff 16. Bibliographic Textbooks in print No.Library 1 % 7 --No.School --% No.I.M.C. 3 % 21 --No.Library --% --TeachingNo --% Audio-Visual--No. --% 18.17. RufsvOld:films,Educator's filmstrips, guide to phonorecords, free filmstrips radio, Guides'to new educational media; -- -- 1 77 35 213b 21 14 -- -- 1 7 119. Children'sslides, television catalog -- _- -- 2 14 3 11 y oo' No. and % - number and per cent out of 14 Elementary - Junior High School Libraries 11 79 21 7 Bibliographic Tools Used in the in 75Junior High School Libraries TABLE: 25 Selection of Instructional Materials SchoolLocated in SomeLocated Other in Availablefrom Checked Regularly by Staff Bibliographic Tools Arranged in Rank Order Library SchoolArea in I.M.C.District I Library Teaching Audio-Visual 1. Basic book collection for junior high schools 66No. %89 MO al.No. ea% IND No. 6 % 60No. 81 % No.16 22 % No. 1 % 1 3.2. Children'sStandard catalog catalog for high =4, school libraries 6163 8285 21 1 3 11 7 15 9 5556 7476 78 11 9 21 31 4. Strang: 1111.11.11 010 115. Special bibliographies Gateways to readable books 5158 7078 1 1 11 8 1511 4845 6561 1812 2416 ImIr Iwo GOI-41 6. 7. Educator'sBooklist andguide subscription to free curriculum booksmaterials bulletin 3651 4868 52 73 1412 1916 3046 4061 21 3 28;4 5 11 7 10. 9.8., Filmstrip guide Basic book collection for high schools 3435 4647 4 5 1118 1524 3028 4138 155 20 14 1 19 1 II: EducationalPaperbound booksfilms inguide print 32 43 2 3 14 19 20 27 8 11 WNW WM WM 12. 30 41 Ow OW 20 27 30 41 16 22 12 16 13. TextbooksHeaton: in print Reading ladders for human relations 2728 3638 9 am am12 17 9 2312 1725 2334 16 7 21 9 IMOD 15.14. Educator'sEducator's guide guide to to free free filmstripsfilms 2326 3135 43 4 5 2422 3229 2119 2528 2219 2529 11- 1515 TABLE: 25 (Continued) Bibliographic Tools Used in the Selection of Instructional in75 junior High School Libraries Materials Bibliographic Tools Arranged in Rank Order SchoolLocatedLibrary int Located in Available! AreaSome inOther: from District 1- Library 1 Teaching Checked Regularly by Staff Audio-Visual 16. Basic book collection for elementary grades 22No. 30 SchoolNo. 1 % 1 No,14I.M.C. %19 No.19 26 No. 2 3 No. 1 % 1 18.17. Educator'sBulletin of guide the centerto free for tapes, children's scripts, books 2013 2717 MO Oa 3 MI Oa 4 23 7 '31 9 1119 2615 12 3 16 4 5 7 141.19.40 slides,RufsvOld:films,*filmstrips,and transcriptions television. phonorecords, radio, Guides*to newer educational media; 13 17 2 3 16 21 7 9 5 7 1 1 No. and % - number and per cent out of 75 Junior High School Libraries checked regularly by at least 3% of the teachers.More teacher involvement in the selection process is evident among these schools. Since more of the selection guides are found in these junior high school libraries fewer of them were checked as being available from the district in- structional materials centers, but all of them were to be found in at least six of the centers. There is also more involvement of the audio-visual specialists in the checking of most of the selection guides regardless of whether they are book or nonbook indexes. An analysis of the titles in rank order indicates that the guides that one might expect to find in the junior high school libraries are those so listedeamiiimbihere is more emphasis on the book selection guides than on the audio-visual aids but tin* all of the media are represented in the guides lit with less emphasis on free material and on books for children, and more on those for the older boys and girls. Surprisingly the listing of the same titles varies greatly in Table 26. On this chart for the 26 junior-seniol' high school libraries, one findsthat special bibliographies heads the list with 96% of them located in the school library and checked regularly by 73% of the librarians and by 19% of the teachers. Eleven of the titles are found in 50% to 96% of the libraries. Included among them are the Basic Book Collection for Junior Hi :h Schools, the Booklist, Strang: Gateways to Readable Books, Heaton: Reading Ladders for Human Relations, Paperbound Books in Print, and the guides to free curriculum materials, films, filmstrips, and Textbooks in Print.Probably due to oversight in checking, none of the 26 libraries checked as omdingtimStandard Catalog for High School Library, and the Basic Book Collection for High Schools yet 81% of the librarians and 23% of the teachers indicated ',hat they-checked the former regularly and 81% of the librarians and 15% of the teachers indicated that they checked the latter regularly. -189- TABLE: 26 Bibliographic Tools Used in the Selection of Instructional in 26 Junior - Senior High School Libraries Materials Located in Located in Available' I Bibliographic Tools Arranged in Rank Order LibrarySchool SchoolAreaSome Otherin DistrictI.M.C.from j 1Library....._ 'Teaching Checked Regularly by Staff_...._ Audio-Visual 1. Special bibliographies !No.I 25 96% j No. 1 % 4 No 4 %15 No.19 73 % No.5 19 % 2. Basic book collection for junior high schools 122 85 M11,11 4 15 18 69 4 15 1 4 3. Booklist and subscription books bulletin 121 81 11= 2 8 18 69 1 4 11=.1110 WIDOW 4. Strang: Gat ways to readable books 21 81 2 8 14 54 4 15 111, =WIMP 5. Heaton: Reading ladders for human relations 18 69 IMIP 2 8 11 42 5 19 11, 11111 CD=1..141:4 6. 7. Educator'sPaperbound guidebooks toin freeprint curriculum materials 1517 6865 1 44 52 19 8 11 42 85 3019 110 2 8 8. Educator's guide to free films 15 58 11,11 6 23 1 8 31 10 38 1 4 9. Textbooks in print 14 54 6 23 3 12 l 9 35 7 27 WNW 1111. 10. Educational film guide 13 50 ONIam 6 23 9 35 5 19 3 12 12.11. FilmstripEducator's guide guide to free filmstrins 1213 4650 1111. 1111.11, 55 1919 j 88 3131 78 2731 41 15 4 1?. Children's catalog 35 111MOND 4 15 9 35 8 1111 .14. 1 15. Educator'sandBulletin transcriptions ofguide the tocenter free for tapes, scripts, children's books 88 3131 4 53 1912 59 1935 41 15 4 ..1.111 1 ODOM 4 Bibliographic Tools Used in the Selection of Instructional TABLE: '6 (Continued) Materials in 26 Junior-Senior Hi:h School Libraries Located in' Located in Available Checked Regularly by Staff Bibliographic Tools Arranged in Rank Order SchoolLibrary AreaSome Otherin 4 Districtfrom Library i 1 Teaching 1 Audio-Visual 16. . Basic book collection for elementary grades No. 7 % No.School 1 % No.I.M.C. % No. % No. % No. % 17. films,slides,RufsvOld: filmstrips, television phonorecords, radio, Guides to newer educational media; 7 27 -- -- 4 3 12 26 238 -- 1 --23 ._ 1 _- 4 ') 18. Standard catalog for high school library , -- -- _-. .- 1 4 21 81 6 23 -- -- 11 i 19. Basic book collection for high schools ------2 8 21 4 15 No. and % - number and per cent out of 26 Junior-Senior High School Libraries 81 1 4 In the 26 junior-senior high school libraries, teacher involvement in the checking of the guides for all types of materials is seen with special emphasis on audio-visual materials.The audio-visual specialists at this grade level tend to check the special nonbook sourcesrather than book selection guides. A smaller percentage of the titles are to be found in the district centers and it is possible that there are fewer centers to service these schools.The schools are not :identified in these tabulations so no check could be made of this point. It is evident, however, that many selection tools are available and are used by librarians and teachers in the selection of the resources needed. High school libraries have been welL.established for many more years than have the other types of school libraries. It isnot surprising, then, that more of the selection aids are found in these libraries. Over fifty percent of the 103 senior high school libraries take at least ten of the nineteen biblio- graphic guides including references to books, paperbound books, films, and filmstrips. Mire teachers and audio-visual specialists regularly check these bibliographic sources than at any of the other levels. Although theStandard Catalog for Hi eh Libraries is found in95%of the high school libraries it is regularly checked by only 19% ofthe school librarians while 75%check the XtiALWLjcCol section for_eitSchoolsAand 71% check the1Zooklist.From 20% to 27% of the teachers regularly check at least nine of the bibliographic sources. These include specialbibliographissx woke in pr 1 film and filmstrip guides to rented and free materials, and guides to textbooks, free tapes, and transcriptions.These sane sources are checked by the audio- vieual specialists but all of the selection aids are regularly checked by one or more of the audio-visual specialists.This is probably due to the fact that many of the audio-visual specialists in the high school libraries are librarians with special preparation in the audio-visual field. These figures are repre- sented in Table 27. -192- Biblio raphic Tools Used in the Selection of Instructional Materials "'lBLE: 27 in 103 Senior High School Libraries Located in Located in Available Bibliographic Tools Arranged by Rank Order No.SchoolLibrary % No.SchoolAreaSome Other %in NoDistrictfromI.M.0 No.Library Checked Reguarly by Staff% No.Teaching Audio-Visual 1. Standard catalog for high school libraries 97 95 010111.1 10 10 19 19 2 3 1 .9 2.3. BooklistBasic book and collection subscription for bookshigh schoolsbulletin 8597 8895 4110,1111 1211 1211 6977 7175 1314 1314 56 65 4. Strang: Gateways to readable books 83 81 010110. 1 1 51 50 16 16 3 3 6.5. PaperboundSpecial bibliographies books in print 6979 7177 1 .9 1 121310 121310 5061 5260 2628 2727 26 26 7. Heaton: Reading ladders for human relations 61 60 Ole SIND 1 43 42 11 11 2 9.8. FilmstripEducational guide film guide 5459 5359 87 87 1910 1910 4037 2639 2624 2524 2625 25 11.10. Educator'sEducator's guide guide to to free free curriculum films materials 4749 4851 10 6 6 14 14 312? 3228 2525 26 1018 1119 13.12. BasicEducator's book collectionguide to free for filmstripsjunior high schools 41 3942 10 3 10 3 1615 1615 21 22 24 25 19 20 14. slidesfilms,Rufsvold: filmstrips, phonorecords, radio, television Guides to newer educational media; 4037 38 5 5 1413 1413 1428 1427 7 3 37 11 3 11 3 Bibliographic Tools Used in the Selection of Instructional Materials TA3LE: 27 (Continued) 103 Senior High School Libraries SchoolLocated in SomeLocated Other in' Available! from Checked Regularly by Staff Bibliographic Tools Irranged in Rank Order Library AreaSchool in DistrictI.M,C, Library 1 ' Teaching Audio-Visual 16.15. . Educator'sTextbooks inguide print to free tapes, scripts, No.33 34% No. 7 % 7 No.15 15% No.19 20 % 20No. 21 % 1 1 17. Children'sand transcriptions catalog 2032 2033 59 59 1819 1919 1918 19 19 20 14 14 .... 18. Basic book collection for elementary grades 12 12 2 2 16 16 6 6 2 2 -- ...... +. 1 . 19. Bulletin of the center for children's books 12 12 1 .9 13 13 11 11 2 1 ,.'4 1 No. and % - number and per cent out of 103 Senior High School Libraries 2 Although all of the selection guides are to be found in at least 10% to 19% of the district materials centers serving the high school libraries this is a somewhat smaller percentage than uas true at other grade levels. This is no doubt because so many of the high school libraries that participated in the study represent independent high school units. The separate high school districts are to be found in Arizona, California, and Illinois. On the other hand most of the elementary and junior high school libraries are serviced by local system centers as well. Since a larger pe lentage of high school libraries are found in Type Type II, and Type III groupings representing a greater balance in multi-media resources for use in the teaching program, it is not surprising to find greater teacher-librarian-audio-visual specialist involvement in the selection process of these many media.Good use of materials results from cooperative selection by faculty and library staff. This pattern of cooperation has long been a characteristic of good high school library programs, and was found in operation in the many libraries visited. Recommendations for materials came from depart- mental selections and from individual requests of teachers but all of them cleared through the library to avoid duplications and to insure balance of materials to meet all of the teaching needs of the school. These were also school libraries where the holdings of the school, regardless of where located, were noted in shelflist and catalog records. Only eighteen schools in the study included grades 1-12. Some of these schools represented demonstration schools located on college campuses, some are located in rural areas, one is a school for the deaf, and others are in reorganized school districts where the high school librarian is developing a program of library service for all 12 grades.Table 28 indicates that in these schools the basic book selection guides for the three grade levels are found in 67% to 78% of these school libraries, while the Children's Catalog and the Bibliographic Tools Used in the Selection of Instructional Materials in 18 Grades 1-12 School Libraries TABLE: 28 Ii SchoolLocated i SomeLocated Other in Availablefrom Checked Regularly by Staff Audi,.- Visual Bibliographic Tools Arranged in Rank Order Library . AreaNo.School in No.I.M.C.District Library i Teaching 2.1. Basic book collection for highelementary schools grades N1314 7278% 1 % 6 _ % 6 No.1112 6167% No. 4 %22 No. 2 11% 4.3. Basic book collection for junior high schools film guide 12 67 21 11 6 21.61 11 6 98 50 53 17 32 11 15. 1 SpecialEducational bibliographies 12 67 1 6 1 6 7 4439 2 1128 2 1116 "# 6. 7. Educator'sBooklist guideand suscription to free curriculum books bulletin materials 1011 5661 43 2216 1 6 10 7 3956 3 7 3917 2 11 9.8. Educator's guide to free filmstripsfilms 8 44 35 2817 1 6 56 2833 6 7 3339 21 11 6 10.11. Strang:Filmstrip guide Gateways to readable books 8 44 31 17 6 -- 1 -- 6 5 28 3 1 17 6 13 17 6 13.12. PaperboundHeaton: books in print Reading ladders for human relations 6 33 2 1111 1 6 24 2211 32 if11 ----._ -- 14. Bulletin of the center for children's books . 4 22 2 11 -- -- 1 6 -- -- ...... 15. slides,films,'filmstrips,RufsvOld: television phonorecords, radio, Guides' to newer educational media; 4 22 1 6 1 6 4 1722 -- -- 1 6 Bibliographic Tools Used in the Selection of Instructional in 18 Grades 1 -1' School Libraries TABLE: 28 (Continued) Materials Bibliographic Tools Arranged in Ran Order LibrarySchoolLocated i AreaSomeLocated Other in in DistrictAvailablefrom Library Checked Regularly by Staff Teaching Audio-Visual _ 16. Textbooks in print No. 3 17% No.School 5 28% No.I.M.C. 1 % 6 No. 3 17% No. 3 %17 No. 1 % 6 17. Educator'sand transcriptions guide to free tapes, scripts, 2 11 2 11 1 6 . -- -- 2 11 -- -- 19.18. StandardChildren's catalog catalog for high school libraries -- -- - 11 6 -- -- 1414 78 5 28 2 11 II No. and % - number and per cent out of 18 Grades 1-12 School Libraries . Standard Catalog for High School Libraries which are more comprehensive were not checked as being found in the school library but were checked regularly by 78% of the school librarians, 28% of the teachers, and 11% of the audio- visual specialists. Since these two selection guides were not checked as being found in the district materials center either, it would appear that there was oversight again in checking especially since all the other guides were to be found in at least 11% of the libraries.With the exception of highly specia- lized guides, all of the indexes are regularly checked by 6% to 11% of the audio-visual specialists, and by 11% to 39% of the teachers. These include book, film, filmstrip, textbook, peperbound, and free curriculum material guides. Only one district materials center was checked as supplying additional selec- tion guides for these schools.This school was located in a county system that did have a center to service all schools in the district.All of the other schools were in independent schools and are represented in each of Type I to Type V groupings of school libraries in this study. Checklists were left with the supervisors at the eighty-one district in- structional materials centers that were visited. Twenty-three of them were checked and returned for holdings at these centers to serve as a basis of com- parison with the reports from the schools visited. Table 29 shows the selection aids available in the school libraries served by these centers and the guides available at the district center.The data show that for the basic book selection guides more of them are available in the school library than in the district center. All ofhe selection guides are found in from 23% to 55% of the school libraries and in 27% to 43% of the district centers as well, but more of the nonbook guides are to be found at the district center. The eighty-one district centers that were visited were located primarily in Florida, Illinois, California, Minnesota, Washington, Arizona, Virginia, Maryland, and Tennessee to mention nine out of twenty-four states.Many who -198- TABLE: 29 Bibliographic Tools Used in the Selection of Instructional Materials in 23 District Instructional Materials Centers Bibliographic Tools Arranged in Rank Order SchoolLibraryLocated in AreaSomeLocated Other in in DistrictAvailablefrom Library Checked Regularly by Staff Teaching Audio-Visual 1. :hildrenis catalog No.12 55% No.School 1 % NoI.M.C. 8 36 No.12 55% No. 4 18% No. 2 7, 9 2. Basic book collection for elementary grades 12 55 =11110 8 36 11 50 3 14 2 9 4.3. BasicStandard book catalogcollection for forhigh junior school high libraries school 1111 5050 11=1111 1 8 36 1011 4550 3 1414 2 9 1..1tips 5. Basic book collection for high schools 10 45 VM.Mlo SWIM 7 32 9 41 2 9 2 9 :0 7.6. FilmstripBooklist guide and subscription books bulletin 10 8 4336 OM am, 2 WWI= 9 98 35 13 9 57 82 9 2 9 8. Special bibliographies 36 Mo 7 3241 9 41 3618 12 3 5514 10. 9. PaperboundEducator's books guide in to print free curriculum materials 8 35 1 4 10 8 3543 89 39 22 6 26 11. Strang: Gateways to readable books 32 OW MD WOO. 35 4 13.12. RufsvOld:Heaton: Reading ladders for Guides*tohuman relations newer educational media; 32 OW OW MS11. 14. Educator'sslides,films,'filmstrips, television guide to free phonorecords, films radio 3030 12 49 TABLE: 29 (Continued) Bibliographic Tools Used in the Selection of Instructional in 23 District Instructional Materials Centers Materials Bibliographic Tools Arranged in Rank Order SchoolLocated in 1 SomeLocated Other in Available'from Checked Regularly by Staff 15. Educational film guide No.Library 6 27% 1 School No.Area 3 14in% No.DistrictI.M.0 9 41% NoLibrary 9 41% TeachingNo 8 36 Audio-VisualNo.10 45 17.16. Educator'sTextbooks inguide print to free filmstrips 6 2626 21 49 10 9 4339 79 3039 4 4 1717 81 35 4 T-, 18. Educator'sand transcriptions guide to free tapes, scripts, 22 1 4 9 39 6 26 4 17 8 35 19. Bulletin of the center for children's books 23 1.0111M 41=1.1. 6 27 7 32 1 5 5 ageo CD 11 No. and % - number and per cent out of 23 District Instructional Materials Centers returned the checklist were servicing new schools,elementary schools, and libraries that were in beginning stages ofdeveloping an instructional materials program. This sampling confirms the findings of the previous tables. The majority of the school libraries have thebasic selection guides in their own libraries. These include selection aids for nonbook materials aswell as for book materials and for materials on specialsubjects. In schools with well developed library programs and with multimedia resourcesavailable, the selection guides are regularly checked by librarians, by teachers,by the audio-visual specialists in their schools. In schools with fewer resources available, they do use the resources of the district instructionalmaterials center and make use of selection aids not available in theschool library. But in general the district center duplicates theselection aids found in a school library. Central purchasing and central processing may be handled by the district center but the selection of materials is theresponsibility of each school faculty and is coordinated by the school librarianin the school. Orders are then approved by the school library supervisor ifthere is one fJr the school system. In the independent schools the orders for instructional materials are channeled from the school librarian to the schooladministrator. In large city systems selection committees composedof teachers, librarians, and supervisors make recommendations for the system byreading, reviewing, previewing, and prelistening to instructional materials beingconsidered for system -wide purchasing. At such centers prepublication copies of books and nonbook materials are sent from publishers and producers for examination purposes. Such services, unfortunately, are not available everywhere. Administration of Textbooks and Sup lementary Classroom Collections Classroom collections that supplement a teaching program and that are school owned and/or teacher owned are founddn most classrooms at all grade levels.The number, type, and quality of books and related materials that are housed permanently in classrooms varies greatly from school to school.Where central libraries are newly developing in older, well-established elementary schools, the process of bringing together classroom collections creates many problems. Some of the materials need to be discarded, some returned to the classroom for permanent loans, and some added to the central library collection. Teacher owned materials are not a part of school property. In schools that are developing a materials centered library for general use, the librarian assumes responsibility for developing records for all school owned instructional materials regardless of where these materials are located. Referral cards in the card catalog to the type of books and nonbook materials to be found in a classroom, laboratory, or shop make for simple record keeping and such "See" reference cards are found in the card catalogs of many school libraries. Simple shelf list records to the number of copies are also kept so that complete records for school owned materials are available. De- tailed cataloging is seldom done for supplementary texts, rental books, multi- ple copies of paperback books, dictionaries, readers, or music recordings that are .classroom housed. In order to ascertain if there were generally accepted practices for the administration of textbook and supplementary collections for classroom use by the library, information was sought on page 21 of the Checklist per- taining to this problem. The types of classroom materials listed included free basic textbooks, rental books, supplementary texts, paperbacks, diction- aries, encyclopedias, reference books, and audio-visual materials.Four types of information were sought. First, were these multiple copies for classroom 1 Jae- See Appendix A. use administered by the librarian or werethey administered separately by the Clerical staff?Second, were multiple copies of books housed in the library and/or in other locations in the school?Third, were these multiple copies cataloged, processed, and repaired by the library staff? Lastly, was the money for these multiple copies budgeted as a part of the library budget, as part of the departmental budget, or as part of the textbook:budget? reformation sought regarding the selection process of these materials did not yield satisfactory results. In the 164 elementary schools that returned the Checklist it was found in Table 30 that the encyclopedia sets, multiple copies of reference books, audio- visual materials, dictionaries, and supplementary texts were more apt to be administered by the librarian (23% up to 64%)than by the clerical staff; while free basic texts, and rental texts were administered by clerical staff (9% to 33%).Only a very small percentage or 7% of these schools had paperbacks and they were more frequently found in the library.Only recently are good paper- backs becoming available for elementary. schools. Basic and supplementary texts, some encyclopedia sets and dictionaries were to be found in classrooms, but the majority of schools housed reference books, audio-visual materials, paperbacks, as well as encyclopedia sets and dictionaries in the library. Only 30% of the elementary school libraries had any responsibility for the care and binding of supplementary classroom collec- tions, and this responsibility was limited to encyclopedias and reference books. Twenty-seven percent of the libraries were responsible for the care of audio- visual materials.Only 31% to 36% of the school libraries cataloged or pro- cessed any of these materials and these included encyclopedias, reference books, and audio-visual materials.These same three types of materials were budgeted out of the textbook budget, and scae dictionaries and encyclopedias were budgeted as part of departmental budgets. 4 03- TABLE: 30 Textbook Administrativeand Supplementary Practices Collections in 164 for Elementary Classroom Schools Use of I Free I 1 Administrative Practices Reference Audio- Dictionaries Supple -; Basic 1 Arranged in Rank Order EncyclopediaNo. Sets % I No. Books % Materials!No.Visual % No. % 1 No. Textsmentaryl Paperbacks % 1 No. % No. BooksText % / BooksRentalNo. % 2.1. MaterialHousedAdministered in Center Instructional by Librarian 105 74 4564 7962 4838 5671 3443 3754 2333 3037 2318 1012 67 1316 10 8 2 1 .6 1 3. CatalogedInstructionalMamiaCemter and processed by 57 36 56 35 49 31 26 16 13 8 5 3 5 3 _...... 1 1 4. Budgeted as part of Instruc- 11 1 5. tionalCare and MaterialsMaterials binding CenterbyThstruc-Center 4757 3530 4756 3430 4335 2622 2221 1413 10 5 63 43 23 32 21 ------6. encyclopedias,Budgeted as departiental... etc. 25 15 7 4 7 4 14 9 2 1 . 6 4 2 -- -- 8.?. bookBudgetedHoused budgrA in asother part location of text- 25 5 15 3 57 34 18 4 11 2 2636 2216 6140 2437 32 21 6560 37 40 13 6 8 4 9. No, and SbyAdministered - clericalNumber and staff separately per cent out of 164 Elementary School Libraries 5 3 4 2 1 5 3 23 14 31 19 3 2 54 33 15 9 In Table 31 representirg the 14 combined elementary and junior high schools, all supplementary collections for classroom, except supplementary and basic texts, were under the administration of the librarian. Table 32 indicates that in the 75 junior high schools represented, clerical staff were responsible for basic texts, supplementary texts, and rental books, while the encyclopedias, reference books, dictionaries, and audio-visual materials were under the administration of most librarians, Tables 34 and 35 incitcate the same pattern for the 79 senior high schools, and for the 18 schools including grades 1-12, while basic texts are administered by the clerical staff in the 26 combined junior and senior high schools as shown in Table 33. Tables 30-35 indicate, therefore, that regardless of type or level of school, the majority have some supplementary collections of multiple copies for classroom use but that rental books, free basic textbooks, and supplementary texts are generally under the administration of clerical staff, while encyclo- pedias, reference books, dictionaries, paperbacks, and audio-visual materials are administered by the librarian even though housed in classrooms as well as in the library. The same tables :indicate, that, except for dictionaries, textbook type of materials are neither administered nor housed in the school library but are kept in classrooms, nor are these materials budgeted, cata- loged, processed, or kept in repair by the library staff. Dictionaries seem to fall into the. same category as textbooks in relation to budgeting and housing probably because multiple copies of small abridged dictionaries are usually found in classrooms for student use. So far as district instructional materials centers are concerned, Table 36 shows that textbooks and supplementary collections for classroom use are not considered the responsibility of 75% of the centers. In the few centers where they are, only 8% to 20% of the librarians administer these resources while 4% to 8% are administered by the clerical staff. Supplementary and basic texts are more apt then to be budgeted as part of the textbook budget. TABLE: 31 Administrative Practicesof Textbookin 14 Elementary-Junior and Supplementary Collections for Classroom Use High Schools Free AdministrativeArranged Practices in Rank Crder i No. Sets Reference Books MaterialsVisualAudio- Dictionaries Paperbac TextsaentarySupple- BooksTextBasic BooksRental 2.1, CatalogedAdministered and byprocessed Librarian by 8 57% No. 7 50 % No. 7 50 % No. 6 43% No. 2 14 % No. 1 7% lb. 2 14 % --No. -- S. 3. CareInstructional and binding Material by Instruc- Center 4 29 4 29 4 29 4 29 1 7 1 7 1 7 -- -- _..._ rl 14. MaterialHousedtional in Material Instructional Center Center 43 2129 34 2921 4 29 3 21 1 7 1 7 1 7 -- -- QPit..)5. Budgetedtional Materialas part ofCenter Instruc- 3 21 3 21 3 21 2 14 1 7 7 1 7 -- -- _° 6. Housed in other location 1 7 -- -- 1 7 a 14 -- -- 2 14 3 21 -- -- 8.7. AdministeredbookBudgeted budget as separately part of text------4 29 21 36 -- -- . by clerical staff . ------2 14 14 1 -- -_ 9. No. and Sencyclopedias,Budgeted - number as and departmental peretc. cent out -- of 14 Elementary-Junior High School Libraries ------TABLE: 32 Textbook andAdministrative S ti.lementar Practices in 75 Junior High Schools Collections for Classroom Use of rree AdministrativeArranged in Rank Order Practices EncyclopediaNo. Sets % Audio-MaterialsVisualNb % No.Reference Books % DictionariesNo. 5 No. TextsaentarySupple- % PaperbacksNb. S No. TextBooksBasic % BooksRentalNo % 2.1. AdministeredHousedMaterial in InstructionalCenter by librarian 4027 5638 '.31.29 4441 2826 3739 2412 3417 17 9 2413 13 5 718 14 7 2010 2 3 3. InstructionalCataloged and Materialprocessed Centel by 32 27f, 29 24 32 13 17 10 13 11 15 8 11 -- -- I 4. Budgetedtional Materialas part of Center Instimic 17 24 16 23 21 30 8 11 5 7 3 4 2 3 ...... O 11 i 6.5. CareHousedtional and inMaterialbinding other by locationCenter Instruc- 17 8 2311 1610 2116 19 3 25 4 24 8 3411 32 7 45 9 15 6 21 8 44 7 62 9 61 38 8.7. Budgetedencyclopedias, as departental- etc. ----,----. 8 11 8 11 5 7 10 14 10 14 7 10 4 8 11 25 37 93- - AdministeredBudgetedclerical asstaif separatelypert of text- by ----- . 33 4 43 46 2 33 2517 2435 2118 4425 38 11 4022 5631 4 6 -- No. and % - number book budget and per cent out of 75 Junior High School Libraries TABLi: 33 AdministrativeTextbook Practices and Supplementary in 26 junior-Senior Collections for Classroom Use Hi :h Schools of AdministrativeArranged ?ractices in Rank Order Encyclopedia Reference Sets Books Dictionaries MaterialsVisualAudio- Paperbacks TextsmentarySupple- TextBasicFree Rental 2. CatalogedAdministered and byprocessed librarian by No.13 50% No.13 50 % 12No. 46% No. 10 38% No.10 38 % No. 9 35 % BooksNo. 2 % No Books2 3. HousedInstructional in Instructional Material Center 1010 3838 11 9 4235 1110 4238 10 9 3538 86 3123 86 23 32 8 1 4 ,.- 4. tionalBudgetedMaterial Material asCenter part Centerof Instruon 5 19 5 19 4 15 3 12 2 8 1 431 12 1 4 ,...10., 45. 6. BudgetedtionalCare and Materialas binding part ofCenterby text-Instruc- 5 19 6 23 5 19 4 15 4 15 19 2 8 1 4 7. Housedbook inbudget other location 3 1212 41 15 4 4 15 31 12 4 41 15 4 36 1223 1011 2842 22 8 8. encyclopedias,Budgeted as departMental,- etc. =. 3 12 1 4 4 15 4=t 4=, 411111 9. Administered separately by 4=t 0111111.11 No. and % clerical- number staffand per cent out of 26 Junior- Senior High School Libraries 1 4 1 4 1 4 3 12 6 23 4=t 4=, MMONIS Textbook and SupplementaryAdministrative Collections Practices for Classroom in 79 Senior Use High School of TABLE: 34 I ree Administrative Practices VisualAudio- Encyclopedia Reference! Dictionaries t Paperbacks mentarySupple- TextBasic Rental 1. Arranged in Rank OrderAdministered by librarian Materials37No. 47% No.34 Sets 43% 33No Books 42 26No. 33% 22No. 28 No.Texts13 16 % No.Books 9 11 % Books 3.2. MaterialHousedCatalogedInstruction inCenter Instructionaland Mater:Al processed Center by 2419 2430 1626 2033 2418 2330 2218 2328 1213 1616 1013 1316 86 10 8 53 46 S.4. ticnalBudgetedHoused Materialin as other part Centerlocationof Instruc- 1815 2319 1610 2013 1512 1915 2413 3016 24 7 30 9 26 2 33 3 31 1 39 2 11 14 142 7.6. Careencyclopedias,Budgeted and asbinding departmental, etc. by !nstru 10 13 6 8 8 10 11 14 12 15 11 14 4 5 1 1 8. Administerdclericaltional Material staff separtely Center by 58 10 14 3 18 4 15 3 19 1611 2014 11 6 14 8 19 7 24 9 17 4 22 5 17 4 .../11225 9. No. and % - numberBudgetedbook budgetand as per part cent of outtext- of 79 Senior High School Librares 4 6 8 8 10 20 25 15 19 26 33 31 39 9 10 Textbook and SupplementaryAdministrative Collections Practices for Classroom in 18 Schools Use Grades 1-12 of TABLE: 35 Audio- .. Supple- Basicrree AdministrativeArranged Practices in Rank Order *No. MaterialsVisual No.Reference Books DictionariesNo. EncyclopediaNo. Sets TextsmentaryNo. , Paperbacks BooksText RentalBooks 2.1. AdministeredBudgeted as part by librarianof Instruc- 8 44% 6 33% 67 39% 7 39% 2 11% --No. % No. 1 6% --No. --% 3. Housedtional in Material Instructional Center 33 33 7 39 1 6 -- -- . _- -- . __ _- _ . 6 33 7 39 7 39 7 39 1 6 ------4. instructionalCatalogedMaterial Centerand Material processed Center by 5 28 5 28 4 22 ,. 6 33 1 6 -- -- 1 6 -- -- 11 il 5. tionalCare and Material binding Centerby Instruc- 4 22 5 28 4 22 6 33 1 6 '''.". 2 11 1 6 7.6. HousedBudgeted in otheras part location of text- 1 6 1 6 5 28 4 22 5 28 1 --6 10 56 4 22 8. Administeredbook budget separately __ -- 1 -- 6 3 1717 -- -- 3 17 1 1 6 - 5 28 1 6 9. Budgetedby clerical as departiental- staff -_ 1 6 -- 2 1117 1 -- -- 6 15 28 6 -- 1 6 a No. and % - numberencyclopedias, and per cent etc. out of 18 Schools Grades 1-12 . -- -- Administrative Practices in 25 District TABLE: 36 Instructional Material Centers of Administrative Practices Textbook andVisualAudio- Supplementary Collections for Classroom Use Encyclopedia mentarySupple Reference Dictionaries Paperbacks BasicText ree Rental 1. Arranged in Rank OrderHousedMaterial in InstructionalCenter No.Materials 7 %28 No. 1 'Sets % 4 No.Texts 4 16 % No. 1 Books 4% No. % No. 1 4S Books--No S No.Books -- --S 3.2. CatalogedAdministered and byprocessed Librarian by. 5 2120 4 1617 43 1613 23 12 8 31 12 4 21 48 21 48 ------tit, BudgetedInstructionaltional asMaterial part Material of Center Instru Center - 4 16 3 12 3 12 2 8 1 4 2 8 1 4 -- -- a 4' 6.5. AdministeredHoused in other separately location by 12 8 25 20 8 31 12 4 1 48 41 16 4 41 16 4 25 20 8 ------7. tionalCareclerical and Material binding staff Centerby Instruc 2 8 2 8 2 8 1 4 ------_ ------_ 9.8. Budgetedencyclopedias, as partdtpartlental-- etc. of text- 4 2 8 2 8 2 8 2 R 2 8 2 8 -- -- No. and % -book number budget and per cent out of 25 Distrtic Instructional Materials Centers 1 4 4 16 -- -- 1 4 1 4 2 8 1 4 Purchasing and Processing Services For many years it has been recommended that school libraries use printed catalog cards whenever possible in the cataloging of library materials. It has also been urged that school systems and public libraries in a county or region develop cooperative or centralized procedures for purchasing, process- ing, and cataloging library holdings. Recent commercial ventures to purchase and process library resources have also been developed.Mach has been written favoring these methods but little evidence has been available in professional literature as to what methods have been used in school libraries for the pur- chasing and processing of book and audio-visual materials.With the limited number of professional librarians available to develop functional programs of library service in our schools, it has seemed wise to recommend the purchasing of cataloging services for school librarians. This frees the school librarian for more direct service to students and teachers in the selection of materials, curriculum planning, reading guidance, as well as for the many teaching func- tions of a school library program. Too much time of the school librarian has been, and in many places still is, spent in duplicating work that has already been standardized and provided by H. W. Wilson and Library of Congress printed catalog cards or commercial services. Information to assist cataloging teachers in library schools and to clarify for school administrators, supervisors, and librarians some trends in purchasing, processing, and cataloging servicespro- vided by or for school librarians was sought in this study. Page 25 of the Checklistwas devised to find out if each school librarian was responsible for cataloging the materials for that libraryor if centralized purchasing, pro- cessing, cataloging, and card duplicationwas provided for a school system or for some of the schools in the system. The IBM tabulations show clearlycer- tain patterns but do not identify schools withina system. Visits to schools and to system headquarters, however, did pointup other trends not shown elsewhere. .apoL 1 See Appendix A. 212 In addition to seeking information regarding the purchasing of catalog cards or services, there was a section in the checklist pertainingto the classi- fication systems used in elementary, junior, or senior high schoollibraries. These questions related to the use of the Abridged Dewey. Decimalnotations, local. modification of the Dewey classification, the use oforiginal classifi- cation using full Dewey notation, and the classification notationstaken from the basic selection aids sucha3 the ALA Booklist, the Publishers' Weekl $ the Standard Catalog for High School Libraries, the Childrealo, or any other selection aid giving classification numbers. Tables 37 to 42 relating to the cataloging services provided for by ele- mentary, junior, or senior high school libraries shows clearly that from46% to 79% of the school libraries use Wilson printed cards while 11% to 33% use L.C. or Library of Congress printed cards. The latter were primarily found at the senior high school level. This is as would be expected since more adult books are found at the secondary school level and L.C. printed cards are more apt to be available for these books.Most secondary school libraries used either or both types of printed cards.Only 2% to 3% of the elementary or high school libraries used Bro-Dart printed cards since this service was relativelynew when the study was undertaken.With Federal monies now approved for payment for processed books and nonbook materials, more schoolsare now availing them- selves of commercial processing and cataloging services. Central purchasing, processing, and cataloging of library booksat a district instructional materials center is availableto approximately thirty to forty percent of the schools represented in thestudy as shown in Table 43. Central purchasing is being done in 29% to 41%of the schools while central cataloging and processing is less extensivelyfound In these schools. From 7% to 31% of the schools have theirbooks processed ata system level and 7% to 35% of these schools have the bookscataloged. More junior high and elementary 1 1 1 1 1 k - 2 1 3 Purchasing and Processing Services Provided by_cor for 162 Elementary School Libraries riBLE: 37 Elementary Schools Junior High Schools I Senior High Schools MaterialsDistrict Center , ProfessionalCollection ..... Mater-Printed!ials i VisualAudio-Mater- PrintedMater-ials Mater-VisualAudio- Mater-Printedials Mater-Audio-Visual Mater-Printedials Mater-VisualAudio- Mater-Printedials Mater-VisualAudio- 1. Services Arran!' Printed cardsRank (Wilson) Order in --, 116 No. 72 % No.ials 7 % 9.-- No. No.ials 1 .6 % No. 4 %3 No.ials 1 .6 % No. 9 %6 No.ials 1 .6 % No.11 7 No.ials 1 .6 S 3.2, CentralizedAbridged Dewey purchasing 6198 3860 4520 2812 45 23 -- 1 --.6 42 21 -- 1 --.6 1710 13 6 22 9 14 6 2024 1512 16 3 10 2 ii4. fromClassificationby D.I.M.C.* selection aids:taken 58 37 9 6 4 3 -- -- 4 3 -- -- 3 2 -- -- 8 5 -- -- . ALA,Booklist, PW, SC, 1 5. CentralizedCC, etc. cataloging 1 1 1 1 _ 6. Centralizedby D.I.M.C* processing 42 26 20 12 2 2 .6 10 6 14 9 16 10 7 4 ...... 7. DeweyLocalby D.I.M.C. modification of * 3135 2022 25 5 15 3 ..- 2 -- 1 _- 1 __ .6 _- 2 -_ 1 __ 1 __.6 __10 -_ 6 --15 -- 9 16 2 10 1 -- 9 -- 6 10. 9..8, PrintedLocally cards duplicated (LC) cards 3018 19 11 18 1 .611 43 22 -- 1 .6 31 .6 2 -- 1 7-.6 13 3 28 63 42 11 7 74 34 2 11. . PrintedOriginalusing cardsfull classification Dewey(BroDart) 17 4 10 2 -- 1 -- .6 -- 1 --.6 ------13 .6 2 -- -- 11. .6 .6 ------41 .6 2 -- -- *District Instructional% No.per -cent number answeringMaterials of librarians question answering out of 162 Elementary Center question out of 162 Elementary School Librarians School Libraries Purchasing and Processing Services Provided by or for 14 Elementary- Junior High School Libraries TABLE: 38 Printed Elementary Schools Audio- Printed Junior High Schools Audio- Printed Senior High Schools Audio - Printed MaterialsDistrict Center Audio- Printed lAudio-ProfessionalCollection Services Arranged in Rank Order No.Mater-ials % Mater-VisualNo.ials % Mater-No.ials % Mater-No.Visualials % No.Mater-ials % Mater-No.Visualials % Mater-ials MaterNo.Visuali als - Mater-No.ials No.Mater-Visualials .1M1 % smIr % % .1M1 11111.1M1 % 2.1. Printed cards (Wilson) 8 57 0= OM IMI .1M1 No. 2 14 2 14 3. ClassificationCentralizedby D.I.M.C.* purchasing taken 4 29 4 29 29 4 29 .111 .1M1 2 14 2 14 4 1 7 CC,ALAfrom etc.Booklist, selection PW, aids: SC, 4 29 OM OM 21 1 OM OM .1M1 .1M1 ewe .1 10111, .,1M1 .111M. N 4. Abridged Dewey 4 27 OM OM OM Ow 3 20 7 .1111M OM OM 11 41111 1 7 5. Locally duplicated cards 2 13 1 .6 1 .6 1 .6 .111M. .1M1 .1M1 411.1111 .1M1 ON. .1M1 OP/ 1111110 .,1M1 1 .6 6. byCentralized D.I.M.C.* processing 1 7 1 7 .1 41111111w Mi IMI IMI ONO AND .1 Centralized cataloging 1 1 .1M1 .1M1 011/. .1111M 8.7. Originalusingby D.I.M.C.* full classification Dewey 1 7 7 21 13 7 1 Im. 7 .1 1 7 1 7 * District Instructional%No, per - centnumber answering of librarians question answering out of 14question Materials Center .1 dlementary-junior High School Librarians out of 14 Elementary- Junior High School Libraries .1 .1 TABLE: 39 Purchasing and Processing Services Provided by or for 75 Junior High School Libraries Junior High Elementary Senior High District Professional Mater-Printedials Schools Audio-Mater-Visual Mater-Printedials schools Mater-VisualAudio- Mater-Printedials Schools Mater-Audio-Visual Mater-Printedials Materials Center Mater-VisualAudio- Mater-Printedials Collection Mater-Audio-Visual 1. ServicesPrinted Arranged card in (Wilson) Rank Order 59No. 79 % No.ials 5 %7 No. 3 4% No.iais 2 %3 No. 1 %1 -.No.ials -- % No. 2 3% No.ials 2 %3 No.16 21 % No.ials 1 %1 3.2. . AbridgedClassification Dewey taken 48 64 8 11 ------9 12 5 4 1 ALAfrom Booklist, selection PW, aids: SC, 32 43 5 7 __, __ -- -_ ------_- 1 1 1 1 7 9 -- -- 1114. CentralizedCC, etc. purchasing 31 41 21 28 4 5 5 7 1 1 2 3 9 12 10 13 14 19 9 12 5. Centralizedbyby D.I.M.C.* D.I.M.C* processing 25 33 8 11 4 5 3 4 1 1 -- -- 5 7 5 7 8 1.1 3 4 6. byCentralized D.I.M.C1 catalog 23 31 10 13 3 4 3 4 1 1 -- -- 5 7 6 8 ! 6 8 2 3 8.7. OriginalLocally classificationduplicated cards 19 25 8 11 2 3 1 1 1 1 -- -- 1 1 3 4 7 9 2 3 14 19 7 9 1 1 1 1 -- -- . -- -- 2 3 2 3 , 8 11 6 8 9. Printedusing fullcard Dewey(LC) 8 11 5. 7 3 4 2 5 ( 1 1 -- -- , 3 4 3 4 2 3 -- -- 10. ofLocal Dewey modification 6 8 1 1 1 1 -- -- . 1 1 ------1 1 -- -- * District% No.per -cent number Instructional answering of librarians question Materials answering out Center of 75 question Junior Highout ofSchool 75 Junior Librarians ligh School Libraries. Purchasing Processing Services Provided by =ILE: 40 or for 26...alunior-Senior High School Libraries Senior High Junior High Elementary District I Services Arranged in Mater-Printed Schools VisualAudio- PrintedMater- Schools VisualAudio- Mater-Printed Schools VisualAudio- Mater-Printed Materials Center VisualAudio- Hater-Printed ProfessionalCollection VisualAudio- 1. PrintedRank Order cards (Wilson) No.18ials 29 % No.Mater-ials 3 12 % No.12ials 46 % NoMater-ials 4 % No.ials 1 % No.ialsMater- % No.ials % No.Mater-ials % No.ials 8 31 % NoMater-ials 2 %8 3.2. Booklist,AbridgedfromClassification selection DeweyPW, SC, aids:taken CC,etc. Mi., 12 16 4662 24 15 8 1011 3842 13 12 4 -- 1 -- 4 ------2 -- 8 -- 2 -- 8 46 2315 21 48 ii i5. 4. LocallybyCentralized D.I.M.C.* duplicated purchasing cards 10 9 3539 58 1731 68 2331 26 23 8 12 48 -- 2 -- 8 3 3 1212 22 8. 75 2719 2 88 7.6. byCentralizedbyCentralized D.I.M.C.* D.I.M.C.* processing cataloging 89 3531 4 15 67 2327 2 88 21 48 -- 1 -- 4 32 12 8 21 48 66 23 23 12 8 9.8. OriginalPrinted cards classification (LC) 8 31 3 12 5 19 1 4 1 4 ------6 23 1 4 10. . DeweyusingLocal full modification Dewey of 7 2712 22 8 26 23 8 1 4 .- -. -- -. 1 4 -- -- 1 4 1 4 *District% per Instructional cent1o. -answering number Materialsof question librarians Center out answering of question out of 26 Junior-Senior :sigh Scholl Librarians 26 Junior-Senior Aigh School Libraries Purchasing and Processing Services Provided by or for 103 Senior High School Libraries TABLE: 41 Printed Senior High Schools Audio - Printed Elementary Schools Audio- Printed Junior High Schools Audio - Printed MaterialsDistrict Center Audio- Printed ProfessionalCollection Services Arranged in Rank Order Mater-No.ials % Mater-VisualNo.ials Mater-No.ials NoMater-Visualials Mater-No.ials Mater-NoVisualials Mater-ials Mater-No.Visualials Mater-ials Mater-No.VisualAudio-ials % % MID 010 010 S % S % No S S 2. ClassificationPrintedfrom selection cards (Wilson) taken aids: 5275 5273 10 3 10 1 4 54 45 31 14 14 52 25 . AbridgedCC,ALA etc.Booklist, Dewey PW, SC, 42 42 13 13 1 .9 5 5 1 13 13 5 9 9 6 Original classification 36 35 6 .1. .9 2 .9 2 2 1 6 6 .9 CentralizedbyD.I.M.C.*using full purchasingDewey 3,9 33 27 26 7 7 7 7 6 6 5 5 12 12 13 13 14 14 9 6. Printed cards (LC) 34 33 9 9 1 IMO ft.., 41 1 .9 OMMI 3 3 2 10 10 5 5 8.7. LocallyofLocal Dewey modification duplicated cards 2225 2125 19 18 7 1 MOM 3 1 .9 4 4 71 8 8 93 93 9. byCentralized D.I.M.C.* cataloging 19 19 14 14 4 4 4 1 3 3 3 3 10 10 9 10 10 6 6 10. byD.I.M.C.*Centralized processing 16 16 5 5 5 1 4 4 4 9 9 1 10 10 9 9 5 11. * DistrictS No.per -cent number Instructional answering of librariansPrinted question Materials cards 'answering out (BroDart)Center of 103 question Senior outHigh of School 103 Senior Librarians High School 3 3 1 MOON& MOM OM MP MMO MOM& IM MOMO Libraries TABLE: 42 Purchasing...and Processing Services Provided by or for 18 Grades 1-12 School Libraries Elementary Schools Junior High Schools Senior High Schools ProfessionalCollection Services Arranged in Rank Order Mater-Printedials Audio-Mater-Visualials Mater-Printedials Mater-ialsVisualAudio- Mater-Printedials Mater-Visualaudio-ials Mater-Printedials Mater-VisualAudio-ials 1. Printed cards (Wilson) No.10 % 56 --No. -- % No.11 61 % --NO' % -- L No11 61 % --No. % -- No 4 22 % --No. -- % 3.2. Centralized purchasingprocessing byby D,I.M.CtrD.I.M.CP 3 17 2 1111 3 17 2 11 3 17 2 11 3 17 2 11 14. Centralized cataloging by D,I.?4.Ct 3 17 2 11 3 17 2 11 3 17 i 2 11 23 1117 22 11 '16(6. 5. ClassificationPrinted---- cards (LS) taken from select= 3 17 -- -- 2 11 -- 2 11 -- -- 1 6 -- .- jdO 7. LocalCC,ion etc.aidS: modification of Dewey ALA Booklist, PW, SC, 21 11 6 1 -- 6 2 12 1 6 2 12 1 6 1 6 1 6 * District% No.per -cent number Instructional answering of librarians question Materials answering out of 18question Grades out1-12 of School 18 Grades Librarians 1-12 School Libraries Center school libraries have the books cataloged centrally than is true of high school libraries. Visits to these schools and system centers revealed that most systems were in beginning stages of developing central processing and cataloging services. Newschoo*elementary schools with inadequate professional staff, and large school systems started with the elementary and junior high school library first and primarily were processing books. In other well established systems with snfficient staff and budget, complete processing services were being provided for all schools in the system and for nonbook as well as book resources.Those systems that were using the multilith process, the f1exiwriter, xerox process, or data punch card system were processing all types of materials. They used printed cards and locally duplicated cards for these resources. Table43indicates that the 24 district centers that participated in the study process and cataloged approximately 40% to 44% of the elementary library books and 32% to 36% of the audio-visual materials.They service fewer junior high school library materials (20%-24%) and senior high school library resources, namely 16% of the books and 20% to 24% of the audio- visual instructional aids. Relatively fewer schools, regardless of level, or only 7% to 15% of them, have centrally processed or cataloged audio-visual materials. Some of the systems visited provided mimeographed or locally duplicated lists of audio-visual holdings for use by faculty, and more of these systems were gradually changing from printed lists to catalog cards for nonbook holdings and were filing these in the dictionary card catalog.These cards were color banded, colored cards, or had symbols at the call number to indicate the type of material listed. Tables 37 to 42 also slim: that there are some variations in Dewey Decimal classification schemes for books that are found at all levels of !ft- 220 TABLE: 43 Purchasing and Processing Services Provided by or Elementary Junior High for 24 District Instructional Materials Center Libraries Senior High District Professional PrintedialsMater- Schools Audio-Mater-Visual Mater-Printedials Schools Mater-Audio-Visual PrintedMater-ials Schools Audio-Mater-Visual PrintedMater-ials MaCterials enter Mater-VisualAudio- Mater-Printedials Collection Mater-Audio-Visual 1. Services PrintedArranged cards in (Wilson)Rank Order No.12 48 % No.iais 3 12 % No. 9 36 % No.iais 2 %8 No. 7 28 % No.iais 1 4% No. 6 24 % No.ials 2 %8 No. 6 24 % No.ials 1 % 2. Centralized purchasing 1 by D.I.M.C.* 11 44 . 12 48 _ 7 28 . 9 36 5 20 !7 28 8 32 12 48 12 48 9 36 3. .') 1 4. byCentralized D.I.M.C.* processing 11 44 9 36 6 24 7 28 4 16 6 24 6 24 9 36 11 44 9 36 il..1 5. OriginalCentralizedby D.I.M.C.* classification cataloging 10 2140 . 18 32 4 5 2021 -- 6 --24 54 2116 35 2013 2 24 8 -- 7 --28 48 3217 61 24 4 6. Abridgedusing full Dewey Dewey 5 21 . 2 8 4 17 ._ 2 8 2 8 ... -- -- 2 8 1 4 3 13 1 4 8.7. ALAClassificationfromLocally Booklist, selection duplicated PW, taken aids:SC, cards 4 17 43 1317 42 17 8 3 1313 42 17 8 43 1317 22 8 43 1316 42 16 8 23 13 8 CC, etc. . 9. DeweyLocal modification of 17 . 1 4 -. ------1 4 -- -- . -- -- 1 4 ------10. Printed cards (LC) 12 1 4 , 2 8 ... 1 4 4 16 1 4 2 8 1 4 4 16 -- -- 11. * District Instructional MaterialsPrinted%No. per -Center centnumbercards answering (BroDart)of librarians question answering out of 24question District out Instructional of 24 District Materials Instructional Center MaterialsLibrarians Center -- -- Libraries the 398 school libraries coded by IBM. But except for the14elementary- junior high school libraries: there is a rather consistent pattern that emerges in the schools. From 60% to64%of the elementary and junior high school libraries use the abridged Dewey classification system but only 27% of the K-8 schools. Some 37% to43%of the former schools use the classifi- cation numbers suggested in the basic selection aids found in these school libraries but only 29% of the K-8 schools.Fewer of the 103 high school libraries or 1&2% use the abridged form of Dewey, 25% use a locally modified form, and35%use the full Dewey Decimal notations. Over50%of the high school libraries take the classification number recommended by the selection aids used in the school library. More than half of the schools(56%)with grades 1 to 12 use Wilson cards, 17% have books centrally processed, 11% take the classification suggested by the basic lists, and one uses a local modification of the Dewey classification system. These tables also show that relatively few schools use the Dewey classification scheme for audio-visual resources. Of the schools that do, only 11% to 15% use the Abridged Dewey, 1% to 8% use a local modification 219.-I CO ti of Dewey,6% to 95use full Dewey k;lassification, and 6% to 10% take the classification l'ecommended by selection aids available. From 7% to15% of the schools in the Study receive the audio-visual materials cataloged and processed from the DistAct Instructional Materials Center and 13% of the Centers use some form of the Dewey classification. Later tables will show someof the special forms used for handling audio-visual resources. Not only was information sought in regard to the classification systems used in schools, but the form of catalogs to be found in schools. Tables 44.to50indicate that while only 67% of the Grades 1-12 schools have(A dictionary card catalog rather than a separate author catalog, title cata- log, or subject catalog is not only used more extensively for books --M- 2 2 2 TABLE: 44 Bibliographic Services Provided by 162 Elementary School Libraries ShowingType theof Cataloging Services Provided for Instructional Materials Library Audio- Profess- Vertical Periodicals Classroom Community Texts Catalogs Arrangedin Rank Order No.Books % No.MaterialVisual % No.Materialsional % No.MaterialsPile % No.Newspapers and % CollectionsNo. 96 No.Resources 96 No. FreeRental & % 2.1. AuthorDictionary catalog card catalog 131 59 3681 5610 34 6 5317 3310 34 3 21 2 11 1 .6 7 28 51 81 .6 5 --3 --2 1 4.3. TitleSubject catalog catalog 5653 3335 1719 1012 1413 98 18 5 11 3 23 21 22 1 -- 5 -- 3 -- 1 --.6 5. etc.)audio-visual,classroom,Union shelf list (print, 35 21 22 14 14 9 3 2 2 1 4 2 1 .6 -- -- 7.6. Audio-visual printedcard catalog 27 13 17 8 2128 1317 42 21 1 --.6 ------. -- 1 .6 ------_ -- --.- No. and % - numbercatalog and Der cent out of 162 Elementary School Libraries . TABLE: 45 Bibliographic Services Provided by 14 Elementary-Junior High School Libraries Showingthe Type of Cataloging Services Provided for Instructional Materials Catalogs Arranged in Rank Order BooksLibrary Audio-Visual TonalProfess- FileVertical Periodicals and No. % No.Materials % r MaterialsNo. % MaterialsNo. % NewspapersNo. % 2.1. DictionaryTitle catalog card catalog 13 7 5093 51 36 7 -- 5 --36 -- 4 --29 21 14 7 , 4.3. SubjectAuthor catalogcatalog 7 50 __-- _..------_-,-- --._ ___- __--_ ;.'... 5. classroom,Union shelf etc.) list (print, audio-visual, 4 29 2 14 1 7 1 7 2 14 6, Audio-visual card catalog 2 14 ------, -- __ 7. No. and % - number and per Audio-visualcent out of 14printed Elementary-Junior catalog High School Libraries 2 14 __ ------_ TABLE: 46 Bibliographic Services Provided by 75 Junior High School Libraries ShowingType of theCataloging Services Provided for Instructional Materials Catalogs Arranged BooksLibrary Profess-Tonal VisualAudio- FileVertical Periodicals and CollectionsClassroom CommunityResources TextsFree & 1. Dictionary card catalog in Rank Order 69No. 92 40No.Materials 53 % MaterialNo.33 44 % 21No.Materials 28 % No.Newspapers10 13 % No. 9 12 % No. 6 8 No.4 Rental 5% 3.2. Subject catalog 24 32 7 9 15 20 12 16 2 3 3 4 3 4 1 2 114. TitleAuthor catalog catalog 23 31 58 11 6 13 5 17 7 46 85 52 73 4 5 -- 1 --2 -- 2 -- 3 fof 15. Unionaudio shelf list (print, - visual classroom, 16 21 5 7 5 7 2 3 3 4 2 3 -- -- .. A6,.,O . Audio-visualetc.) printed 12 16 1 1 17 23 2 3 1 1 ------7. Audio-visualcatalog card catalo. 11 15 -- -- 17 23 1 1 ------_-, -- No. and % - number and per cent out of 75 Junior High School Libraries L l TABLE: 47 Bibliographic Services Provided by 26 Junior-Senior High School Libraries Showing the Type of Cataloging Services Provided for Instructional Materials Catalogs Arranaed BooksLibrary MaterialsProfess-ional MaterialVisualAudio- FileVertical Periodicals and CollectionsClassroom ResourcesCommunity FreeTexts & 1. Dictionary card catalog in Rank Order 24No. 92 % No.17 66 % No.12 46 % No.Materials10 %38 No.Newspapers4 15% No. 3 12% No. 1 4 --No. Rental -- % 3.2. AuthorSubject catalog catalog 1112 4246 5 1919 43 1215 35 1219 21 48 -- 1 -- 4 ------2 -- 8 4li' 5.4. Audio-visualTitlecatalog catalog card 1211 4247 5 19 S4 1519 52 19 7 31 12 4 -_ 1 -- 4 -- -_-- -- 1 --4 6. etc.)audio-Union shelfvisual, list classroom, (print, 6 27 2 10 4 15 3 12 1 4 1 4 ... .. - 1 4 7. Audio-visual printed el lo, catalog % the number and per cent out of 26 Junior- Senior High School Libraries 15 -- -- 4 15 1 4 -- -- 1 4 -- -- __ -- TABLE: 48 Bibliographic Services Provided by 102 Senior High School LibrariesType of Cataloging Services Provided for Instructional Materials Showin the Catalogs Arranged BooksLibrary Profess-ional VisualAudio- VerticalFile Periodicals and CollectionsClassroom ResourcesCommunity FreeTexts & 1. Dictionary card catalog in Rank Order 94No. 92% 50No.Materials 49 % 46No.Material 45 % _Materials41No. % No.Newspapers14 14 % No. % No. % No. Rental % , 40 12 12 2. etc.)audio-Union shelf list (print, visual, classroom, 29 28 10 10 13 13 4 4 2 2 2 2 --10 --10 21 .92 i 4. P. TitleSubject catalog catalog 2728 2627 1112 1112 8 8 10 2 10 2 -- 7 -- 4 4 1 .9 2 2 k 7 3 3 -- -- 2 2 5. Author catalog 27 26 -- -- 6 6 2 2 -- -- 6 6 , 1 .9 6 6 6. Audio-visual card catalo, 19 19 . -- -- 15 15 ------__ -- -_ __ -_ -- 7. Audio-visual printed k . No. and % - number andcatalog per cent out of 102 Senior nigh School Libraries 17 17 2 2 22 22 ------1 .9 -- _- _- __ Bibliographic Services Provided by 18 Grades 1-12 School Libraries Showin;Type theof Cataloging Services Provided for Instructional Materials Tik'L.Zi: 49 Catalogs Arranged BooksLibrary Audio-Visual I FileVertical Profess-ional Periodicals and CollectionsClassroom ResourcesCommunity 1. Dictionary card catalog in Rank Order No.12 67% No.Material10 56 % No.Materials7 39% No.Materials6 33% No.Newspapers3 17% No. 2 11 No. 2. Author catalog 8 44 1 6 1 6 3 17 . 3 17 1 6 -- -- 3. etc.)audio-visualyclassroom,Union shelf list (print, 7 39 L 4 22 3 17 4 22 1 6 1 6 -- -- 5.4. SubjectTitle catalog catalog 7 39 34 2217 21 11 6 3 17 43 2217 1 6 -- 1 ..-6 7.6. Audio-visualAudio-visual card catalog printed 2 11 45 2228 -- 1 -- 6 -- 1 6 -- 1 .- 6 1 -- 6 ...... No. and % - number and percatalog cent out of 18 Grades 1-12 School Libraries -- -- TABLE: 50 Bibliographic Services Provided by 24 District Instructional Material Centers Showingthe Type of Cataloging Services Provided for Instructional Materials Catalogs Arranged BooksLibrary VisualAudio- Profess-ional VerticalFile CommunityResources Classroom Collections Periodicals and FreeTexts & 1. in Rank Crder No. % No.Material Materials % No. % No.Materials % No. % No. % NewspapersNo. % No. Rental % 2. Audio-visualDictionary card printed catalog 13 34 . 10 42 9 38 , 6 25 4 3 13 2 8 ... 2 8 - 2 8 13. Subjectcatalog catalog 5 2121 10 4 1742 -- 4 --17 -- 4 17-- 21 48 -- 1 --4 -- 1 --4 __-- -- 1 11 I 4. Title catalog 5 21 3 13 2 8 1 4 -- -- __. -- 1 41 1 -- __ 5. etc.)audio-visualoclassroom,Union shelf list (print, 4 17 1 6 25 ------5 21 1 4 1 4 + 4 -- -- 6. Audio-visual card catalog 3 13 7 29 -- .... 1 4 1 4 -- -- -_ _- _No MON, 7. -- ...... _... No. andAuthor % - numbercatalog and per cent out of 24 District Instructional Materials -- 2 8 . 3 13 ------Centers -- __ __ -- _ collections but also is used for audio-visual materials, professional materials, vertical file referral cards, classroom collections, referral cards regarding community resources, textbooks and holdings of periodicals and newspapers. While 13% of 235 of the schools do have a separate printed catalog for audio-visual holdings 7% to 22% of the schools have a union shelf list that includes books, audio-visual resources, classroom collections, and all other school owned instructional materials. A number of the school libraries visited did have separate author, title, and subject catalogs but the per- centages listed in the tabulations seem out of line with the number that checked having a dictionary card catalog. It would seem that those check - ing the forms misread author, title, and subject catalogs, for author: title, and subject cards for a dictionary card catalog. The other tabulations seem more consistent with observations made while visiting the schools. From professional literature and from observations from previous visits to schools and libraries, it was assumed that audio-visual materials might need special handling. Storing of films, filmstrips, recordings, tapes, framed pictures, maps, and slides, for example, is more difficult than shelving of books.Tables 51 to 53 show that a larger percentage of schools do use some other system for arranging these nonbook materials for use other than Dewey classification system. This bears out the information previously cited from Tables 37 -13. The other systems most frequently used include a manufacturer's serial number, an accession number for a location code, or a specially prepared location scheme used locally.Of these special systems only a small percentage (45 to 27%) of the high schools use the manufacturer's serial number for the location symbol of audio-visual resources.Very few other schools use this system at all for location.Instead 2% to 19% of the elementary schools use a locally prepared scheme of classification -230- TABLE: 51 Manufacturer's Serial Number Used for Special Handling of Audio-Visual_ Materials Location of Audio-Visual -- A Resources Types of Schools 163 No. Films % Filmitrit.a No. % # No Disc % No. Tapes % No. Slides % No Maps % No.Realia % Pictures No. T, Elementary School Libraries 13 2 1 2 1 1 .6 3 2 -- -- 3 2 -- -- -_ ...._ Elementary-Junior Hig School Libraries ------2 15 -- -- OW MD -- Junior High School Libraries 71 __ -- 1 1 2 3 ------1 1 ------_ 4. , 1 26 Junior-SeniorSchool High Libraries 1 4 1 4 ._ -- 1 4 1 4 -- -- ...... Senior High School Libraries 103 12 12 27 27 14 14 10 10 11 11 10 10 4 -- 4 11-- 11-- Grades 1-12 School Libraries 15 -- -_ -- __ ...... -- District InstructionalMaterials Centers 20 2 10 1 5 2 10 -- 1 -- 5 1-- -- 5 -- -- TABLE: 52 Accession Number Used for Special Handling of Audio-Visual Location Code for Audio-Visual Materials -- B Resources Types of Schools Films Filmstrips Disc Tapes Slides . :taps , Realia . Pictures Elementary School Libraries 163 No.16 10% No.66 40% No.52 32% No.17 10% No.14 % 9 No.14 % 9 No. 5 % 3 No.19 12% Elementary-Junior High 13 -- -- 6 46 4 31 -- -- 1 8 1 8 1 8 1 School Libraries , 8 71 r 1. Junior High School Libraries 10 14 34 49 23 32 9 13 14 20 11 15 4 6 5 7 5)'I1)Junior- Senior High 26 2 8 13 50 7 5 Senior High School School Libraries 103 12 12 24 23 27 19 6 23 5 19 1 4 2 8 Libraries 28 27 15 - 15 14 14 . 13 13 2 2 8 8 Grades 1-12 School Libraries 15 2 13 10 67 6 40 2 13 4 27 1 8 ...- -- -_ -- District InstructionalMaterials Centers 20 7 35 10 50 8 40 8 40 7 35 2 10 3 15 4 20 Specially Prepared Location Scheme Used for Audio-Visual Special Handling of Audio-Visual Materials -- C TABLE: 53 Resources Types of Schools No. Films Famitrips No. No. cisc No. Tapes No. Slides Maps Realia Pictures Elementary School Libraries 163 31 19% 21 13% 23 14% 8 % 5 7 % 4 20No. . 12% No. 7 % 4 No. 4 % 2 Elementary-Junior High 13 -- -- 3 23 ------, 1 8 1 8 -- -- - 1 8 tJunior High School School Libraries 71 11 15 19 27 13 18 11 15 11 15 9 13 3 4 10 14 W (Junior- Senior High Libraries 26 1 4 2 8 _- -_ -_ _- 1 4 _ -_ _- __ __ - -_ -- _ ... Senior High SchoolSchool Libraries Libraries 103 12 12 27 26 14 14 10 10 11 11 10 10 4 4 11 11 ...... Grades 1-12 School Libraries 15 __ -_ 2 13 1 8 -_ _- __ __ 1 8 __ -- 1 8 _ District InstructionalMaterials Centers 20 2 10 1 5 2 10 1 5 1 5 1 5 1 5 -- -- while 3% to 40% use an accession number for a local code. A similar pattern is found for the junior high school; 4% to 27% use a locally devised system for location while 6% to 49% use the accession number. At the high school level 4% to 26% use a locally prepared location scheme but 2% to 27% use an accession number. The district centers also prefer to use the accession number for a location code for these various types of instructional resources. More filmstrips, discs, and Aides are arranged by accession number than any other type of audio-visual aid. Relatively few films are found in ele- mentary, junior, or senior high school libraries while more of them are located at the district center or at the senior high school library. Either the accession number in from 8% to 14% of the schools or locally de- vised location codes in 4% to 19% of the schools are used for storing films wherever they are located. As improved equipment and storage facilities are devised for more flexible handling of audio-visual materials, changes in location codes or classification systems will no doubt take place in the near future. The future use of data processing for school systems and in- dividual school libraries will no doubt enter into a rethinking by the pro- fession of the organization of instructional materials for maximum use by faculty and student. Information obtained from the various tables shows that school librarians are assuming administrative responsibility for the selection, purchasing, processing, and organization of all types of instructional materials owned by the school regardless of the locations in the school of these resources. Different methods are being devised and used in various schools but the general objective is to secure materials needed for teach- ing purposes, and to organize them efficiently for maximum use. Lack of professional staff is the greatest stumbling block that school libraries face. Yet in spite of this, there is evidence that large and small schools, -2314- and schools at all levels, and in all areas of the United States are establish- ing administrative patterns to develop functional libraries as instructional materials centers. CHAPTER VI PROFESSIONAL EDUCATION AND NEEDED COMPETENCIES OF SCHOOLLIBRARIANS AS INSTRUCTIONAL MATERIAL SPECIALISTS The growing recognition of the importance of a school library ateach educa- tional level to provide varied and carefully selectedresources and services for quality education has focused national attentionupon the scarcity of school librarians to offer such services. Special undergraduate and graduateprograms of library education for school librarians have been availablethroughout the country for over thirty-five years. Throughout this period studies have been made to determine the competencies needed and the type ofcurriculum best suited to the preparation of school librarians. Arguments have been advanced for a broad background (1) in general education witha strong subject speciali- zation, (2) in teacher education, and (3) in basiccourses in library education. Other proponents have argued for highly specializedcourses in the school library field, in teacher education, and in audio-visualeducation. Recent trends in the development of the school libraryasa materials center and the acceptance or the reluctance of school librariansto undertake the expansion of the library program to includeother than printed resourcesa, bring to focus again the need to study the type ofprofessional programs available in Colleges of Education and inLibrary Schools for preparing school librarians to be instructional material specialists. The preparation of the Checklist1 used in this nationalstudy included an analysis of previous competency studies of school librariansand an analysis of the catalogs of universities and collegesoffering programs of library education at the undergraduate and graduate levels. Lists of colleges and universities offering library courseswere secured from published sources and efforts were mRde to secure the latest catalogsfrom such institutions.Since 1 See Appendix A. -236- curricula in any professional field are constantly changing and becauseprograms are added and dropped each year, are offered only in summer sessions, or are given by extension, it is impossible to say with absolute certainty that complete coverage of the field has been made.Nevertheless, all possible leads were followed and all the catalogs received were analyzed =for offerings inteacher educationo.in library science, and in audio-visual education. Composite lists found on pages 6-14 of the Checklist were made of offerings in thesethree fields and of competencies that were considered to be needed forlibrarians serving as instructional material specialists at each educational level. Tables 54 to 105 give the rating of professional courses in education, in library science, and in audio-visual education as considered the most usefulor of some value by those school librarians who had suchcourses in their pro- fessional preparation.The tables also show the rating by librarians of courses they recommend for the preparation of librarians as instructional materialspe- cialists. Comparisons are given of these ratings by elementary, junior, and senior high school librarians and supervisors serving at the districtmaterials center sommink a* entire school system. By asking experienced librarians to check professionalcourses they con- sidered to be the most useful and by then asking them to rank in orderof importance those courses they would recommend for future librarians preparing to be material specialists, it was hoped that guidelines wouldemerge to help library educators plan curricula designed to meet the need offuture school librarians. Professional Courses in Education An examination of Tables 54 and show that elementary and elementary- junior high school librarians servicing grades K-6 and K-8 haverated nine courses out of twenty-three listed as the most useful professionalcourses 1 See Appendix A. -23?- TABLE: 54 Ratios of Professional Courses in Education Taken by 175 Elementary School Librarians Most Some Useful Value Total Courses l Rank % Rank % Rank Practice teaching: subject Area fields 64.8 (1) 14.8 (10) 79.6 (2) Educational psychology 54.2 (2) 33.6 (3) 97.8 1) Child development 53.0 (3) 9 7 18 62 7 7 Methods of teaching reading 52.4 4) 11.3 (16) 63.8 (6) Child psychology 51.1 (5) 15.4S7) *6 .5 (4) Audio-visual methods 49.3 (6) 8.5 (21) 56.9 (9) Educational methods courses 45.3 (7) 32.1 (4) 77.4 (3) Elementary school curriculum 37.9 (8) 15.4 (8) 53.3 (10) Curriculum develo ent and tannin 30.2 (9) 18.2 (6) 48.4 11 Practice teach: school library 29.2 (1' 2.7 (22) 31.9 (19) Philosophy of education 29.1 (11) 34.8 (2) 63.9 (5) Guidance and counselling 26.7 (12) 13.9 12) 40.6 (13) Remedial reading 24.5 (13) 9.1 20) 3,.6 (16) Adolescent os cholo 23.5 (14) 12.0 (14 35 5 14 Psychology o learning 23.5 (15) 11.4 (15) 34.9 (15) Adolescent development 23.4 (16) 9.1 (19) 32.5 (17) Seco ar schoo curriculum 2' 7 Tests and measurement 15.4 (18) 30.2 (5) 45.6 (12) History of education 15.3 (19) 47.1 (1) 62.4 (8) Statistical methods 7,9 (20) 14.0 (l1) 21.9 (20) Social foundations of education 6.2 (21) 15,2 (9) 21.4 (21) Secial education (Hard of heari Excetional 5.7 (22) 1.1 23 6 8 23 ., .a vt education 4.5 (23) 10.8 (17) 15.3 (22) Librarians % per cent answered out of 175 Elementary School was 239 55 TABLE: It Ratin: of Professional Courses in Education Taken by 15 Elementary-Junior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Education psychology 92.7 (1) 42.8 (2) 135.5 (1) Audio-visual methods 79.9 (2) 19 9 (10) 99.8 (5) Curriculum development and planning 76.8 (3) 7.6 (15) 84.4 (7) Educational methods courses 73.3 (4) 33 2 (4) 106.5 (3) Philoso hof education 71.4 (5) 285 (5) 99.9 (4) Child psychology 71.3 6 7.1 (17) 78.4 (9) Secondary school curriculum 71.3 (7) 14.2 (12) 85.5 (6) Practice teaching: subject area fields 60.0 (8) 20.0 (9) 80.0 (8) Adolescent psychology 57.0 (9) 7 1 (16) 64.1 (14) Elementary school curriculum 57.0 (10) 21.3 (8) 78.3 (10) Child development 54.2 (11) 21.3 (7) 75.5 (11) Historyof education 54.2 ar"57.1 (1) 111.3 (II' Methods of teaching readiric 53.7 (13) 16.3 (11) 70.0 (13) Practice teach: school 1 rary 46.6 (14) 13.3 (13) 60.9 (16) Guidfpte an4 counselling 4610 (15) ellMD MI WO 46 Psychology of learning 39.9 (16) W11011 OD 39.9 (19) Tests and measurement 38.4 (17) 23.0 (6) 61.4 (15) Adolescent development -36.6 (18) MID IMOD MD 30.6 (21) Remedial reading 30.6 (19) 7.6 (14) 38.2 (20) Statistical methods 21.4 20 7.1 18 28.5 22) Social foundations of education 21.3 (21) 35.6 (3) 56.9 (17L_ Special education (Hard of hearing, Exceptional)13.2 (22) 13.2 (23) Comparative education 7.1 (23) 7.1 (12) % per cent answered out of 15 Elementary-Junior High School Librarians 2 3 taken in Education. Included in the top nine category by bothgroups of librarians are (1) Educational Psychology, (2) Audio-visualMethods, (3) Curricu- lum Development and Planning, (4) Educational Methodscourses, (5) Child Psychology, and (6) Practice Teaching in subjectarea fields. Rounding out the most useful nine education courses taken by elementary schoollibrarians are (1) Child Development, (2) Methods of Teaching Reading, and (3)Elementary School Curriculum, and by elementary-junior high schoollibrarians are (1) Philosophy of Education, (2) Secondary School Curriculum,and (3) Adolescent Psychology. Out of the twenty-three courses, those working withyoung adults rank highly courses in Secondary School Curriculumand Adolescent Psychology, while those working with younger children rank Methodsof Teaching Reading and Practice Teaching in the school library fieldas being important courses in their undergraduate preparation. Five courses that rank at the end of the list for both elementary and secondary school librariansinclude (1) Statistical Methods, (2) Social Foundations of Education, (3)Special Education for the Hard of Hearing, and Exceptional Children, (4) ComparativeEducation, and (5) Tests and Measurement. These are generally graduate courses andare not part of the regular basic teaching curriculum. Probably very few of these courses were taken by many school librarians. Except for courses that are specially designed for thesecondary school level such as Adolescent Psychology, AdolescentDevelopment, and Secondary Y. 44o V bre 59 647 School Curriculum, the ratingsas shown in Tables ilk $, It, OP, and leon Pages 241to 245 indicate that professional educationcourses are ranked the same by those working with young adults and by those workingwith children. SS A composite ranking for these seven tables includingTables 54 and S., which were checked by 175 elementary, 15 elementary-junior high, 104junior high, 31 junior-senior, 172 senior high school librarians,and 18 librarians serving -240- TAME: OW Rating of Professional Courses in Education Taken by 104 Junior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Practice teaching: subject area fields 70.1 (1) 17.2 (11) 87.3 (1) Audio- visual methods 64.4 (2) 22.0 (9) 86.4 (2) Educational .s cholo: 54.4 3) 54.4 1 ---- 2 Child development 49.4 (4) 18.1 (10) 67 (7) Adolescent development 46.9 (5) 12,2 (17) 59.1 ,',9) Educational methods courses 43.1 6 4 ;, , catAsiyatiol2gyl 42 0 7 17 0 12 59 0 10 Secondary school curriculum 40.0 (8) 28.8 (5) 68.0 (6) Curriculum development and planng 36.6 (9) 23 4 8 60 0 8 Practice teach: school library 33.8 (10) 4.7 (22) 38.3 (16) Guidance and counselling 32.2 (11) 13.1 (16) 45.6. (13) Adolescent .s cholo: 30,0 (12) 16.0 (13) 46.0 (12) History oeducation 29.3 13 53.4 2) 82.7 (4) Ph_ iloso.h of education 28.8 (14) 50 4 3 79 2 5 Methods of teachin: readin: 27 5 (15) 14 2 15 4 7 Tests and measurement 25.4 16 Psychology of learning 22.1 (17) 15.3 (14) 37,4. (17) Elementary school curriculum 20.0 (18) 9.0 (20) 29,0 (18) Remedial reading 18.3 (19) 10.1 (19) 28.4 (19) Social foundations of 12.0 (20) 27,5 (6) 39,5 (15) Statistical methods 8.0 (21) 12.0 (18) 2010 (20) Comparative education 7.0 (22) 10.0 (21) 17.0 (21) - I Special education (Hard of hearing, exceptional) 5.7 (23) 1,9 (23) 7.6 (22) % per cent answered out of 104 Junior High School Librarians 241 Rating of Professional Courses in Education Taken by 31 Junior-Senior High School Librarians Most Some Total Useful Value Courses Rank .--11 Rank % Rank Practice teaching: subject area fields 64.4 (1) 19.3 (8) 83.7 (3) Ps cholo of learnin 64.4 (2) 12.8 (15 77.2 (4 Child s cholo 45.1 3) 16.1 10) 61.2 (10) Educat onal psychology 45.1 4) 51.5 (2) 96.6 (1) Secondary school curriculum '45.1 (5) 19.3 (9) 64.4 (9) Adolescent psychology 45.0 (6) 9.6 (17) 54.6 (11) Guidance and counselling 41.8 (7) 12.8 (14) 54.6 (12) Audio-visuet methods 38.6 (8) 25.8 (6) 64.4 (7) Child de:jlopment 38.6 (9) 12.9 (12) 51.5 (13) Practice teach: school library 38.6 (10) ---- 38.6116) Adolescent de elopment 35.4 (11) 16.0 (11) 51.4 (14) lialMTiiOieducation Curriculum development and plane ng 32.2 (153'1171715TW iNiaTional methods courses 32.2 (14) 30.6 (4) 70.8 (6) History of educat on 22.5 Methods of teaching reading._, 22 5, (16) 9.6 (18) 32.1 (17) Tots and measurement 19.3 (17) 45.1 (3) 64.4 (8) Statistical methods 16.1 (18) 12.8 (16) 28.9 (19) Elementary school curriculum 71:17111.1105133-TAT' Remedial reading 12.8 (20)- .3.2 (20) 16.0 (21) Social foundations of education 12.8 (21) 19.3 (7) 32.1 (18r" comparative education 3.2 (22)' MIMI OMNI 3.2 (22) Special education (Hard of hearing, Exceptional) 3.1r21)-1 .3.1 (23) % per cent answered out of 31 Junior-Senior High School Librarians tre5 TABLE: Mt Rating of Professional Courses in Education Taken by 172 Senior High School Librarians Most Some Total Useful Value Courses % Rank % Rank % Rank Practice teaching:subject area fields 66.3 (1) 25.7 (6) 92.0 (1) Educational psychology 49.9 (2) 51.5 (1) 91.4 (2) Audio-visual methods 46.4 (3) 22.9 (9) 69.3 (6L Educational methods courses 45.2 (4) 36.9 (4) 821 (3) Practice teach in school frbrary 38.7 (5) 6.3 (21) 45.0 .12) Secondary school curritulum 35.8 (6) 25.2 (7) 61.0 (7) Adolescent development 34.8 7 0 0 Adolescent psychology 34.0 (8) 16.4 (12) 50.4 (9) Curriculum development and planning 31.3 (9) 18.9 (11) 49.2 (Li) Child develo went 30.9 (10) 23.6 (8) 54.5 (8) History oeducat on 28.4 (11) 47.5 (3) 75.9 (4) Philoso hof education 26.1 (12) 49.3 (2) ;5.4 (5) Child psyc ogy 12.8 15 6.0 (15) Ps chol of learnin 14.6 (13) 39.2 (14) Guidance and counsell 12.4 16 36.6 16) trletOUR teachin re 9.9 (20) 31.3 (17) Remedial read 4.6 (22) 21.0 (21) Tests and measureme 34.3 5 49.4 10) Social foundations of education 10.6 (19) 18.9 (10) 29.5 (18) Statistical methods 104 (20) 138 14) 24.2 (19) Elementary school 'airriculum 9.9 (21) 11.6 18) 21.5 :557---- Comparative education I r. (22) f 12.4 (17) 19.4 (22) Special education (Hard of hearing, Exceptional 4.6 (23) 1 2.2 (23) 6.8 (23) % per cent answered out of 172 Senior High School Librarians 5'9 TABLE: a Rating of Professional Courses in Education Taken by 18 Grades 1-12 School Librarians Most Some Useful Value Total Courses % Rank % Rank %. Rank Educational psychology 83.2 (1) 27.7 (4) 110.9 (1) Practice teaching: subject area fields 77.7 (2) 11.1 (16) 88.8 (2) Educational methods courses 50.0 (3) 33.3 (2) 83.3 (3) Methods of teaching reading 44.4 (4) 11.1 (15) 55.5 (9) Child development 44.4 (5) 22.2 (7) 66.6 (5) Curriculum development and planning 44.3 (6) 22.1 (8) 66.4 (7) Child .s cholo: 38.8 (7) 16.6 (11 55 4 10 Practice teach in school library 38.8 (8) -,..- - (23) 38.8 (16) Tests and measurement 38.8 (9) 27.7 (6) 66.5 (6) Elementary school curriculum 33.3 (10) 16.6 (10) 49.9 (12) Secondary school curriculum 33.3 (11) 2.t.1 (9) 55.4 (11) Adolescent development 33.2 (12) 11.1 (14) 44.3 (13) Adolescent psychology 33.2 (13) 5.5 (18) 38.7 (17) Audio-visual methcds 33.2 (14) 11.0 (17) 44.2 (15) History of edcation 27.9 (15) 33.2 (3) 61.1 (8) Philoso.hof education 27.9 (16) 49.9 (1) 77 8 4 Guidance and counselling 27.7 (17) 5.5 (20) 33.2 (18) Ps cholo: of learn/11: 22.2 (18) 5.5 (22) 27.7 (21) Remedial reading 16.6 (19) 16.6 (12) 33.2 (19) Social foundations of education 16.6 (20) 27.7 (5) 44.3 (14) Statistical methods 16.6 (21) 16.6 (13) 33.2 (20) Special education (Hard of hearing, Exceptional 11.1 (22) 5.5 (21) 16.6 (21) Comparative education 5.5 (23) 5.5 (19) 10.0 (23) % per cent answered out of 18 Grades 1-12 Schools Librarians 60 TABLE: OUP Rating of ProfessionalCourses in Education Taken by 33 Supervisors of the District InstructionalMaterials Center Most Some Useful Total Courses Value % Rank % Rank %* Rank Educational psychology 59.9 (1) 36.6 (4) 96.5 (1) Curriculum development and planning 55.1 (2) 30.9 (6) 86.0 Child psychology (3) 53.3 (3) . 18.5 (11) 71.8 Elementary school curriculum (6) 51.8 (4) 3.7 (22) 55.5 (9) Ps cholo: of learnin: '45.3 (5) 12.1 (16) 57 4 8 Child development 46.6 (6) 6.6 (21) 53.2 Methods of teaching reading (12) 41.2 (7) 13.7 (15) 54.9 (10) Educational methodscourses 39.3 (8) 42.3 (3) 81.6 Philosophy of education (4) 36.6 (9) 43.3 (2) 79.9 (5) Practice teaching: subject area fields 36.3 (10) 27.1 (8) Audio-visual methods 63.4 (7) 36.2 (11) 18.0 (13) 54.2 Adolescent development (11) 34.4 (12) 10.3 (18 History of education 44.7 (15) 33.2 (13) 5313 (1) 4olescent psychology 86.5 (2) 29.6 (14) 11.1 (17) Secondary school curriculum 40.7 (19) 29.6 (15) 14.8 (14) 44.4 (17) Practice teach in schoollibrary 27.1 (16) 18.1 (12) Guidance and counsellin: 45.2 (14) 24.0 (17) 20.5 (9) 44.5 Social foundationso_ f education (16) 20.0 (18) 20.0 Tests and measurement 10) 40.0 (20) 13.7 (19) 34.4 Remedial reading (5) 48.1 (13) 13.6 (20) 10.2 (19) Comparative education 23.8 ull__ 13.3 (21) 29.9 (7) Statistical methods 43.2 (18 11.1 (22) 7.4 (20) 18.5 (22) Special education (Hardof hearing, Exceptional) ---- 3.0 (23) 3.0 (23) % per cent answeredout of 33 Supervisors of the DistrictInstructional Materials Center 24 5 grades 1-12, as well as 33 school library supervisors point thisup clearly in the first column of Chart 11. The second column of Chart11gives a composite ranking of the samecourses by the seven grouping of 548 school librarians indicatingthose courses they recommend for school librarians serving as material specialists.This shows quite a different pattern and these figureswere taken from Tables 62,4 a47 6B *g1, IC0, IP,andupon pages 248 to 255. Ally 27% to 44% of the librarians checked these charts forcourses recommended while 59% to 92% checked the charts ofcourses taken.The audio-visual methods course is the only course that maintains approximately thesame rating in both columns of Chart 11, namely fourth and sixth places.This course, then, con- tinues to be highly recommended by those servingas materiabspecialistein school libraries. Moving up into first and second placeas recommended are courses in Remedial Reading and Methods of Teaching Reading. Librarians may or may not have taken these courses but do recommend themas being important for school librarians functioning as material zpecialistds.Other recommended courses listed in the upper ten rankings include Guidanceand Counselling, Practice Teaching in the School Library Field, ElementarySchool Curriculum, Adolescent Psychology, Adolescent Development, Curriculum Developmentand Planning, Secondary School Curriculum, and ChildDevelopment. Dropping from the top to the bottom of the listsare courses in Educa- tional Psychology, Practice Teaching in subjectfields, and Educational Methods courses. Remaining at the bottom of the listare the woi:ses in History of Education, Social Foundations of Education, andComparative LetylaiZon. :Xing up into higher ratings are courses in Tests and Measurement, andStatistic-11 Methods. These straws in the wind reflecting the thinkingof experienced school -246- Chart 11 Rank Order of Education Courses Rated Most Useful and Highly Recommended Composite Rank: Courses hated Courses Education Courses Taken by School Librarians Most Useful Recommended 1 19 Educational psychology 3 18 Practice teaching - subject fields 6 12 Child psychology 6 4 Audio-visual methods 6 19 Educational methods courses 7 10 Child development 7 9 Curriculum development and planning 9 10 Secondary school curriculum 10 7 Practice teaching - school library 10 2 Methods of teaching reading 11 8 Adolescent psychology 11 12 Philosophy of education 11 9 Adolescent development 12 11 Psychology of learning 13 7 Elementary school curriculum 13 6 Guidance and counselling 14 18 History of education 14 14 Special education 16 11 Tests and measurement 18 1 Remedial reading 20 17 Social foundations of education 20 13 Statistical methods 22 18 Comparative education -247- (pi TABLE: III Rating of Courses in Education Recommended for Librarians Serving as Materials Specialists in 175 Elementary Schools Courses Recommended for I.M.C.* Personnel Courses 1. Methods of teaching reading 28.1 2. Remedial reading 27.8 3. Audio-visual methods 24.5 4. Practice teach: school library ia3.9 5. Elementary school curriculum 21 0 6. Guidance and couselling 20,5 7. Curriculum development and planning 14,7 8. Child development 11.8 9. Child psychology 11.3 10. Adolescent psychology 10.2 11. Tests and measurement 9,6 12. Ps cholo of learnig 9S 13. Spec al education (Hard of heari Exceptional) 8 9 14. Philosophy of education 8.4 15. Adolescent development 7,9 16. Education methods courses 6.7 17. Statistical methods 6.6 18. Secondary school curriculum 6.6 19. Social foundations of education 5.0 20. History of education 5,0 21. Comparative education 4.9 22.Practice teaching: subject area fields 4.8 23. Education psychology 4.5 -11S * Instructional Materials Center % per cent answered out of 175 ElementarySchool Librarians 249 THBLE: 62 Rating of Courses in Education Recommended for Librarians Servinj as Materials Specialists in 15 Elementary-JuniorHigh Schools Courses Recommended for I.M.C.* Personnel Courses 1. Remedial reading 30.6 2. Elementary school curriculum 28.4 3. Secondary school curriculum 28.4 4. Child development 21.3. 5. Philosophy of education 6, Statistical methods 21.3 7, Guidance and counselling 154 8. Methods of teaching reading 15.3 9. Adolescent development 15.2 10. Curriculum development and planning 15.2 11. Adolescent psychology 14.2 12. Audio-visual methods 13.2 13. Psychology of learning 13.2. 14. Tests and measurement 7.6. 15. Education psychology 7.1 16. Social foundations of education 17, History of education 7.1. 18. Comparative education 7.1, 19. Child psychology 7 1 20. Practice teach: school library 6.6 21. Special education (hard of hearin 8 Exce tional) 6.6 22. sucational methods courses 23. Raice teaching: subject area fields MO MO AO 40 * Instructional Materials Center % per cent answered out of 15 Elementary-JuniorHigh School Librarians 2tf 43 TABLE: ill Rating of Courses in Education Recommended for Librarians Serving as Materials Specialists in 104 Junior High Schools Course Recommended for I.M.C.* Personnel Courses 1. Remedial readin 2. Methods of teachin: readin 31.5 3. Secondar' school curriculum 23.0 4. Practice teach: school library 24.8 5. Audio-visual methods 21 9 6. Adolescent psychology 2010 7. Curriculum development and planni 19.2 8. Guidance and counsellin 19.2 9. Adolescent development 18.2 10. Elementary school curriculum 14.0 11. Psychology of learning 13.2 12. Special education (hard of hearing, Exceptional) 11.4 13. Tests and measurement 11.1 14. Child psychology 11.0 15. Child development 9.0 16. Philosophy of education 9.0 17. Statistical methods 8.0 18. Social foundations of education .6.0 19. Practice teaching: subject area fields 5.7 20. Comparative education 5.0 21. History of education 1.0 22. Educational methods courses NW SID OD OR 23. Educational psychology allOW MO * Instructional Materials Center % per cent answered out of 104 Junior High School Librarians 4,4 TABLB Rating of Courses in Education Recommended for Librarians Serving as Materials Specialists in 31 Junior-Senior High Schools Courses Recommended for Courses I.M.C.* Personnel 1. MOthods of teachingraading 38.6 2. Remedial reading 38.6 3. Practice teach: school library 32.4 4. Curriculum development and planning 32.1 5. Adolescent psychology 29.0 6. Adolescent development 28.9 7. Audio-visual methods 25.6 8. Guidance and counselling 22.5 9. Elementary school curriculum 22.5 10. Tests and measurement 15.6 11. Secondary school curriculum 13.3 12. Child psychology 12.8 13. Statistical methods 12.8 14. Special education (Hard of hearing, Exceptional) 9.6 15. Comparative education 6.4 16. Social foundations of education 4.4. 17. Child development 3.2 18. Philosophy of education 3.2 19. Educational methods courses SW I 111111 20. Educational psychology MD alb ..11 21. History of education NS 22. Practice teachin : sub ect area fields 11111 MUM WS 23. Psychology of learning ON * Instructional Materials Center % per cent answered out of 31 Junior-Senior High School Librarians 251 .41 TABLE: Rating of Courses in Education Recommended for Librarians Serving as Materials Specialists in 172 Senior High Schools Courses Recommended for I.M.C.* Personnel Courses 1, Remedial reading_ 27.0 2. Methods of teaching reading._ 27.0 3. Audio-visual methods 25.1 4. Guidance and counselling 23,4 5. Adolescent development 21.7 6. Secondary school curriculum 20.4 7.. Curriculum development and Tannin: 19.3 8. Practice teaching in school library 18.1 9. Adolescent psychology 16.9 10. Tests and measurement 9.8 11. Child development 9.2 12. Elementary school curriculum 8.6 13, Psychology of learning 8.0 0 ao 14. Chilcylolo 7.9 15. History of education 6.3 16. Comparative education 6.2 17. Statistical methods 5.7 18. Special education (Hard of hearing, Exceptional) 5.0 19. Philosophy of education 4.6 20. Social foundations of education 4,5 21. Educational psychology 3.3 22. Practice teaching: subject area fields 1.6 23. Educational methods courses 1.0 * Instructional Materials Center % er cent answered out of 172 Senior High School Librarians 2 5 2 TABLE: Rating of Courses in Education Recommended for Librarians Serving as Materials Specialists in 18 Grades 1-12Schools 11111111. Courses Recommended for I.M.0Personnel Courses 1. Guidance and counsellin 44.3 2. Methods o teaching reading 38.8 3. Audio-visual methods 38.7 4. Remedial readin 33.3 5. Practice teach in school librar 27 6 6. Adolescent psychology 22.1 7. Elementary school curriculum 21.1 8. Adolescent development 22.0 9. Child development 22.0 10. Child psychology 16.6 11. Secondary school curriculum 16.6 12. Statistical methods 16.6 IJ. Tests and measurement 16.6 14. Curriculum develo ment and lannin 1 15. Psychology of learning 11.1 16. S ecial educationHard of hearin Exce tional 17. Educational methods courses 5.5 18. Educationalpsychology 5.5 19. Social foundations of education 5.5 20. Comparative education amOM OM 21. History of education 111111 OM OM 22. Philosophy of education MI OM 4111, OM 23. Practice teaching: subject area fields OM IND OM MD * Instructional Materials Center %per cent answered out of 18 Grades 1-12 Schools Librarians 1 TABLE: OP Rating of Courses in Education Recommended for Supervisor Serving as Materials Specialists in 33 District Instructional Materials Centers ...... 1111101=1111. Courses Recommended for I.M.C.* Personnel Courses 1. 2. Methods of teaching reading 30 9 3. Remedial reading 30.9 4. ElementarLschool curriculum 5. Practice teach in school library 27.1 6. Child development 26,6 7. Guidance and counselling 24.0 8. Tests and measurement 23.9 9. Statistical methods 23.2' 10. Adolescent psychology 22.2' 11. Childu s cholo 22.2' 12. Practice teachin : Subect area fields 210' 13. Adolescent development 20.6' 14. Curriculum development and lann n 17.1 15. Psychology of learning 15.1 16. Social foundations of education 10.0 17. Special education (Hard of hearing, Excetional) 9.0 18. Secondar school curriculum 7.4 19. Philosophy of education 6.6 20. History of education 21. Comparative education 3.3' 22. Educational psychology 3.3' 23. Educational methods courses 3.0 * Instructional Materials Center % per cent answered out of 33 District Instructional Materials Center Supervisors 2 5 wp.1 V TABLE: 111111 411 Librarians Servin: as Material S Comparative Table of Courses in Education Recommended for cialists in Various 'A' s of Libraries -----.... M owl P'W +0?. 601 .0 .0ft ..4 wiCO .00 .0 to '4 Codi Z.,CRZ\D 1 Vil-CIP4 44 0 wit$00VICM...I V 0 g1400 ...100.4id A MOrl id la -A= Oorl1 0 r400p..Al ..40i4 r4to opfts4.44100 dig to m.114 Z-.414 404.,04.,Utld Methods of teaching reading Courses Recommended 28.1 % rl v 0 :PiMI c/I Rank(1) 0 15.3 % al.4=0 I-)E-A0 Rank(8) co) 31.5 % 6-, u)ZURank(2) 38.6 % P--,OW Rank(1)X 27.0 % co viWUC= Rank(2) 38.8 % V.VOMORank(21 (0) 30.9 MWWWW% ACdWNO.PCclmZu Rank(2) ElementaryPracticeAudio-visualRemedial teach: readingschool methods curriculum school librar 21.023.924;527.8 (5)(4)(3)(2) 283013 46 2 6.6 (2)(20)(12)(1) 24.81421.936 50 (10)(4(5)(1) 22.532.425.638.6 (9)(31_,(7)(2) 25.118.127.0 8.6 (12)(8)(1) 3 21.127.633.3 8 7 (7)(3) 29.630.9 t31(4) ChildGuidanceCurriculum development and developmentcousellingplanning and 11.814.720.5 (6)(7) 21;315.315.2 (4)(10)(7) 19e219.2 9.0 (15)(7)(9) 32.122.5 3.2 (17)(4)(8) 19.323.4 9.2 (11)(7)(4) 22.044.311.1 (9)(14)(1) 26.624.017.1 (14)(7) AdolescentTestsChild and psychologymeasurement psychology 10.211.3 9.6( (10)(9) 11) 77114.2 7.6 (14)(11)(19) X20.0 11.0 (14 (6) 29.015.612.8 (10)(5)(12) ' 16.9 7.9 (9)(14) '22.1 16.6 (10) 6 2222.2 2 (11)(a_ 0 Psychology ofpecia learningExceptional) education Hard of earing ,*9.5 8.9 (13)(12) '6.613.2 (21)(13) 11.41rarr3r13.2 (12)(11) ---- 9.6 (14) S 8,09.80 (18)(13)(10) 11.116.611.1 (16)(15)(13 23.915.1 9.0 (17)(15)(8) AdolescentStatisticalEducationalPhilosoh of methods education development courses 6.66:78.4 ' (17)(16)(14) 15 ----21.32115.2 3 (6)(5) 9 ----18.2 8.09.0 (17)(16) 91 ----12.828.9 3.2 (13)(6)(18) 21.7 54 1.076 (17)(23)(5)(19) 16.622.0---- 5.5 (12)(17)(8) 20.6 3.06.6 (9)(23)(13) 19) ComarativeHistorySocialSecondary offoundations education educationschool curriculumof education 4.95.06.6 (21)(20)(19)(18) -7.128.4 7.1 (18)(17)(16)(3) 23.0 5.01;06.0 (20)(21)(18)(3) I ----13.3 6.44.4 (15)(16)(11) 20.4 6.34 6.25 (16)(15)(20)(62, ----16.6 5.5 (19)(11 101023.2 3.36.67.4 (21)(20)(16)(18) EducationPractice teaching: area field psychology subject. 4.54.8 (23)(22) I 7.1 ---- (15) ---- 5.7 (19) ------1 3.31.6 (2)(22) ---- 5.5 (18) 21.0 3.3 (22)(12) librarians coincide with the thinking of some school library educators who believe that school librarians need courses in curriculum planning, reading methods, guidance and counselling, audio-visual methods, and practice teaching in the school library field rather than practice teaching in subject fields. This could be interpreted to mean that the prescribed curriculum in education for school librarians does not necessarily need to be exactly the same as that for the classroom teacher. Librarians, however, indicate a need for courses in education that will enable them to work more effectively with teachers in curriculum planning and in guiding students in the use of all types of in- structional materials - print and nonprint- in terms of student needs and interests. Professional Courses in Library Science Compiling a composite list of titles of undergraduate and graduate courses in librarianship was not as simple as it might seem. Not only did titles for the same course vary greatly, but descriptions of courses indicated that titles were sometimes misleading. From the catalogs of all the accredited library schools and representative catalogs of undergraduate courses offered throughout the country, the most descriptive terms were used to simplify checking. A very consistent pattern was found of the rating of all the 541 school librarians who checked the thirty-five courses in library science offered, taken, and found most useful in their library work.These ratings are found in Tables 49 70 7/72. 73 71 27 0, , W, 114, JR, and 111 on pages 257to 263. A comparative ranking of these tables is found on Chart 12, The only exception were special courses for specific age groups such as materials and services for children, for young adults, or for adults, and for the course in storytelling. These were rated higher or lower by elementary, junior, or senior high school -256- 641 TABLE: Rating of Professional Courses in Library Science Taken by 175 Elementary School Librarians Most Some Useful Value Total Courses % Rank S Rank Rank Cataloging and classification 90.8 (1) 3.9 (16) 94.7 (1) Reference materials and services 84.5 (2) 9.1 (5) 93.6 (2) Selection and use of printed materials 75.2 (3) 5.7 (11) 80.9 (3) for children School Library administration and organization 72.9 (4) 5.0 (15) 77.9 (4) History of children's literature 64.6 (5) 8.5 (7) 73.1 (5) General library administration 57.0 (6) 9.7 (3) 66.7 (6) Library services to children 46.2 (7) 3.9 (17) 50.1 (7) Function of the library in the school 38.9 (8) 5.1 (13) 44.0 (11) Audio-visual services and equipment 36.1 (9) 10.2 (2) 46.3 (8) Selection and use of audio-visual materials 35.4 (10) 6.2 (10) 41.6 for children (10) Selection and use of printed materials for young adults 33.0 (11) 9.6 (4) 42.6 (9) Story telling 30.2 (12) 3.9 (19) 34.1 (12) Selection of materials for teachers 20.0 (13) 1.6 (29) 21.6 (16) Internship in the school library (credit come)19.4 (14) (36) 19.4 (19) History of books and printing 17.7 (15) 15.4 (1) 23.1 (14) Literature of the social science 17.2 (16) 1.1 (32) 18.2 (21) Administration of instructional materials 17.1 2.2 (25) 19.3 center (17) (20) Practice work or field work (required but 17.0 (18) 3.9 (18) 20.9 (17) non credit Research methods 16.5 (19) 9.0 (6) 25.5 (13) Selection and use of adult materials 15.4 (20) 7.3 (8) 22.7 (15) History of libraries 14.2 (21) 5.6 (12) 19.8 (18) Library services to young adults 14.2 (2) 2.1i (22) 17.0 (22) Ph sical roblems of libraries 113.0 (23) 3.4 (20) 16.4 (23) Literature of the sciences 12.6 (24) 1.6 (28) 14.2 (24) Literature of humanities 12.5 (25) 1.0 (35) 13.5 (25) Library resources .11.4 (26) 1.7 (27) 13.1 (26) Selection and use of audio-visual materials for young adults 9.1 (27) 2.8 (24) 11.9 (28) Communication roles and responsibilities of libraries 8.5 (28) 3.3 (21) 11.8 (29) Library in society 6.2 (29) 6.8 (9) 13.0 (27) Government documents 5.6 (30) 5.0 (14) 10.6 (30) Research studies in readin 5.0 (31) 2.8 (23) 7.8 (31) Larger units of library organization 4.5 (32) 1,1 (31) 5.6 (32) **Adult education 2.8 (33) 2.2 (26) 5.0 (33) **Adult education .5 1.0 (33) 1.5 36 Libriarautomation 1.7 (34) 1.0 (34) 2.7 (35 Documentation 1.6 35 1.1 (30 2. ( % percent answered out of 175 Elementary Schools Librarian ** On the original questionnaire numbers 19 and 33 were both listed asAdult Education. 2 5 7 10 TABLE: 4111 Rating of Professional Courses in Library Science Taken by 14 Elementary-Junior High School Librarians I Most Some Useful Value Total Courses % Rank % Rank % Rank Reference materials and services 107.6 (1) 22.9 (4) 130.5 (1) Cataloging and classification 99.9 (2) 15.3 (8) 115.2 (2) Selection and use of printed materials for children 92.8 (3) 14.2 (11) 107.0 (3) History of children's literature 85.7 (4) 14.2 (9) 99.9 (4) Library services to children 78.5 (5) 7.1 (21) 85.6 (5) School librar administration and organization 71.4 (6) 85.6 (6) Audio-visual services and equipment General library administration 61.4 (8) 411NO .1111 OM. IMMI 61.4 (9) History of books and printing 49.9 9) 29.5 (2) 79.4 (8) Selection and use of printed materials for young adults 42.8 (10) 14.2 (18) 57.0 (10) Selection and use of adult materials 42.7 (11) OW .1.sot 42.7 (16) History of libraries 35.6 (12) 21.3 (6) 56.9 (11) Library services to young adults 35.6 (13) 7.1 (17) 42.7 (14) Story telling 35.6 (14) 7.1 (23) 42.7 (17) Practice work or field work (required but 35.6 (15) non-credit) 7.1 (19) 42.7 (15) Internship in the school library (credit course) 28.5 (16) 7.1 (15) 35.6 (19) Selection and use of audio-visual materials for children 28.5 (17) 21.3 (7) 49.8 (12) Literature of humanities 21.4 (18) 21.4 (22) Library resources 21.4 (19) 7.1 (16) 28.5 (20) Administration of instructional materials cente 21.3 (20) INo =IIMO 21.3 (23) Function of the library in the school 21.3 (21) 28.4 (21) **Adult education 14.2 (22) OM (25) 14.2 (25) ** diilt education 7.1 ag) 7.1 _(0) illoWiTy in society 14.2 (23) 28.5 (3) 42.7 (13) Literature of the sciences 14 2 (24) INN Mb OW O. 142_1262_ Literature orgeiTerirEFrerices 14.2 5 410elwOM OW 14.2 (27) Physical oroblems of libraires 21,', (24) Research methods 14.2 (28) Communication roles and responsibilities o libraries 7.1 (29) 29.5 (1) 36.6 (18) Larger units of library organization 7.1 30) 7.1 (32) Research studies in reading 7.1 (31) 7.1 (20) 7 14.2 (29) Selection and use of audio-visual materials for yowl; adults 7.1 (32) 7.1 (33) Documentation Government documents ea ON, am40 7.1 (14) 7.1 (31) Library automation 0. GIP =IOW Selection of materials for teachers am Am alp die 7 1 (22) 7.1 (34) % per cent answered out of 14 Elementary-Junior High School Libraries ** On the original questionnaire numbers 19 and 33were both listed as Adult Education 25c.' 7, TABLE: OM Rating of Professional Courses in Library Science Taken by 101 Junior High School Librarians Most Some Useful Value Total Courses % Rank W Rank W Rank Reference materials and services 96.0 (1) 9.8 (14) 105.8 (2) Cataloging and classification 91.9 14 School library administration and organization 85.1 (3) 11.8 (9) 96.9 (3) Selection and use of printed materials 77.1 (4) 9.8 (15) 86.9 (4) for children Selection and use of printed materials for 70.0 (5) 5.0 (27) 75.0 (6) oun adults General library administration 68.2 (6) 158 (5 84 0 (5) Function of the library in the school 56.0 (7) 12.0 (8) 68.0 (8) Audio-visual services and equipment 52.0 (8) 14.0 (7) 66.0 (9) Library services to children 51.0 (9) 6.0 (22) 57.0 (12) Selection and use of audio-visual materials 51.0 (10) 8.0 (17) 59.0 (10) for children History of children's literature 48.0 (11) 24.0 (2) 72.0 (7) Library services to young adults 44.0 (12) 6 0 (23) 50.0 (13) History of books and printing 39.6 (13) 17.6 (3) 57.2 (11) Selection and use of audio-visual materials 34.0 (14) 5.0 (29) 39.0 (17) for young adults Research methods 32.0 (15) 11,.0 (10) 43.0 (15) Practice work or field work (required but 31.2 (16) 1.0 (36) 32.2 non- credit) (23) Library resources 29.2 (17) 6.0 (25) 35.2 (19) Selection of materials for teachers 28.6 (18) 5.8 (26) 34.4 (20) Selection and use of adult materials 27.6 (19) 10.8 (12) 38..4 (18) Story telling 26.0 (20) 16 0 (4) 42.0 (16) Internship in the school library (credit course) 24.1 (21) 3.0 (34) 27.1 (27) Literature of humanities 23.7 (22) 9, 8 (13) 33.5 (22) History of libraries 22.7 (23) 25. 7 (1) 48.4 (14) Physical problems of libraries 21.0 (24) 7.0 (19) '8.0 (26) Administration of instructional materials center 20.7 (25) 7.8 (18) 28.5 (24) Library in society 19.0 (26) 9.0 (16) 28.0 (25) Literature of the social sciences 16.7 (27) 6 9 (20) 33.6 (21) Government documents 15.0 (28) 11.0 (10) 26.0 (28) Communication roles and responsibilities 13.7 (29) 6.8 (21) 20.5 (29) of lioraries Literature of the sciences 10.8 (30) 4.8 (31) 15.6 (30) Larger units of library organization 9.0 (31) 5.0 (28) 14.0 (31) **Adult education 6.8 (32) 7.9 (35) 8.7 (36) **Adult education 1=1.11M1011 Documentation 6.0 4.0 10.0 (34) Research studies in reading 6,0 12.0 (32) Library automation 5.0 (35) 4,0 03) 9,0 (35 % per cent answered out of 101 Junior High School librarians.. ** On the original questionnaire numbers 19 and 33 were }both listed as Adult Education 259 72 TABLE: SF Rating of Professional Courses in Library Science Taken by 31 Junior-Senior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Cataloging and classification 99.9 (1) 6.4 (12) 106.3 (1) Reference materials and services Selection and use of printed materials for 80.6 (3) young adults GOEFal library administration 70.9 (4) chool library administration and organization 64.4 5 telection and use of prin+Id materials for children 64.4 (6) 6.4 (14) 57.9 (9) Selection and use o adult materials 51.5 (8 3.2 2 54.7 13 Literature of humanities 48.3 (9) 9.6 (8) 57.9 (10) faiaio-visual services and equipment 45.1 (IO) 9.6 (5) 54.7 (11) Function of the library in the school 45,1 (11)' 6.4 (13) 51.5 (141 Literature of the social sciences 45.1 (12) 9.6 (10) 54.7 (12) History of children's literature 41.8 (13) '22.5 (2) 64.3 (7) Library services VI children 41.8 (14) 3.2 (19) 45.0 (18) Selection and use of audio-visual materials 38.7 (15) 3.2 (26) 41.9 (15) for children Library resources 38.6 (16) 0111.11. OS OM 38.6 (19) Selection and use of audio-visual materials 38.6 (17) 3.2 (27) 41.8 (16) for young adults History of books and printing 35.4 (18) 26.1 (1) 61.5 (8) Historof libraries 35.4 (19) 9.6 (7) 45.0 (17 Research methods 32,2 (20) 3.2 (23) 35.4 (21) Literature of the sciences 29.0 (21) 9.6 (9) 38.6 (20) Selection of materials for teachers 27.7 (22) 3.2 (30) 30.9 (22) Practice work or field work (required but 25.8 (23) 3.2 (21) 29.0 (23) non-credit) Internship in the school library(credit course) 25.7 (24) 25.7 (26) Communication roles and responsibilities of 19.4 (25) ONO OM MO NM 19.4 (27) libraries Administration of instructional materials center 16.1 (26) MD OW 1IM 16.1 (30) **Adult education 12.9 (27) 3.2 (17) 16.1 (31) **Adult education 3.2 (33) 5.4 (11) 9.69 (33) Library in society 12.9 (28) 12.9 (3 ) 25.8 (24) Research studies in reading 12.9 (29) 6.4 (15) 19.3 (28) Government docurents 12.9 (30) 12.8 (4 ) 25.7 (25) Pysicaf problems of libraries 12.8 (31) 3.2 (21) 16,0 (32) Stor tellin: 8 Larger units of library organization 3.2 (34) 3.2 (35) Library automation ME AI. - - -- 111.1 OM 011, OS Documentation maw Oa 3.2 (18) 3.2 (34) %per cent answered out of 31 Junior-Senior High SchoolLibrarians **On the original questionnaire numbers 19 and 33 were both listed as Adult Education 21;0 78 TABLE: OR Rating of Professional Courses in Library Science Taken by 173 Senior High SchoolLibrarians Most Some Useful Courses Total % Rank Rank %. Rank 1 Reference materials and services 106.5 1 6,4 S18) i 112.9 (2) Cataloging and classification 97.8 (2) 34.8 (1) 132.6 (1) School library administration and organization 81.9 (3) 2.1 (31) 8' C (4) Selection and use of printed materials for young adults 80.5 (4) 4.0 (26) 84.5 (3) General libraryadministration 60.4 (5) 1526 (6) 76.0 (5) Selection and use of printed materials for children 58.9 (6) 11.9 (10) 70.7 (6) Function of the library in the school 50.1 (7) 9.8 (13) 59.9 (8) Histor of children's literature 43.0 (8) 17.9 (4 60.9 7 Selection and use of adult materials 42.8 (9) 10.6 (12) 53.4 (10) Library services to young adults 7.0 (14) 49.3 (13) Audio-visual services and equipment 15.0 (7) 55.0 (9) Literature of humanities 2 2 9 Selection and use of audio-visual materials for ounadults 4.0 (28) 34.0 (18) Histor of books and rintin 29.4 (14) 22.4 (3 51.8 11 Literature of the social sciences 29.1 (15) 6.4 19 35.5 16 Library services to chi_ ldren 28.7 16 5 2 24 33 9 Selection of materials for teachers 28.5 (17) Liteiatt-e7rthe sciences 27.3 (18) Historof libraries 25.4 (19) Practice work or field work (required non-credit) 25.2 (20) 6.2 (21) 31.4 (24) Research methods 24.4 (21 14 2 9 8 6 Selection and use of audio-visual materials for children 20.5 (22) 11.2 (11) 31.7 (22) Story telling 19.6 (23) 14.9 (8) 34.5 (17) Physical problems of libraries 17.2 (24) 6.4 (17) 23.6 (25) Communication roles and responsibilities of libraries 15.5 (25) 6.8 (16) 22.3 (26) Library resources 15.1 (26) 5.2 (22) 20.3 (27) Librar in societ 14.7 (27) 17,0 5 317 23 Internshi in school library (credit) 14.0 (28) 1.0 (34) 15.0 29 Administration of instructional materials center 11.5 (29) 2.2 (29) 13.7 (30) - Government documents 11.5 (30) 6.9 (15) 18.4 (28) Larger units of library organization 8.8 (31) 4.6 (25 13 4 1 Research studies in reading 6.9 (32) 2.2 (30) 9.1 (32) Documentation 6.4 (33) 1.1 (31 75 **Adult education 5.1 (34) 1.1 (33) 6.2 (34) **Adult education 3.9 (35) 1.0 (35) 5.7 (35) Library automation .5 (36) .f (A) I.0 (36) % per cent answered out of 173 Senior High School Librarians On the original questionnaire numbers 19and 33 were both listed as Adult Education 261 rpi TABLE: e Rating of Professional Courses in Library Science Taken by 18 Schools Grades 1-12 Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Reference materials and services 99.9 (1) 110. mi. mi. 99.9 (1) -C:AL-alogirgand classification 94.3 (2) 94.3 (2) School library administration and organization 88,8 (3) 88.8 (3) Selection and use of printed materials for 77.6 (4) 77.6 (5) cti/dren Selection and use of printed materials for 66.6 (7) y2ling adults 66.6 General library administration 66.5 (6) 16.6 (1) 83.1 (4) History of children's literature 61.0 (7) 11.113) 72.1 (6) Libra::y services to children 59.9 (8) 611Mb 1M, 59.9 (8) Library services to young adults 49.9 49. (9) Function of the library in the school 44.3 (10) 5.5 (9) 49.8 (10) Selection and use of adult materials 33.3 (11) 5.5 (12) 38.8 (12) Library resources 33.2 (12) - -- 33.2 (17) Storytelling 33.2 (13) 5.5 (14) 38.7 (13) IoAlo-visual services and equipment 27.7 (14) 5.5 (8) 33.2 (14) History of books and printing 27.7 (15) 16.6 (2) 44.3 (11) Internnhip in the school library (credit course) 27.7 (16) --- 27.7 (19) Literature of humanities 27.7 (17) 5.5 (11) 33.2 (15) problems of libraries 27,7 (18) 27.7 (20) PI,:-t:ce work or field work (required but 27.7 (19) --- 27.7 (21) ncr.-c;:edit) SeIection and use of audio-visual materials 27.7 (20) 27.7 for young adults --- (24) Slection of materials for teachers 27.7 (21) --- 27.7 (22) Litc7-1ture of the social sciences 22.2 (22) 10.0 (6) 32.2 (16) 1.,_ction and use of audio-visual materials 22.1 (23) 5.5 (13) 27.6 tor .:hildren (23) ,.12.3tration of instructional materials center 16.6 (24) 16.6 (27) Cc .,:lication roles and responsibilities of 16.6 (25) --- 16.6 (28) lit,%arios Gl. trnlent documents 16.6 (26) 5.5 (1Q) 22.1 (26) H:siol.y of libraries 16.6 (27) 11.1 (4), 27.7 (18) T.j.1ray in socievy 16.6 (28) ---- .\ 16,6 (29) r.':ea7:ch methods 16.6 (29) ---- 16.6 (30) **A611 education 11.1 (30) / 11.1 (21) Adult education _1A5 (33) 1.$ (7) 10.0 (32) "Literatt=e of the sciences 11.1 (31) 11,1 (5) 22.2 (25) Reseach studies in reading 10.0 (32) ---- (31) 1040 (33) Larger units of library organization 5.5 (34) ---- 5.5 (34) Port-zentation OMB OM =lb OM Library automation OMB =I OM. OM IMOre ON. r": per cent answered out of 18 schools grades 1-12 librarians -Jr Ca 'Ale original questionnaire numbers 19 and 33 were both listed as ;.tddult Education 2 6 2 D /5-* TABLE: Rating of Professional Courses in Library Science Taken by 29 Supervisors of the District Instructional MaterialsCenter Most Some Useful Value Total Courses % Rank % Rank % Rank Reference materials and services IM Cataloging and classification 64.2 (2) 10.7 (7) 74.9 (1) Selection and use of printed matelials for children 62.0 (3) 3.4 (30) 65.4 (3) School librar administration and or anization 9 Selection and use of printed materials- -young alul 58.5 (5) 6.8 (18) 65.3 (4) General librar administration 46.4 (6) 14.2 (4) , 60.6 (71 Library services to children 44.8 (7) 3.4 (25) 48.2 (9) History of children's literature 37.8 (8) 20.5 (2) 58.3 (R) Audio-visual services and equipment 37.5 (9) 10.2 (10) 46.7 (10) Selection and use of adult materials 34.4 (10) 10.3 (9) 44.7 (11) Functf3R3? the library inthe school 34.3 (11) 6.8 (12) 41.1 (13) Library services to young adults 31.0 (12) 6.8 (14) 37.8 (29) Selection and use of audio-visual materials for children 30.9 (13) 3.4 (29) 64.3 (5) Selection and use of audio-visual materials for young adults 29.9 (14) 3.4 (31) 22.3 (15) Selection of materials for teachers 24.0 (15) 24.0 (23) History of books and printing 20.6 (16) 26.0 (1) 41.2 (12) Literature of the social sciences 20.6 (17) 6,8 (16) 27.4 (18) Literature of the sciences 20.6 (18) 3.4 (26) 24.0 (24 Research methods 20.6 (19) 17.1 (3) 37.7 (14) Literature of humanities 20.5 (20) 6.8 (15) 27.3 (20) Practice work or field work (required but 20.5 non-credit) (21) 3.4 (27) 24.9 (21) Administration of instructional materials center 17.2 (22) 6.8 (11) 24.0 (22) History of libraries 17.1 (23) 13.7 (6) 30.8 (16) Physical problems of libraries 17,1 (24) 10.3 (8 27 4 19 Communication roles and responsibilities of libraries 13.7 (25) 1111115 IMO 11 13.7 (30) Government_ documents 13.7 (26) 13.7 (5) 27.4 (17) Internship in the school library (credit) 13.7 (27) 3.4 (22) 17.1 (25) Library resources 13.7 (28) 3t4 (24) 17.1 (27) Story telling .1222(29) 6.8 (19) 20.5 (25) Larger units of library organization 10.2 (30) 3.4 (23) 13.6 (31) ibrary in society 10.2 31 6.8 (13) 17.0 (28) Documentation 3.4 (32) 3.4 (21) 6.8 (32) *le dult education .11=1. MID IMO **Adult education riMI. ND 3.4 (20) 3.4) (34) Library automation WM, Gab 1111. am Sae IND IMO IND MN Research studies in readin 6.8 (17) 6.8 (33) %per cent answered out of 29 District Instructional Materials Center Specialists ** On the original questionnaire numbers 19 and 33were listed as Adult Education Chart 12 Rank Order of Library Science Courses Rated Most Useful and Highly Recommended CompositeRank: Courses Rated Courses Library Science Courses Taken by School Most Useful Recommended Librarian& ...10.410010 11111. aNOIM 1 34 Reference materials and services 2 31 Cataloging and classification 3 28 Selection and use of printed materials for children 4 29 School library administration and organi- zation 5 25 General library administration 6 20 Selection of printed materials for young adults 7 33 History of children's literature 8 27 Library service to children 9 14 Audio-visual services and equipment 10 16 Function of the library in the school 11 26 Library service to young adults 12 30 Selection and use of adult materials 13 10 !selection of audio-visual materials for children 14 22 History of books and printing 15 14 Literature of the humanities 16 24 Field work - no credit 2 Selection of materials for teachers 18 5 Selection of audio-visual materials for young adults 19 15 Literature of the social sciences 20 8 Story telling -264- Chart 12 (cont) Rank Order of Library Science Courses Rated Most Useful and Highly Recommended Composite Rank: Courses-Rated Courses Library Science Courses Taken by School Most Useful Recommended Librarians 21 19 Library resources 22 32 History of libraries 23 3 Internship in school libraries - for credit 21 13 Research methods 25 1 Administration of an INC 26 11 Physical problems of libraries 27 12 Literature of the sciences 28 7 Communication role of libraries 29 9 Research studies in reading 30 21 The library in society 31 18 Government documents 32 23 Larger units of library organization 33 35 Adult education 3L1 17 Documentation 35 6 Library automation librarians depending on the age group with whom they worked.None of these special courses, however, were rated at the bottom of the list by any of the librarians. The courses that were found most useful were the standard basic courses offered in library education programs. They included (1) Reference, (2) Cataloging, (3) Selection of Printed and Audio-visual Materials for Children and Young Adults, (4) Library Services for Children and Young Adults, (5) School Library Administration and Organization, (6) general Library Administration, (7) Audio-visual Services and Equipment, and (8) the History of Children's Literature. Specialized courses of more value for junior and senior high school librarians included (1) Literature of the Humanities, (2) Literature of the Social Sciences, (3) Selection and Use of Adult Materials, and (4) History of Books and Printing. It was interesting to note that of the courses taken, the course in the History of Books and Printing was rated higher byall school librarians than was the course in the Literature of the Sciences, but the latter course was rated higher by high school librarians than by others.The composite rating of the course on the History of Books and Printing was 14 while that of the Literature of the Sciences was 27 out of 35 courses taken by school librarians. Then when one compared these findings with Table which lists the courses that are now recommended for librarians serving as materials specialists, the reverse pattern is found. Literature of the Sciences is there rated 12 but close to that of the Literature of the Humanities and Social Sciences which are 14 and 15, respectively, while the History of Books and Printing is rated 22nd out of 35 courses recommended. The courses that are relatively new in graduate library schools and are not offered by all programs of library science or that relate primarilyto public -266- Librarians Serving as Material Comparative Table of Courses in Library Science Recommended for Specialists inTABLE Various : Types of Libraries vim76 OD 0 .r4 O D r-i >. b.0I 4 U) '74 U) 1.4CCV.4 r4 00 CN.1 4-'U U d 0 A 4400 r4 TJ .4 wE.0WO 840 = ,4 0 0r4 84 A C0 0 0 Mr`i ...I 4C bri (/) r4ts 0 0 rC14 1'4 l 0 WWW W Administration of instructionalCourses Recommended 30.1 Rank(1) 21.3 % r4W = ANU Rank(3) 4 39.4 % In Rank(1) CI) 42.8 % on X Rank(1)r4 40.2 % CO Rank(1) 44.3 % Rank(2) % Rank C) SelectionStory telling ofand materials use ofma materialsaudio-visual for center a h' 27.330.1 (4)(2) ,21.3 7.1 (28)(10) 23.018.0 (9)(14) 28.625.V (7)(9) 19.811.8 (12)(22) 33.233.2 (5)(7) ,27.4 27.441.1 (7)(6)(2) PhInternship sical problems in the ofschool teacherslibraries(credit library course) ' 22.724.529.7 (6)(5)(3) 21.335.6 7.1 (25)(6)(2) 32.234.4 (3)(2) 28.832.2 (6)(4) 26.32a 4 (6)(4) 27.627.7 (11)(10) 20.537.7 (3)(11) Audio-visualCommunication services roles mentandbilities and of libraries responsi- equip- 21.421.5 (8)(7) 21.314.2 (4)(11) 34.029.620.0 (7)(11)(5) 25.722.419.3 (8)(11)(13) k18.9 20.6 (14)(11) 427.7 33.2 (6)(9) 30.813.6 (4)(18) LiteratureSelection andof theuse sciencesofmaterials audio-visual for young adults 16.917.5 (10)(9) 21.335.6 (8)(1) 25.632.0 (6)(4) 16.119,2 (17)(16) 27.833.322.1 (5)(3)(9) 50.944.310.0 (25)(1)(3) 27.413.630.8 (20)(8)(5) LiteratureLibrary resources of humanitiesthe social sciences 15.915:916.4 (13)(12)(11) ' 14,214:2 7.1 (16)(24)(15) 19.617.613.0 (12)(15)(20) 19.212.8 9.6 (15)(25)(27) 22,422.212.8 (8)(7)(19) 10.0 5.5 (24)(26) 23.910 2 (15)(9) ResearchFunctionLibrary studiesofservices the libraryin to schoolchildren in the 15.314:114.2 (16)(15)(14) 21.3 7.1 (9)(21) 16.0 8.0 (29)(17) 22.5 3.6 (28)(10) 13.9 3, 8 (33)(17) 21.1 (14)(13)(33) 10.217.0 6.8 (27)(24) HistorResearchLibrary methodsautomation of books and rintin reading 12:813.0 (18)(17) 21.021.3 (26)(7) 24.014,019.0 (19)(8)(13) 35.335.328.9 (3)(2)(5) 20,634,216.2 (10)(2)(15) ,39.8 - 26.627.7- -- (12)(8)(4) 48.123.9 (1)(10) Documentation 10.112.4 (20)(19) 14.214:2 (12)(13) 10.011.6 (25)(23) 16.012.8 (19)(24) 12.2 7.4 (21)(26) ,10.0 (21) .11=1. OM. OM MID 3.4 (30) Librarians Serving as Material SpecialistsComparative in Various Table Types of ofCourses Libraries in Library TABLE: ISO 76 (Continued)Science Recommended for .0 to 0r414 -4 En tD CV I Ca l' 14 CO 14>. OD r41 4 r4 14 r"1 V) r..1 c oII)34 .0 1 Cl) C) rl4 44 "4 0 ri...1 V) 4-1 0 V)tr) *PIW 14Z 14 14 Iss 0 4aU t) a *re A0 ts.).1) Courses Recommended % - riW 0 V)0(L)4)C g-I 0.00 Rank -4in C 4)% 14 0 4.4 0 ...1W Z1-)11)E 0 *A C ..0 0 Rank v) % 0r"II' 0 0 10-, v)ZC .00 Rank tv) 0 .0 .r4onZCr4Rank z40 lr4 0r4 C)0 c!) V)...al zo Rank W. 0- 0 r!,. 14 2RankJ.c) rim+. GCO 1-1.. d CJ4a 0r: u 40 44Rank C Selectionlarger units and ofuse library off'organization audio-visual 9.59.6 (22)(21) 14.2 7.1 (22)(18) ----12.0 (22) ____22.4 (12) ____13.4 (1-8) ____16.5 (18) 13.6 (19) Practice work or fieldmaterials work for ming adults . **Adult educationGeneral library administration(required but non-credit) 9.093.87.87:9 (24)(23)(35)(25) ----1442 7.17.6 (20)(19)(17) 12:0 5.08.61:9 (27)(35)(21)(32) ----12.8 9.6 (32)(29)(23) ----12.2 7.36.2 (20)(27)(30) 16.6 5.5 (30)(29)(17) 10.213.7 6.8 1141_..(22)(a)(17) **dult educationHistorySchoolLibrary of libraryin libraries society administrationor:anization and 7.86.77.8 (27)(26)(28) ----14.2 (14) 6.66.79.0 (30)(26)(31) 16.016.1 9.6 (22)(26)(18) 10.0 6.24.2 (29)(23)(28) ----10.0 5,1111117t65.5 (34)(23) -__-20.4 7.0 (12)(16-5. GovgrnmentSelectionReference documentsandmaterials use of materials andprinted services for children 6:16.16.2 (29)(31)(30) ----21.3 (5) 20.0 3.81.8 (33)(10)(36) ------16.6 (21)(20) 19.6 3.83.2 (32)(13)('6)(34) 1' 10.011.1 5.5 (22)(27)(32)(20) ,10.5 2.83.48.8 (28)(32)(26)_(21) SelectionLibrary servicesand use ofto mat.grialsadultyoung adults 5.65.1 (33)(32) ---- 7.17.1 (23)(27) - 15.011.6 2.8 (18)(34)(24) ----16.0 9.6 (30) 14.4 2.69.6 (24)(35) 21.111.1 (19)(15) 10.217.7 (13).(25) historyCataloging** On theof children'sandoriginal questionnaire literature numbers 19 and 33 were both listed as classification 4.53.3 (34)(36) ---- 8.0 (28) Adult education9.6 (31) 5.1 (31) 16.6 (16) ---- and academic libraries were ratedlower by school librarians, but if taken were found to be useful. The ratings were basically the same for all those who checked the Schedule. Some of these courses included (1) Library Automation, (2) Documentation, (3) Adult Education, (4) Larger Units of LibraryOrganization, (5) Government Documents, (6) the Library in Society,(7) Research Studies in Reading, (8) the Communication Role of Libraries,(9) Literature of the Sciences, (10) Physical Problems of the Library, (11) the Administrationof an IMC, and (12) Research Methods. 'lb Looking again at Table ON on page 267,which is a composite of Tables ie79 tO CMas $n 11, ., it, 111, AC IS, and or, on pages 270 to 276,. it is clear that the trP.diticn.lcourses that schoollibrarians have taken in the past and that have proven useful to them arenot necessarily the same courses that they now wish they hadtaken or that they recommend for future school librarians who plan to direct school libraries asmaterial centered pro- grams of service for children and youngadults. Instead, the reverse is found. Times have changed and so has curricula,methods of teaching, programs of services, and media needed to provide for modern programsof education. Library school offerings have expandedand emphasis and methods of teaching have changed or have been modified, reflectingthe modern needs of school librarianship. Since the library science course listings werechecked only by school librarians who are employed in school librariesfunctioning as instructional materials centers, it is worth noting in thesecond column in Chart 12 on page 265 that the courses that they highly recommend as coursesthat should be taken are those emphasizing the multimedia approach toselection, services, and administration of an IMC and those that reflect thecommunications role of the library, library automation, research, physicalproblems of the library, -269- 77 TABLE: Sr Recommended for Librarians Rating of Professional Coursesin Library Scier Serving as Instructional MaterialsSpecialis 175 Elementary Schools Courses Recommended for I.M.C.* Personnel Courses 30.1 1. Administration of instructionalmaterials center 30.1 2. Stor tellin 2. 3. Selection of materials for teachers 27.3 4. Selection and use of audio-visualmaterials for children 24.5 5. Internship in the school library(credit course) 22.7 6. Physical problems of libraries of libraries 21.5 7. Communication roles and responsibilities 21.4 8. AudiO-visual services and e us. ment materials for young adults 17.5 9. Selection and use of audio-visual 16.9 10. Literature of the sciences 16.4 11. Library resources 15.9 12. Literature of humanities 15.9 13. Literature of the social sciences 15.3 14. Function of the librarin the school 14.2 15. Library services to children 14.1 16. Research studies in reading 13.0 17. Library automation 12.8 18. Research methods 12.4 19. History of books and printing 10.1 20. Documentation 9.6 21. Larger units of library oranization 9.5 22. Selection and use of 1 materials for.wishilidesa 9.0 23. Practice work or field work(required but non-credit) 7.9 24. General library administration 7.8 25.**Adult education 7.8 26. History of libraries 7.8 27. Library in society 6.7 28. School library administration andorganization 6.2 29. Reference materials and services 6.1 30. Government documents 6.1 31. Selection and use of printed materialsfor children 5.6 32. Library services to young adults 5.1 33. Selection and use of adult materials 4.5 34. Cataloging and classification 3.8 35.**Adult education 3.3 36. History of children's literature * Instructional MaterialsCenter % per cent answered outof 175 Elementary Schools Librarian Adult Education ** On the original questionnaize numbers19 and 33 were both listed as TABU: Rating of Professional Courses in Library Science Recommended for Librarians Serving as Instructional Materials Specialists in 14 Elementary-Junior Hip Schools Courses Recommended for I.M.C.* Personnel Courses 1. Selection and use of audio-visual materials for young adults 35.6 2. Selection of materials for teachers 35.6 3. Administration of instructional materials center 21.3 4. Audio-visual services and equipment 5. Government documents 21.3 6. Internship in the school library (credit course) 21.3 7. Library automation 21.3 8. Literature of the sciences 21.3 9. Research studies in reading 21.3 10. Story telling 11. Communication roles and responsibilities of libraries 14.2 12. Documentation 14.2 13. History of books and printinff 14.2 14. Library in societ 14.2 15. Librar resources 14.2 16. Literature of the social sciences 14.2 17. 'Practice work or field work (required but non-credit) 14.2 18. Selection and useofpliEtt_Eaterills for walls adults 14.2 19. General library administration 7.6 20.**Adult education 7.1 21. Function of the librar in the school 7.1 22. Lauer units of library organization 7.1 23. Library services to young adults 7.1 24. Literature of humanities 7.1 25. Ph sical roblems of libraries 7.1 26. Research methods 71 27. Selection and use of adult materials 7.1 28. Selection and use of audio-visual materials for children 7.1 29.**Adulteducation 4. Oa 30. Cataloging and classification 411, Om .0 31. History of children's literature =II =IMO 32. Library services to children 1111111111m Oa 33. Reference materials and services .111.1. 34. School library administration and organization MINIS 35. Selection and use of printed materials for children 36. History of libraries WO MI Oa % pet cent answered out of 14 Elementary-Junior High School Librarians * Instructional Materials Center ** On original questionnaire numbers 19 and 33 were listed as Adult Education 271 TABLE:42 Rating of Professional Courses in Library Science Recommended for Librarians Serving as Instructional Materials Specialists in 101 Junior High Schools t Courses Recommendedfor I.M.C.* Personnel Courses 1. Administration of instructional materials center 39.4 2. Selection of materials for teachers 34.4 3. Internship in the school library (credit course) 32.2 4. Selection and use of audio-visual materials for young adults 32.0 5. Communication roles and responsibilities of libraries 29.6 6. Literature of the sciences 25.6 7. Aduio-visual services and eoui ment 24.0 8. Library automation 24.0 9. Selection and use of audio-visual materials for children 23.0 10. Government documents 20.0 11. Physical problems of libraries 20,0 12. Literature of the social sciences 19.6 13. Research studies in readin 19.0 14. Story telling 18,0 15. Literature of humanities 17.6 16. Selection and use of printed materials for young_adulta, 17.0 17. Function of the library in the school 16.0 18. Library services to young adults 15.0 19. Research methods 14.0 20. Library resources 13.0 21. Practice work or field work (reouired but non-credit) 12.0 22. Larger units of library organization 12.0 23. History of books and printing 11.6 24. Selection and use of adult materials 11.6 25. Documentation 10.0 26. Library in society 9.0 27.**Adult education 8.6 28. History of children's literature 8.0 29. Library services to children 8.0 30. School library administration and organization 6.7 31. History of libraries 6.6 32.**Adult education 5.0 33. Selection and use of printed materials for children 3.8 34. Cataloging and classification 2.8 35. General library administration 1.9 36. Reference materials and services 1.8 %per cent answered out of 101 Junior High School Librarians * Instructional Materials Center ** On the original questionnaire numbers 19 and 33 werelisted as Adult Education 2 '7 80 TABLE : 1111 Rating of Professional Courses in LibraryScience Recommended for Librarians Serving as Instructional MaterialsSpecialists in 31 Junior-Senior High Schools Courses Recommended for I.M.C.* Personnel Courses 1. Administration of instructional materials center 42.8 2. Library automation 35.3 3. Research methods 35.3 4. Selection of materials for teachers 32.2 5. Research studies in reading 28.9 6. Internship in the school library (credit course) 28.8 28.6 7. Selection and use of audio-visual materialsfor children 8. Aduio-visual services and equipment 25.7 9. Story telling 25.7 10. Function of the librar in the school 22.5 11. Communication roles and resoonsibilities of libraries 22.4 22.4 12. Larger units of library organization 19.3 13. Physical problems of libraries 19.3 14. Selection and use of printed materials for youngadults 18.2 15. Literature of the social sciences 19.2 16. Selection and use of audio-visual materialsfor young adults 16 1 17. Literature of the sciences 16.1 18. School library administration andorganization 16.0 19. Documentation 16.0 20. Government documents 16.0 21. Library services to young adults 16.0 22. Library in society 23.**Adult education 12.8 12.8 24. History of books and printing 12.8 25. Literature of humanities 9.6 26. History of libraries 9.6 27. Library resources 9.6 28. Library services to children 9.6 29. Practice work or field work (required butnon-credit) 9.6 30. Selection and use of adult materials 9.6 31. History of children's literature 32.**Adult education 9.6 33. Cataloging and classification 34. General library administration 35. Re erence materials and services 36. Selection and use of printed materialsor children % per cent answered out of 31Junior-Senior High School Librarians ** On the original questionnaire numbers 19 and33 were both listed as AdultEducation * Instructional Materials Center Rating of Professional Courses in Library Science Recommended for Librarians Serving as Instructional Materials Specialists in 173 Senior High Schools Courses Recommended for Courses I.M.C.* Personnel 1. Administration of instructional materials center 40.2 2. Library automation 34.2 3. Selection and use of audio-visual materials for young adults 33.3 4. Selection of materials for teachers 28.4 5. Literature of the sciences 27.8 6. Internship in the school library (credit) 26.3 7. Literature -f humanities 22.4 8. Literature of the social sciences 22.2 9. Audio-visual services and equipment 22.1 10. Research methods 20.6 11. Physical problems of libraries 20.6 12. Selection and use of audio-visual materials for children 19.8 13. Government documents 19.6 14. Communications roles and res onsibilities of libraries 18.9 15. Research studies in reading 16.2 16. Library services to young adults 14.4 17. Function of the librar in the school 13.9 18. Larger units of library organization 13.4 19. Library resources 12.8 20. Practice work or field work (required but non-credit) 12.2 21. Documentation 12.2 22. Story telling 11.8 23. Library in society 9.2 24. Selection and use of adult materials 9.2 25. Selection and use of printed materials for young adults 8.6 26. History of books and printing 7.4 27.**Mult education 7.3 28. History of libraries 6.2 29. School library administration and organziation 6.2 30. General library administration 6.2 31. History of children's literature 5.1 32. Selection and use of printed materials for children 3.8 33. Library services to children 3.8 34. Reference materials and services 3.2 35. Cataloging and classification 2.6 36.**Adult education % per cent answered out of 175 Senior High School Librarians * Instructional Materials Center ** On the original questionnaire numbers 19 and 33 were both listed as Adult Education 274 TABLE:se Rating of Professional Courses in Library Science Recommended for Librarians Serving as Instructional Materials Specialists in 18 Schools Grades 1-12 Courses Recommended for I.M.C.* Personnel Courses 1. Selection and use of audio-visual materials for young adults 50.9 2. Administration of instructional materials center 44.3 3. Audio-visual services and ma ment 44.3 4. Research studies in reading 39.8 5. Selection and use of audio-visual materials for children 33.2 6. Communication roles and responsibilities of libraries 32.2 7. Story telling 32.2 8. Library automation 27.7 9. Physical problems of libraries 27.7 10. Selection of materials for teachers 27.7 11. Internship in the school library (credit course) 27.6 12. Research methods 26.6 13. Function of the library in the school 21.1 14. Librar services to children 21.1 15. Selection and use of adult materials 21 1 16. History of children's literature 16.6 17. Practice work or field work (required but non-credit) 16.6 18. Larger units of library organization 16.5 19. Cataloting and classification 11.1 20. Reference materials and services 11.1 21. Documentation 10.0 22. Library services to young adults 10.0 23. Library in society 10.0 24. Literature of humanities 10.0 25. Literature of the sciences 10.0 26. Library resources 10.0 27. Selection and use of printed materials for children 10.0 28. Selection and use of printed materials for young adults 10.0 29.**Adult education 5.5 30.**Adult education 5.5 31. General library administration 5.5 32. Government documents 5.5 33. Literature of the social sciences 5.5 34. School library administration and organization 5.5 35. History of books and printing 36. History of libraries % per cent answered out of 18 schools grades 1-12 librarians * Instructional Materials Center ** On the original questionnaire numbers 19 and 33 were both listed as Adult Education 275 Rating of Professional Courses in Library Science Recommendedfor Librarians Serving as Instructional Materials Specialists in 29 District Instructional Materials Center Courses Recommended for I.M.C.* Personnel Courses 1. Library automation 48.1 2. Administration of instructiona' materials center 41.1 3. Internship in the school library (credit course) 37.7 4. Communication roles and responsibilities of libraries 30.8 5. Audio-visual services and eauipment 0.8 6. Story telling 27.4 7. Selection and use of audio-visual materials for children 27.4 8. Selection and use of audio-visual materials foroun: adults 27.4 9. Literature of humanities 23.9 10. Research studies in readin: 23.9 11. Selection of materials for teachers 20.5 12. School library administration and organization 20.4 13. Cataloging and classification 17.7 14. General library administration 17.6 15. Lit rature o the social sciences 17.0 16. Library in society 17.0 17.**Adult education 13.7 18. Physical =blew of libraries 13_. 6 19. Larger units of library organization 13.6 20. Literature of the sciences 13.6 21. Reference materials and services 10.5 22.**Adult education 10.2 23. Library resources 10.2 24. Function of the library in the school 10.2 25. Selection and use of adult materials 10.2 26. Government documents 6.8 27. Library services to children 6.8 28. Library services to young adults 6.8 29. Practice work or field work (reouired but non-credit) 6.8 30. History of books and printing 3.4 31. School library administration and organization 3.4 32. Selection and use of printed materials for children 3.4 33. Selection and use of printed materials for young adults 3.4 34. History of children's literature 35. TrisTEry of libraries Mb =MI We MED 36. Research methods =No =MI WIN %per cent answered out of 29District Insturctional Materials Center Specialists * Instructional Materials Center ** On the original questionnaire numbers 19 and 33 wereboth listed as Adult Education 27C and professional materials for teachers. They also recommend literature of the sciences, humanities, and socialsciences. Specialized courses for children or for young adults areweighted according to the types of libraries represented. They also rate very highly an internship coursefor credit for school librarian- ship and rate low the courses in reference,cataloging and classification, the history of libraries, children's literature,adult education, larger units of library organization, and the library insociety. The traditional courses in school library administration and organization andgeneral library administra- tion were ranked very low while first rating wasgiven for a course on the administration of an IMC. Ranking fourth was the course in Audio-visual Services and Equipment. This shows the trend of thinking in termsof needed emphasis of professional preparation in thelibrary school on a multimedia approach to library resources and theadministration and services of a media center, as well as greater emphasis oncommunication, automation, and research. Professional Courses in Audio-visual Education The rating of audio-visual courses takenby elementary, junior, and senior high school librarians who participated in thestudy was much more consistent than was true of courses in education andin library science.Courses in the selection, utilization, and the processing ofaudio-visual teaching materials as well as coursesin the administration of an instructional materialscenter rated the highest of the sixteen courseofferings that were located in college catalogs from all parts of the country. Exhibits and display techniques and how to operate, maintain, and care foraudio-visual equipment were rated of less value as were courses in radio and televisionproduction, mass communication, the instructional motion picture, programming,and the planning and equipping of instructional materials areas, With the exception of the latter course which -277- rated at the ton of the recommendedlist but at the bottom of the list of those taken, all the other ratings were approximatelythe same for courses that were taen and considered of value as seen in Tables84, S5, (Z)6, 87, &L, 89, and 90 on pages 279 to 2b5 and courses recomendedfor future librarians as seen in Tables 91, 92, 93, 94, 95, 96, and 27 on nages 266 to 292. This is clearly evident in the Comparative Table 98 on page 293. The emphasis is on materials rather than on hardwate, and on administration rather than on the production or engineering aspects of the audio-visual field. These findings are consistent with the exnressions of school librarians interviewed and whose libraries were visited during the study. This is also reflected in the literature on the subject ralating to the Professional needs of school librarians. Needed Competencies of School Librarians as Nedia Specialists Over the years studies have also been made of the comnetencies needed by school librarians at the elelentary, junior, and senior high level. Recent studies dealing with the competencies needed to be instructional material specialists were not located at the time of the study. Therefore, on the basis of literature searching, interviews, and nretesting, a list of forty-four com- 1 petencies were compiled and are found on gages 11-14.of the Checklist. Librarians Participating in the study were asked to check those they rated of utmost im- portance and where such competencies were secured, i.e., from their general Drenaration, from courses in education, in library science,or audio-visual education, or from experience over the years on the job. . comparison of Tables 99, 100, 101, 102, 103, 104, and 105 foundon pages 294 to 314 1 See 'opendix A. -278- TABLE:ig Rating of Professional CoursesTaken in Audio-Visual Education by 174 Elementary School Librarians .._-...... - ,- Most Some Useful Value Total Rank % Rank Courses % Rank % Selectic. o;audio-visual materials 24.1 (1) 6.2 (1) 26.7 (3) Processing ct materials 23.5 2) 1.1 (9) 24.6 (2) OPeration, maintenance and careof equipment 20.5 (3) 1.7 (6) 22.2 (4) 23.3 (3) Utilization of audio-visual resources 19.4 (4) , 3.9 (2) Exhibit and display technique 14.8 (5) 2.8 (3) 17.6 (5) Selection of audio-visual e.uipment 14.2 (6) 1.1 (10) 15.3 (6) Administration of instructional materials center12.5 (7) 1.7 (5) 14.2 (8) Production of teaching materials 11.9 (8) 2.7 (4) 14.6 (7) Instructional motion picture 6.2 (9) 1.6 (82 7.8 (9) Plannin: and e.uippin: instructional areas 5.6 (10) .5 (13) 6.1 (10) Photography 3.3 (11) .5 (12) 3.8 (12) 3.8 History of audio-visual education 2.2 (12) 1.6 (7) (11) Pl"rangul------WSW---=--fW---?g2---W1----- Mass communications 1 6 14 .5 1 2 1 Radio production 1.1 (15) .5 (15) 1.6 (15) Television roduction 1.0 (16) --- (16) i 1.0 (16) % per cent answered out of 174Elementary School Librarians 27;) TABLE: Rating of Professional Courses Taken in udio-Visual Education by 14 Elementary-Junior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Selection of audio-visual materials 99.9 (1) 22.9 (1) 121.8 (1) Selection of audio-visual equipment 76.8 (2) 7.6 (6) 84.4 (2) 0 erationmaintenance and care of equipment 49.9 (3) 011 elm Nab 49.9 (3) Exhibit and Administration of an instructional 30.7 NO materials center (5) 30.7 (9) Production of teaching materials 30 6 (6) 7.6 (5) 38.2 (6) Utilization of audio-visual resources 30.6 (7) 15.2 (3) 45.8 C41_ Processing of materials 28.4 (8) 7.1 (7) 35,5 (8 Programming 22.9 (9) Glob .11M, 220 (10) Planning and equipping instructional areas 21.4 (10) 21.4 (11) History of audio-visual education 15.3 (11) 22.9 (2) 38,2 (5) Radio production 14.2 (12) .110. 411110 =ID 14.2 (14) Mass communications 7.6 (13) OM MID Nab 7.6 (15) Photography 7.6 (14) 7.6 (4) 14.2 (12) Television production 7.6 (15) m ImSO 7.6 (16) The instructional motion picture 7.1 (16) 7.1 (8) 14.2 (13) %per cent answered out of 14 Elementary-Junior High School Librarians 2`, TABLE: 42 Rating of Professional Courses Taken in Audio-Visual Education by 100 Junior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Selection of audio-visual materials 36.3 (1) 12.0 (1) 48.3 (1) Exhibit and display techniques 26.0 (2) 3.0 (11) 29.0 (6) Utilization of audio-visual resources 25.1 (3) 9.0 (3) 34.1 (2) Processing of materials 24.0 (4) 8.0 (4) 32.0 (4) Selection of audio-visual equipment 22.1 (5) 8.0 (5) 30.1 (5) Operation, maintenance and care of equipment 22.0T(6) 11.0 (7) 33.0 (3) Administration of an instructional 19.1 (7) 3.0 (10) 22.1 (7) materials center Production of teaching materials 13.2 (8) 6.1 (6) 19.3 (8) Instructional motion picture 8.0 (9) 5.0 (9) 12.0 (9) Mass communications 6.1 (10) 1.0 (16) 7.1 (13) History of audio-visual education 5.0 (11) 5.0 (8) 10.0 (11) Programming 5.0 (12) 3.0 (12) 8.0 (12) Planning and equipping instructional areas 5.0 (13) 6.0 (7) 11.0 (10) Photography 3.0 (14) 2.0 (13) 5.0 (14) Radio production -- 1.0 (14) 1.0 (15) Television production OM Om ws AM 1.0 (15) 1.0 (16) % per cent answered out of 100 Junior High SchoolLibrarians 24 1 TABLE: 11 Rating of Professional Couses Taken in Audio-visual Education by 31 Junior- Senior High School Librarians i Most Some Useful Value Total Courses % Rank % Rank % Rank Utilization of audio-visual resources 58.0 (1) 6.4 (4) 62.4 (1) Operation, maintenance and care of equipment 32.5 (2) 3.2 (6) 36.7 (2) Processing of materials 32.2 (3) 32.2 (5) Selection of audio-visual materials 32.2 (4) 3.2 (9) 35.4 (3) Selection of audio-visual equipment 28.9 (5) 6.4 --(3) 35.3 (4) Exhibit and display techniques 22.5 (6) 6.4 (1) 28.9 (6) Administration of an instructional 19.3 (7) 3.2 (5) 22.5 (7) materials center Mass communication 16.0 (8) __- 16.0 (9) Planning and equipping instructional areas 16.0 (9) -__ 16.0 (10) History of audio-visual education 9.6 (10) 6.4 (2) 16.0 (8) Production of teaching 9.6 (11) - -- 9.6 (11) Photography 6.4 (12) --- 6.4 (12) The instructional motion picture 3.2 (13) - -- 3.2 (15) Programming - - -- 3.2 (7) 3.2 (13) Radio production NO am NM 3.2 (8) 3.2 (14) Television roduction ______--- (16) %per cent answered out of 31 Junior-Senior High School Librarians 8E5 TABLE: MB Rating of Professional Courses Taken in audio- Visual .Education by 170 Senior High School Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Selection of audio-visual materials 29.9 (1) 5.8 (5) 35.7 (1) Utilization of audio-visual resources 21.7 (2) 7.0 (2) 28.7 (2) Selection of audio-visual equipment 21.7 (3) 5.2 (6) 26.9 (5) Processing of materials 20.6 (4) 7.0 (3) 27.6 (3) Exhibits and display techniques 18.8 (5) 8.2 (1) 27.0 (4) Operation, maintenance and care of equipment 17.7 (6) 7.0 (4) 24.7 (6) (7) T 2.8 (10) 14.7 (7) Production of teaching materials ,12.9 Administration of an instructional 9.3 (8) 4.6 (7) 13.9 (8) materials center Instructional motion icture 7.6 (9) 2.2 (11) 9.8 (10) Planning and equipping instructional areas 7.6 (10) 4.6 (8) 12.2 (9) Photography 5.2 (.11) 2.2 (12) 7.4 (12) Mass communications 4.7 (12) 4.6 (9) 9.3 (11) Programming 3.4 (13) 1.1 (15) 4.5 (13) Television production 2.9 (14) 1.5 (14) 4.4 (14) Radio production 2.8 (15) .5 (16) 3.3 (15) History of audio-visual education 1.2 (16) 1.7 (13) I 2.9 (16) %per cent answered out of 170 Senior High SchoolLibrarians 2S3 TABLE: It Rating of Professional Courses Taken inAudio-visual Education by 18 Schools Grades 1-12 Librarians Most Some Useful Value Total Courses % Rank % Rank % Rank Selection of audio-visual materials 33.3 (1) ---- (13) 33.3 (1) Processin of materials 27.7 (2) 5.5 2 33.2 2) Utilization of audio-visual resources 27.7 (3) MM1 MMI M110 (16) 27.7 (8) Exhibit and display techniques 22.2 (4) 5.5 (1) 27.7 (3) Selection of audio-visual equipment 22.2 (5) 5.5 (3) 27.7 (4) Administration ofan instructional materials center 16.6 (6) MII OM. OM Oa (4) 16.6 (6) Planning and equipping instructionalareas 16.6 (7) 16.6 (7) Operation._ maintenance and care of equipment 11.1 (8) - - -- 11.1 (8) Production of teaching materials MP MO MEI NM 10.0 (9) 10.0 (9) Programming, 10.0 (10) - - -- 10.0 (10) The instructional motion icture 10.0 (11) - - -- 10.0 (11) Photography 5 5 (12) - - -- 5.5 (13) Mass communications 5.5 (13) - - -- 5.5 (12) History of audio-visual education M. 111. IMM. IMMI Radio production 010 M110 M110 010 111110 Television production Om MID MO NM ...rex yea MO MM1 .1110 % per cent answered out of 18 SchoolGrades 1-12 Librarians 28 90 TABLE: Rs Rating of Professional Courses Taken in Audio-Visual Education by 29 District Instructional Materials Center Supervisors :lost Some Useful Value Total Courses % Rank % Rank % Rank Selection of audio-visual materials 41.3 (1) 3.4 U4) 44.7 (2) Utilization of audio-visual resources 37.8 (2) 10.2 (2) 48.0 (1) Selection of audio-visual equi.ment 27.4 (3) ___- (16) 27.4 (4) Administration of an instructional 20.6 3.4 24.0 materials center (4) (9) (5) Operation, maintenance and care of eluiment 20.5 (5) 3.4 (11) 23.9 (6) Photography 14.8 (6) 7.4 (3) 22.2 (7) Production of teaching materials 14.8 (7) 3.7 (5 18.5 (8) Exhibit and display techni.ues 13.7 (8) 3.4 (10) 17.1 (9) Processing of materials 13.7 (9) 3.4 (12) 17.1 (10) The instructional motion .icture 13.6 (10) 21.5 (1) 35.1 (3) History of audio - visual education 10.2 (11) -__ - (15) 10.2 (13) Programming 7.4 (12) 3.7 (6) 11.1 (12) Mas communications 7.4 (13) 3.7 (4) 11.1 (11) Planning and equipping instructional areas 6.8 (14) 3.4 (13) 10.2 (14) Radio production SSD .11M. SSD 3.7 (7 3.7 (15) I Television production .0 IMO NO ON. 3.7 (8) 3.7 (16) %per cent answered out of 29 District Instructional Materials Center Supervisors 28 5 TABLE: 14 Rating of Professional Courses in Audio-Visual Education Recommended for Librarians Serving as Materials Specialists in 174 Elementary Schools Courses Recommended for I.M.C.* Personnel Courses 1. Exhibit and display techniques 32.5 2. Administration of an instructional materials center 27.7 3. Selection of audio-visual materials 26 7 4. Processing of materials 26.1 5. Operation, maintenance and care of equipment 23.3 6. Utilization of audio-visual resources 21.7 7. Selection of audio-visual equipment 21.1 8. Plannin: and e ui in instructional area 19.3 9. Production of teaching materials 18.6 10. Programming 17.0 11. History of audio-visual education 11.8 IP 12. Photography 10x7 13. Instructional motion picture 9.0 14. Mass communications 8 9 15. Television_production 7 9 16. Radio production 7.8 * Instructional Materials Center % per cent answered out of 174 Elementary School Librarians 2S fl TABLE: di Rating of Professional Courses in Audio-Visual Education Recommended for Librarians Servin as Aaterials Specialists in _4 Elementary-Junior High Schools Courses Recommended for I.M.C.* Personnel Courses 1. Exhibit and display techniques 35.5 2. Administration of an instructional material center 30.5 3. Operation, maintenance care of equipment 4. Selection of audio-visual equipment 22.9 5. election of audio-visual materials 22.9 6. Mass communications 22.8 7. Utilization of audio-visual resources 15.2 8. Planning and equipping instructional areas 14.2 9. Processing of materials 14.2 10. Photography 7.6 11. Production of teaching materials 7.6 12. Programming 7.6 13. The instructional motion picture 7.1 14. Historof audio-visual education 15. Radio Production 16. Television Production * Instructional Materials Center %per cent answered out of 14 Elementary-Junior High School Librarians TABLE: IS Rating of Professional Courses in Audio-Visual Education Recommended for Librarians Serving as Materials Specialists in 100 Junior High Schools Courses Recommended for I.M.C.* Personnel Courses 1. Administration of an instructional materials center 43.2 2. Selection of audio-visual equipment 37.2 3. Plannin: and equippin: instructional areas 35.0 4. Selection o audio-visual materials 34.1 5. Operation, maintenance and care of equipment 34.0 6. Exhibit and display techniques 33.0 7. Processing of materials 28.0 8. Production of teaching materials 27.3 9. Utilization of audio-visual resources 27.1 10. Programing 20.2 11. Mass commun cations 18.3 12. Instructional motion picture 18.0 13. Photography 16.1 14. Radio production 13.0 15. Televisionroduction 12.0 16. History of audio-visual education 10.0 * Instructional Materials Center %per cent answered out of 100 Junior High School Librarians 289 TABLE: Rating of Professional Courses in Audio-Visual Education Recommended for Librarians Serving as Materials Specialists in 31 Junior-Senior High Schools Courses Recommended for I.M.Ct Personnel Courses 1. 12.atirldeinallstructional areas 32 1 2. Administration of an instructional materials center 25.8 3. Production of teaching 22.5 4. Programming 22.5 5. Operation, maintenance and care of equipment 19.3 6. Processing of materials 19.3 7. Mass communication 16.1 8. Utilization of audio-visual resources 16.1 9. Exhibit and display techniques 12.9 10. Photography 12.8 11. Television production 12.8 12. The instructional motion picture 9.6 13. Radio production 9.6 14. Selection of audio-visual equipment 9.6 15. History of audio-visual education 6.4 16. gelia077-107-17IFILTWI7materials 6.4 * Instructional Materials Center % per answered out of 31 Junior-Senior High School Librarians 2 95 TABLE: N. Rating of Professional Courses in Audio-Visual Education Recommended for Librarians Serving as Materials Specialists in 170 Senior High Schools Courses Recommended for I.M.C.* Personnel Courses 1. Administration of an instructional material center 39.7 2. Selection of audio-visual material 35.7 3. History of audio-visual education 35.3 4. Exhibit and display techniques 34.7 5. Selection of audio-visual equipment 31.6 6. Planning and equipping instructional areas 29.4 7. Utilization of audio-visual resources 27.4 8. Processing of materials 26.4 9. Production of teachinmaterials 26.3 10. 0 erationmaintenance and care of equipment 25.9 11. Programming 20.4 12. Mass communications 17.0 13. Instructional motion picture 15.2 14. Television production 15.2 15. Photography 13.4 16. Radio production 10.4 * Instructional iqiaterials Center %per cent answered out of 170 Senior High School Librarians 290 TABLE: II Rating of Professional Courses in Audio-Visual EducationRecommended for Librarians Serving as Materials Specialists in 18 SchoolsGrades 1-12 Courses Recommended for I.M.C.* Personnel Courses 1. Administration of an instructional materials center 38.7 2. Processing of materials 37.7 3. Exhibit and display techniques 32.2 4. Operation, maintenance and care of equipment 33.2 5. Planning and equipping instructional areas 27.7 6. Programming 27.7 7. Television production 27.7 8. Utilization of audio-visual resources 27.7 9. Selection of audio-visual equipment 27.6 10. Selection of audio-visual materials 27.6 11. Production of teaching materials 16.6 12. The instructional motion picture 16.5 13. History of audio-visual education 11.1 14. Mass communication 11.1 15. Photography 16. Radio production * Instructional Materials Center % per cent answered out of 18 Schools Grades 1-12Librarians 291 91 TABLE: Rating of Professional Courses in Audio-Visual Education Recommended for Supervisors Serving as Materials Specialists in 29 District Instructional Materials Center Courses Recommended for I.M.C.* Personnel Courses 1. Administration of an instructional materials center 47.7 2. Planning and equipping instructional areas 34.3 3. Processing of materials 34.3 4. Mass Communications 29.6 5. Television production 29.6 6. Selection of audio-visual equipment 27.5 7. Exhibit and display techniques 27.4 8. Photography 22.2 9. Production of teaching materials 22.2 10. Programming 22.2 11. Radio production 18.5 12. Selection of audio-visual materials 17.1 13. 0 erationmaintenance and care of equipment 7 14. The instructional motion picture 13.7 15. Utilization of audio-visual resources 10.2 16. History of audio-visual education 6.8 * Instructional Materials Center % per cent answered out of 29 District Instructional Materials Center Supervisors Librarians Serving as Material Specialists in Various TypesCompartive of Libraries Table of Courses in Audio-Visual Recommended for TABLE: 982115 ac 14 -1 b1) Mw>. > OAt014 pi=I 4 o W to V) 4w(I,0C0 04 (/) U ts.- =4-pi U) 0% -84 4J0 rI etiM rJ vit`- .-I44 cf) ucugWC 0"I4 V' .-Ial 1'7) =g*r04:uC V)14u wl c 4 i 0 0"4 -riti 4C0 00 C/) riCo OD 4 0I-I v)-94 v)C0i4 a)g'l 0 ..0C0 iN1 w CI en I-I+) 7X:OJU)C14Zpi C_)++ eel IA 4L.1 C 0) AdministrationExhibit and display of an instructionaltechniquesmaterials center Courses Recommended 27.732,5 % Rank(2)(1) 30.535.5 % Rank(2)(1) 43.233.0 % Rank(1)(6) 48.322.5 % Rank(1)(13) 39.734.7 % Rank(1)(4) 1 37.8 322 % Rank(1)(3) 47.727.4 % Rank(1)(7) Operation,processingSelection maintenanceofof materialsaudio-visual and carematerials26.7 23.326.1 (5)(4)(3) 28.422.914.2 (3)(9)(5) 34.028.034.1 (5)(7)(4) 48.935.638.6 (7)(6)(3) 25.926.435.7 (10)(2)(8) 1 137.7X27.633.2 (4)(2)(10) 13.734.317.1 (13)(3)(12) UtilizationSelection ofof audio-visualaudio-visualofresources _quipment 21.121.7 (7)(6) 22.915.2 (4)(7) 27.137.2 (2)(9) 38.6 (10)(4) 27.4 (7) 127.7 (8) 10.2 (15) ProductionPlanning and of equippingteachinequipmentinstructional areas materials 18.619.3 (9)(8) 14.2 7.6 (11)(8) 35.0 (3)(8) 41.725.7 (5)(2) 29.431.6 (9)(5)(6) 27.727.6 (5)(9) 34.327.5 (2)(6) Programming 17.0 (10) MID CIO ellM 7.6 (12) 20.227.3 (10) 28.938.5 (8) 20.426.3 (11) 27.716.6 (6)(11) _22.2 22.2 (10)(9) MassPhotographyHistoryInstructional communications of audio-visual motion picture education 11.810.7 8.99.0 (14)(13)(12)(11) 7.17.6 (6)(13)(10) 18.016.110.0 (14)(13)(16) 22.425.616.0 (9)(14)(12)(15) 35.313 4 (15)(3) 16.511.1 (12)(15)(13) 22.213.7 6.8 (8)(16)(14) RadioTelevision production production 7.87.9 (16)(15) ellM ellM22.8 ellM ellM al Min 1I 13.012.018.3 (14)(15)(11) 25.715.0 (16)(11) 10.415.217.0 (16)(14)(12) 111.11 27.7 11.1 (16)(7)(14) 29.618.5 (11)(5)(4) 99 TABLE: OS Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 177 Elementary School Librarians Competencies Secured -- Rated General Audio-Visual Competencies in of Utmost Prepa- EducationLibrary Importance ration Courses School Courses RankOrder 1. Knowledge of how to teach the 80.9 use of reference tools 2. Knowledge of how to teach the 78.6 13.7 71.8 use of library resources 3. Knowledge of the selection and securing of printed materials 78.6 68.3 10.8 related to student needs 4. Understanding of students needs, 76.5 26.2 3.4 interests and abilities 5. Awareness of professional responsi- 75.4 44.0 2.8 bilities and obligations 6. Have a broad- Liberal Arts 75.4 19.4 7.4 background 7. Understanding of student behav- ioral patterns and discipline 75.4 16.2 1.7 techniques 8. Knowledge of children's growth, development and learning 74.8 33.1 68.0 17.7 2.2 processes 9. Knowledge of objectives of the 74.0 17.2 47.7 22.9 1 school program 10. Awareness o the basic content 73.4 42.3 of subject matter areas Knowledge of students reading 1 11. tit 73.4 15.5 50.0 14.9 12. Knowledge of the selection and securing of printed materials 72.9 14.9 24.7 52.8 10.3 related to teacher needs , 13. Knowledge of the administration of the instructional materials 71.7 15.4 18.3 56.8 18.9 program 14. Knowledge of curriculum practices 70.5 21.4 51.3 15. Knowledge of the organization of instructional materials: catalog- 7.4 65.1 8.5 ing, classification, processing, 70.1 13.7 and etc. of print and audio- visual materials 16. Knowledge of skill in exhibit and 68.8 18.9 21.2 47.1 19.5 display techniques 17. Knowledge of story telling 68.7 23.6 13.8 45.0 .5 techniques % per cent answered out of 177 Elementary School Librarians 294 99 TABLE: SW (Continued) Rating of Competencies Needed forLibrarians Serving as Instructional Materials Specialists as Checked by 177 ElementarySchool Librarians Where Competencies Secured Rated General of Utmost EducationLibraryAudio-Visual Competencies in Courses Importance'ration'ration Courses School RankOrder 1 Knowledge of reviewing and ma AIM 18. 68.5 21.7 13.7 57.1 book talk techni ues 6.8 19. Organization skills 68.3 38.5 18.9 41.9 20. Awareness of educational trends 68.2 20.9 48.0 18.0 7.3 and research 21. Knowledge of the integrated use of various types of instructional 67.3 13.7 24.5 48.5 16.5 materials 22. Successful teaching experience 66.5 18.3 25.2 4.0 3.4 23. Knowledge of latest teaching 65.8 14.2 35.7 11.3 7.3 techniques 24. Knowledge of techniques for evaluating library programs 65.7 11.4 6.2 59.4 1.7 and services Knowledge of bibliographic 25. 65.6 16.5 17.1 69.1 6.8 sources of materials 26. In- service training orientation of faculty to facilities and 65.4 11.4 10.9 29.8 5.7 service 27. Knowledge of the selection and securing of audio-visual 63.9 12.5 16.0 34.2 29.1 materials related to student needs 28. Knowledge of the selection and securing of audio-visual 63.3 12.0 14.2 28.5 28.0 materials related to teacher needs Knowledge of business techniques 29. 63.2 22.6 10.4 43.6 and record kee in 30. Knowledge and understanding of 61.2 28.4 23.8 22.7 how to utilize local rescources 31. Understanding of the community 60.6 27.2 31.2 13.6 and its importance to the school 32. Knowledge of audio-visual equip- ment; its selection, maintenance, 60.4 10.2 8.5 22.2 and operation 33. Education courses requiredior 59.9 28.5 76.5 teacher certification %per cent answered outof 177 Elementary School librarians 295 TA SOSO (Continued) Rating of Competencies Needed for LibrariansServing as Instructional Materials Specialists as Checked by 177 ElementarySchool librarians where Competencies Secured Rated General Competencies in of Utmost Ptepa- EducationLibraryAudio-Visual Rank Order Importance ration Courses School Courses 11.4 3.9 34. Leadership skills 59.6 31.0 11.4 35. Knowledge of research techniques 57.9 17.2 27.5 50.0 1.7 and methods 36. Knowledge of the functions of the public library as a 56.5 18.4 7.5 53.7 1.1 foundation for cooperative endeavors 22,8 4.0 1.7 37. General background in science 52.5 51.4 41.6 6.9 38. Knowledge of publicity techniques50.7 15.6 10.9 Knowledge of the production 39. 49.3 9.1 13.7 27,0 18.3 of instructional materials 40. Knowledge of guidance and 49.0 15.4 35.4 9.1 1.7 counselling techniques Planning new quarters, remodel- 41. 47.0 10.3 4.0 47.1 1.1 ing existing ones 42. Successful internship in a school library or Instructional 47.0 9.7 2.2 33.3 1.1 Materials nt 30.8 5.1 1.1 43. Knowledge of group dynamics 42.3 16.5 9.1 1.7 44. Background in personnel work 34.2 15.4 12.0 % per cent answered out of 177Elementary School Librarians 2 9n /DO TABLE: or Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 14 Elementary-Junior High Librarians WhereCompetencies Sec ured Rated General of UtmostPrepa- EducationLibraryAudio-Visual Importance ration Courses School Courses Competencies in 2,ank Order qo 1. Have a broad Liberal Arts 84.5 46.1 61.5 30.7 23.0 background 2. Knowledge of children's growth, development and learning 34.5 38.4 23.0 IMM. IMO MID IMO G EO mom ma WM processes 3. Understanding of students needs, 84.5 23.0 61.5 15.3 N ow dm, NEP OM interests and abilities 4. Knowledge of audio-visual equip- ment; its selection, maintenance, 78.5 7.1 14.2 21.4 57.1 and operation 5. Knowledge of how to teach the 76.8 23.0 15.3 84.6 use of library resources 6. Knowledge of how to teach the tools 7. Knowledge of the organization of instructional materials: cataloging, classification, 71.4 7.1 14.2 85.7 processing, and etc. of print and audio-visual materials 8. Knowledge of the administration of the instructional materials 71.3 21,4 28.5 64.2 program 9. Knowledge of the selection and securing of printed materials 71.3 7.1 35.7 78.5 related to student needs 10. Knowledge of the selection and securing of audio-visual 71.3 7.1 14.2 50.0 materials related to student needs 11. Education courses required or 69.1 7.6 69.2 7.6 teacher certification 12. Successful teachin: ex erience 69.1 23.0 38.4 7.6 dna .0 NEP MID 13. Understanding of the community and its importance to the 69.1 23,0 38.4 23.0 7.6 school curriculum 14. Knowledge of story telling 66.6 16.6 41.6 91.6 am gm O. QM techniques 15. Knowledge of the integrated use of various types of instruc- 64.2 7.1 64.2 78.5 21.4 tional materials %per cent answered out of 14 Elementary-Junior High School Librarians 29oav Co TABLE: sr (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 14 Elementary-Junior High School Librarians Rated General of Utmost Prepa- EducationLibrary Importance ration Courses School Competencies in Rank Order 16. Knowledge of the selection and securing of printed 64.2 21.4 28.5 71.4 28.5 materials related to teacher nds 17. Knowledge of the selection and securing of audio-visual 64,2 14.2 14.2 28.5 42.8 materials related to teacher needs 18. awareness of education trends 61.4 15.3 69.2 23.0 .0 and research Awareness of the basic content 19. 61.4 30.7 38.4 46.1 7,6 of subject mater areas 20. Knowledge of curriculum practices 61.4 23.0 46.1 15.3 011111 INN 21. Knowledge of skill on exhibit 61.4 23.0 30.7 69.2 38.4 and aisnlav techniques 22. Knowledge of students reading 61.4 15.3 61.5 23.0 MEI difficulties 23. General background in science 60.4 38.4 23.0 =no =no Knowledge of reviewing and 24. 57.1 14.2 21.4 92.8 book talk techniques 25. Organization skills 53.8 23.0 15.3 38.4 7.6 26. Leadership skills 53.7 30.7 15.3 23.0 MOMaONO OM 27. Knowledge of latest teaching 53.7 15.3 53.8 15.3 7.6 techniques Knowledge of the production of 28. 53.7 23.0 46.1 46.1 38.4 instructional materials 29. Knowledge of business techniques 49.9 14.2 28.5 42.8 =no =no ow Ow and record keeping Knowledge of objectives of the 30. 49.9 14.2 50.0 50.0 14.2 school grogram 31. Knowledge of the functions of the public library as a 49.9 8.3 8.3 9.6 agb am foundation for cooperative endeavors 32. Understanding of student behavioral patterns and 49.9 21.4 78.5 14.2 Imb discipline techniques 33. Background in personnel work 45.0 15.3 - - -- 23.0 ____ % per cent answered out of 14 Elementary-Junior High School Librarians . 29r, 'Co TABLE: 411, (Continued) Rating of Competencies Needed for LibrariansServing as Instructional Materials Specialists as Checked by 14 Elementary-JuniorHigh School Librarians Where Competencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order qo 34. In-service training orientation of faculty to facilities and 43.7 23.0 1111.1110 ars 53.8 7.6 service Knowledge of bibliographic 35. 42.8 14.2 14.2 92.8 14.2 sources of materials 36. Successful internship in a 42.8 7.1 7.1 50.0 OM so. OM ars school library or I.M.C.** 37. Knowledge of guidance and 42.7 21.4 42.8 14.2 OM OM ars OM counselling techniques 38. Know ed e of ublicittechn ues 41.6 16.6 8.3 58.3 8.3 39. Knowledge and understanding of how_ to utilize local resources 38.4 3017 15.3 38.4 15.3 Planning new quarters, remodeling OM NO ION 10111. 40. 38.3 15.3 IMO MD OM 69.2 existing ones Awareness of professional 41. 35.7 21.4 42.$ 50.0 7.1 responsibilities and obligations 42. Knowledge of techniques for evaluating library programs 35.7 7.1 78.5 GED WM ONO and services 43. Knowledge of research techniques 35.6 21.4 42.8 71.4 MO OM MO WI. and methods 44. Knowledge of group dynamics 21.3 7.1 4.8 7.1 IMO me Imo I... %per cent answered outof 14 Elementary-Junior High SchoolLibrarians **Instructional Materials Center 2 9:1 /01 TABLE: 111! Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 101 Junior High School Librarians Where Competencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order 1. Knowledge of how to teach the 85.8 23.2 17.1 84.8 4.0 use of reference tools 2. Knowledge of the selection and securing of printed materials 85.0 15.8 24.7 78.2 18.8 related to student needs 3. Knowledge of how to teach the 84.7 15.1 11.1 82.8 2.0 use of library resources 4. Have a broad Liberal Arts 84.0 74.2 36.6 32.6 15.8 background 5. Knowledge of the selection and securing of printed 82.1 15.8 29.7 64.3 14.8 materials related to teacher needs 6. Understanding of students 82.0 35.6 71.2 40.5 9.9 needs, interests and abilities 7, Knowledge of the selection and securing of audio-visual 80.0 10.0 18.0 51.0 46.0 materials related to teacher needs 8. Knowledge of the integrated use of various types of 79.7 14.1 24.2 61.6 25.2 instructional materials 9. Knowledge of curriculum practices 79.2 22.6 58.7 26.8 8.2 10. In-service training orientation 78.7 16.1 10.1 48.4 16.1 of facilities and service 11. Knowledge of students read- 78.6 18.1 62.6 31.3 3.0 ing difficulties 12. Successful teaching experience 78.6 27.1 31.0 2.9 Awareness of the basic content 13. 78.3 46.3 51.5 5.1 of subject matter areas 14. Awareness of educational trends 78.3 24.7 61.8 14.4 AGO research 15. Knowledge of children's growth, development and learning 78.2 29.6 2.9 processes 16. Knowledge of the selection and securing of audio-visual 78.0 11.0 17.0 53.0 49.0 materials related to student needs % per cent answered out of 101 Junior High School Librarians 3 0 0 TABLE: IN (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked b 101 unior Hi :h School Librarians Where Competencies Secured Rated General of Utmost Prepa- EducationLibraryAudio-Visual Im ortance ration Courses School Courses Competencies in Rank Order 17. Knowledge of the organization of instructional materials: cataloging, classification, 76.7 18.1 7.0 76.7 12.1 processing, etc. of print and audio-visual materials 18. Leadershi skit s 42 223 3 8 19. Knowledge of the administra- tion of instructional 76.1 8.9 22.7 60.3 27.7 materials nroeram 20. Knowledge of bibliographic 75.4 19.3 8.1 83.6 6.1 sources of materials 21. Knowledge of objectives of the 75.2 11.3 56.7 38.1 4.1 school program 22. Awareness of professional responsibilities and 75.1 22.7 50.4 53.4 6.9 obligations 23. Organization skills 73.7 41.7 22.2 49.5 14.5 24. Understanding of the community and its importance to the 72,0 32.0 31.0 27.0 7.0 school curriculum 25. Understanding of student behavioral pat,arns and 72.0 24.7 70.1 24.? 1.0 discipline tecr,d ues 26. Knowledge of the functions o the public library as a 71.6 18.1 6.0 69.6 3.0 foundation for cooperative endeavors 27. Knowledge of latest teaching 71.0 16.0 42.0 23.0 11.0 techniques 28. Knowledge and understanding of how to utilize local 71.0 28.0 38.0 43.0 12.0 resources 29. Knowledge of research 67.9 23.7 29.8 60.8 5.1 techniques and methods 30. Knowledge of publicity techniques 66.6 22.2 10.1 60.6 14,1 31. Knowledge of skill in exhibit 21.2 and display techniques 66.6 13.1 60.6 29.2 32. Knowledge of business techniques 65.9 25.7 12.3 50.5 3.0 and record keepinb % per cent answered out of 101 Junior High School Librarians 301 1'/ TABLE: .1 (Continued) Rating of Competencies Needed for Librarians Serving asInstructional Materials Special as Checked by 101 Junior High School librarians 411..11 Where Competencies Secured Rated General a Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in ::ank Order qo 33. Knowledge of reviewing and 64.2 22.4 8.1 79.5 2.0 book talk techni ues 34. Knowledge of audio-visual equipment; its selection, 63.0 11.0 12.0 29.0 50.0 maintenance and operation 35. Knowledge of techniques for evaluating library programs 62.1 10.2 6.1 73.4 7.1 and qervices Education courses required for 36. 60.3 30.6 86.0 8.9 1.9 teacher certification 37. General background in science 60.2 61.2 19.8 3.9 1.9 38. Successful internship in a school library or instructional 55.5 6.1 5.1 38.1 3.0 materials center Knowledge of the production of 39. 55.4 12.1 16.1 33.3 34.3 instructional materials Knowledge of guidance and 40. 53.4 11.8 44.5 21.7 .9 counselling techniques 41. Background in personnel work 47.5 23.7 13.8 14.8 3.9 Knowledge of story telling 42. 44.4 18.1 14.1 68.6 2.0 techniques 43. Planning new quarterstremodeling 42.3 11.1 4.0 62.6 10.1 existing ones 44. Knowledge of group dynamics 41.5 15.8 33.6 11.8 2.9 % per cent answered out of 101 Junior High School Librarians 302 TABLE: 11E Rating of Competencies Needed for LibrariansServing as Insturctional Materials Specialists as Checked by 31 Junior-Senior High School Librarians imm... Where Competencies Secured Rated General of Utmost Prepa- EducationLibraryAudio-Visual Courses School Courses Importance ration 1111111 Competencies in Rank Order 1. Have a broad Liberal Arts 96.6 73.3 46.6 30.0 10.0 background 2. Knowledge of the selection and securing of printed 93.0 17.2 13.7 79.3 6.8 materials related to student needs 3. Knowledge of reviewing and 89.9 16.6 10.0 70.0 am am book talk techniques 4. Knowledge of the administration of the instructional materials 89.5 10.3 20.6 68.9 13.7 program Knowledge of how to teach the 5. 86.6 13.3 All 86.6 6.6 use of librar resources Understanding of students 6. 86.6 20.0 53.3 30.0 3.3 needs interests and abilities 7. Knowledge of techniques for evaluating library programs 83.2 10.0 3.3 76.6 3.3 and services 8. Knowledge of the organization of instructional materials: cataloging, classification, 83.8 12.9 Ole MII *MI 74.1 9.6 processing, etc. of print and audio-visual materials 9. Understanding of student behavioral patterns and 82.6 20.6 72.4 17.2 OleOa discipline techniques 10. Knowledge of understanding of how to utilize local 82.6 24.1 31.0 24.1 am am am MI. resources 11. Awareness of professional '3.6 19.3 48.3 61.2 3.2 responsibilities and obligations 12. Knowledge of how to teach the 80.38 9.6 - - -- 83.8 6.4 yse of reference tools Awareness of the basic content 13. 80.0 43.3 46.6 23.3 6.6 of subject matter areas i4. Knowledge of bibliographic 79.9 13.3 6.0 80.0 sources of materials 3.3 15. Successful teaching experience 79.9 20.0 26.6 3.3 % per cent answered out of 31Junior-Senior High School Librarians 301 TABLE: (Continued) Rating of Competencies Needed for LibrariansServing as Instructional Materials Specialists as Checked by 31 Junior-SeniorHigh School Librarians Where Competencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order 96 1 S 16. Knowledge of the selection and securing of printed materials 79.2 17.2 17.2 58.6 3.4 related to teacher needs 17. Awareness of education trends 76.6 26.6 40.0 23.3 3.3 and research 18. Knowledge of children's growth development and learning 76.6 20.0 73.3 13.3 3.3 processess 3.3 19. Knowledge of curriculum practices 76.6 30.0 46.6 10.0 20. Knowledge of the selection and securing of audio-visual 76.6 13.3 10.0 53.3 23.3 materials related to student needs 21. Knowledge of the selection and securing of audio-visual 76.6 16.6 10.0 40.0 23.3 materials related to teacher needs 3.3 22. Organization skills 76.6 16.6 13.3 33.3 23. Knowledge of latest teaching 75.8 17.2 34.4 6.8 3.4 technioues 24. Knowledge of the integrated use of various typesof 74.1 9.6 16.1 32.2 6.4 instryctional materials 25. Knowledge of objectives of the 73.2 16.6 56.6 36.6 .110 as ow MD school programs 26. Knowledge of research techniques 73.2 36.6 13.3 53:3 as as Olio and methods 27. Knowledge of business techniques 72.3 31.0 13.7 27.5 3.4 and record keeping 28. Successful internship in a school library or instructional 70.0 10.0 6.6 33.3 3.3 materials center 29. In-service training orientation of faculty to facilities and 69.9 10.0 10.0 36.6 6.6 service 30. Knowledge of students reading 69.9 20.0 43.3 36.6 011.1 as MM... difficulties 31. Planning new quarters, remodeling 69.9 6.6 50.0 3.3 existing ones % per cent answered out of 31Junior-Senior High School Librarians k;it /D2- TABLE: 11 (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 31 Junior-Senior High School Librarians Where Competencies secured Rated General of Utmost Prepa- EducationLibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order 32, Knowledge of skill in exhibit 69.6 23.3 13.3 36.6 10.0 and display techniques 33. Knowledge of guidance and 67.6 16.1 54.8 3.2 41.111 IM1 counsellis: techni ues 34. General background in science 66.6 60.0 23.3 3.3 35. Knowledge of ublicit techni ues 66.6 16.6 6.6 36.6 36. Leadership skills 63.3 13.3 16.6 10,0 GO 37. Knowledge of audio-visual equipment; its selection, 59.9 20.0 10.0 26.6 33.3 maintenance and operation 38. Knowledge of story telling 56.6 20.0 10.0 50.0 MbIMO IMO .111M, techniques 39. Knowledge of the functions of the public library as a 56.6 26.6 3.3 60.0 IM1 IM1GobIM1 foundation for cooperative endeavors 40. Education courses required 53.3 43.3 76.6 13.3 3.3 for teacher certification 41. Knowledge of the production 53.3 13.3 3.3 33.3 of instructional materials 16.6 42. Knowledge of group dynamics 51.3 22.5 19.3 9.6 43. Understanding of the community and its importance to the 45.8 24.1 34.4 17.2 4110 school curriculum 44. Background in personnel work 46.6 13.3 20.0 6.6 IMO IMO IM1 % per cent answered out of 31 Junior-Senior High School Librarians /03 TABLE: It Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 172 Senior High School Librarians Where Competencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order i 1. Have a broad Liberal Arts 81.6 74.1 31.1 31.1 13.5 background 2. Knowledge of how to teach the 79.9 17.6 15.8 73.5 2.9 use of library resources 3. Knowledge ohow to teach the 79.2 19.5 15.3 74.5 3.5 use of reference tools 4. Knowledge of the selection and securing of printed materials 77.7 19.2 25.1 73.5 11.6 related to student needs Understanding of students 77.5 32.3 59.4 34.1 4.1 needs, interests and abilities Knowledge of the selection and securing of printed material 76,5 19.2 29.8 57.8 13.4 related to teacher needs Awareness of the basic content 76.3 46.7 39.0 26.0 3.5 of subject matter areas objectives of the e ge o 74.9 20.3 48.8 35.4 4.0 school program Or anization skills 74.2 37.4 17.5 46.6 8.1 10. Know edge o the organization o instructional materials: cataloging, classification, 73.9 12.4 5.9 68.0 15.9 processing, etc., of print and audio-visual materials 11. Understanding of student behavioral 72.5 25.0 65.8 20.1 .6 patterns and disci line techni ues 12. Knowledge othe adm nistration of instructional materials 71.9 12.8 14.6 50.2 21.0 pro ram 13. Awareness oeducational trends 71.5 26.6 49.1 16.5 5.8 and research 14". Awareness of professional 70.6 25.8 46.5 55.7 6.8 responsibilities and obligations 15. Knowledge of curriculum practices 70.2 21.8 47.9 12.4 3.5 16. Leadership skills 69.5 38.0 15.7 18.1 2.3 17. Knowledge of bibliographic 69.4 13.5 17.0 72.9 5.2 sources of materials S per cent answered out of 172 Senior High School Librarians 301; 40 TABLE: OM (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 172 Senior High School Librarians Where Competencies Secured Rated General of Utmost Prepa- EducationLibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order 18. Knowledge of children's growth, development and learning 68.8 31.1 58.2 19.4 3.5 processes 19. tnowledge of the integrated use of various types of 68.6 14.2 16.5 44.9 17.1 instructional materials 20. Successful teaching experience 68.3 24.5 28.0 6.4 2.9 21. Knowledge of the selection and securing of audio-visual 67.9 13.0 15.3 34.9 37.2 materials related to student needs 22. Knowledge of students reading 65.6 15.9 difficulties 44.9 30.7 1.1 23. Knowledge of the selection and securing of audio-visual 64.9 13.0 19.5 31.9 materials related to teachers 32.5 needs 24. Knowledge of latest teaching 64.0 18.2 techniques 35.2 9.4 .7 25. In-service training orientation of faculty to facilities and 62.6 10.6 8.2 30.1 7.1 service 26. Knowledge of skill in exhibit and display techniques 60..5 18.8 10.0 55.2 15..2 27. Knowledge of business techniques 60.2 29.2 and record kee i 13.4 48.1 2.4 28. Q Knowledge o techniques for evaluating library programs 59.9 11.1 7.0 59.4 1.7 and services 29. Knowledge of reviewing and 59.6 18.8 book talk technigues 7..6 60..5 .5 30. Understanding of-the community and its importance to the 59.3 27.6 28.2 17.0 3..5 school curriculum 31. Knowledge and understanding of 55.8 22.9 21..7 how to utilize local resources 24..7 6..4 % per cent answered out of 172 Senior High School Librarians 307 /1)3 TABLE:lir (Continued) Rating of Competencies Needed for Librarians Serving asInstructional Materials Specialists as Checked by 172 Senior High School Librarians WhereCompetenciesSecured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importanceration Courses School Courses Competencies in Rank Order 32. Knowledge of research 55.1 23.8 31.9 57.5 4.6 techniques and methods 33. Planning new quarters, remodel- 53.6 12.4 5.9 52.6 4.7 ing existing ones 34. Knowledge of publicity techniques 52.6 17.5 9.3 49.1 8.1 35. rnowledge of audio-visual equip- ment; its selection, maintenance, 52.0 13.6 8.2 20.1 39.6 and operation 36. Education courses required for 51.1 31.7 77.6 8.8 4.1 teacher certification 37. General background in science 50.5 58.2 14.1 5.2 2.9 38. Knowledge of guidance and 48.7 17.2 54.5 16.0 1.1 counselling techniques 39. Rnowledge of the functions of the public library as a 47.3 14.6 3.5 49.7 .5 foundation for cooperative endeavors 40. Success ul internship in a school library or instructional 46.5 11.0 6.9 31.9 1.1 materials center 41. Knowledge of the production of 43.9 12.3 8.8 28.8 25.8 instructional materials 42. Background in personnel work 42.7 21.1 15.8 12.3 1 7 43. Knowledge of group dynamics 32.6 13.7 35.0 10.9 .5 44. Knowledge of story telling 26.8 17.5 9.3 33.2 .5 techniques % per cent answered out of 172 Senior High School Librarians 30 lo'/ TABLE:SS Rating of Competencies Needed forLibrarians Serving as InstructionalMaterials Specialists as Ctlecked by 18 SchoolLibrarians in Schools with Grades1-12 Where CompetenciesSecured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Rank Order 1. Awareness of professional responsibilities and 78.8 10.5 57.8 47.3 10.5 obli: ations 2. Knowledge of how to teach the 77.7 11.1 5.5 83.3 5.5 use of library resources Obwledge of KR-to teach the we We 3. 77.7 16.6 16.6 83.3 use of reference tools 4. Knowledge of objectives of the 77.7 16.0 44.4 38.8 11.1 school program 5. Knowledge of skill in exhibit 77.7 5.5 16.6 66.6 11.1 anddisplay techniques 6. Knowledge of the integrated use of various types of 77.7 5.5 16.6 66.6 16.6 instructional materials 7. Awareness of professional 76.4 10.5 57.8 47.3 10.5 responsibilities and obligations 8. Have a broad Liberal Arts 72.2 61.1 50.0 38.8 5.5 background 9. Knowledge of children's growth, development and learning 72.2 22.2 72.2 27.7 111111 4.0 processes 10. Knowledge of the selection and securing of audio-visual 72.2 5.5 27.7 44.4 22.2 materials related to teacher needs 11. Knowledge of latest teaching 72.1 11.1 50.0. 11.1. 111111, 411. techniques 12. Knowledge of students reading 41116 72.1 =D 11.1i 66.6. 33.1 difficulties 13. Knowledge of techniques for evaluating library programs 72.1. 5.5 22.2. 61.1. ---UP and services 14. Knowledge of the administration of the instructional materials 72.1. 5.5. 22.2. 61.5. 16.6 program 15. Knowledge of the selection and securing of audio-visual 72.1, OM ow OM 50.0. 72.2. 11.1 materials related to student needs % per cent checked by 18 School Librariansin Schools with Gsades 1-12 309 TABLE: 116 (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as (7,;-,eced by 19 School librarians in Schools with Grades 1-12 Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in Pan Order 16. Knowledge of the selection and securing of printed 72.1 els am Mb re 50.0 72.2 11.1 materials related to teacher needs 17. Planning new quarters, 66.6 5.5 5.5 72.2 5.5 remodeling existing ones 18. Knowledge of bibliographic 66.6 11.1 27.7 72.2 5.5 sources of materials 19. Knowledge of research 66.6 11.1 50.0 66.6 OMB OW techniques and methqds 20. Knowledge of story telling 66.6 5.5 27.7 61.1 OM MD techniques 21. Knowledge of the selection and securing of printed 66.6 5.5 44.4 66.6 11.1 materials related to student needs 22. In-service training orientation of faculty to facilities and 66.5 5.5 22.2 27.7 5.5 service 23. Knowledge of audio-visual equipment its selection, 66.5 11.1 11.1 27.7 33.3 maintenance, and operation 24. Knowledge of reviewing and book 66.5 22.2 66.6 MO MD .101. talk techniques 25. Successful teaching experience 64.6 11.7 35.2 17.6 IMO IND ea 41= 26. Knowledge of guidance and 63.1 10.5 68.4 31.5 41= Mb WM WO counselling techniques 27. Understanding of students needs, 61.1 11.1 77.7 38.8 IMO mo. interests and abilities 28. Awareness of educational trends 61.0 5.5 55.5 22.2 OM Mb MO Mil and research 29. Awareness of the basic content 61.0 27,7 27.7 5.5 of subject matter areas 38.8 30. Knowledge and understanding of 61.0 11.1 44.4 50.0 00 OM how to utilize local resources 31. Knowledge of the organization of instructional materials: cataloging, classification, 61.0 5.5 41= Mb MO OM 66.6 41= 41= processing, etc. of print and audio-visual material % per cent checked by 18 School Librarians in Schools with Grades 1-12 3t0 lob TA3LE: 115 (Continued) Rating of Competencies Needed for Librarians Serving as Instructional Materials Specialists as Checked by 18 School Librarians in Schools with Grades 1-12 Where Competencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in ,:aak Order Knowledge of publicity 32. 61.0 5.5 dimr am au 55.5 11.1 techniques 33. Understanding of the community and its importance to the 61.0 11.1 44.4 11.1 .1=11 Mb OD school curriculum 34. Organization skills 61.0 5.8 29.4 52.9 11.7- 35. Knowledge of curriculum 55.5 5.5 66.6 16.6 5.5 practices 36. Successful internship in a school library or instructional 55.5 5.5 11.1 33.3 OM - -- materials center 37. Knowledge of business techniques 54.6 11.7 29.4 41.1 MI OM Mb OM and record keeping 38. Knowledge of the functions of the public library as a foundation 55.4 11.1 - - -- 44.4 - - -- for cooperative endeavors 39. Knowledge of group dynamics 52.5 15.7 52.6 15.7 IIM WEI Education courses required for 40. 49.9 22.2 77.7 16.6 5.5 teacher certification 41. Knowledge of the production of 49.9 - - -- 11.1 33.3 11.1 instructional materials 42. Background in personnel work 44.4 5.5 - --- 43. Leadership skill s 41.1 17.6 29.4 23.5 - - -- 44. General background in science 38.8 50.0 27.7 ------_- %per cent checiced by 18 School librarians in Schools with Grades 1 -12 311 T,d3LE: 411111 Rating of Competencies Needed for SupervisorsServing as Instructional Materials Specialists as Checked by 30 DistrictInstructional Materials Center Supervisors WhereCompetencies Secured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in lank (rder Awareness of the basic content 1. 79.1 17.2 62.0 17.2 17.2 of subject matter areas 2. Have a broad Liberal Arts 75.8 62.0 24.1 17.2 13.7 background 10.3 3. Knowledge of curriculum practices 75.7 13.7 68.9 10.3 Awareness of the basic content 4. 72.3 34.4 51.7 20.6 3.4 of subject matter areas 5. In-servic t..aining orientation of faculty to facilities and 72.3 17.2 24.1 24.1 20.6 service 6. Leadership skills 69 23.3 16.6 13.3 Understanding of students needs, 7. 69.9 20.0 63.3 30.0 10.0 interests and abilities 8. Understanding of the community and its importance to the school 69.9 26.6 43.3 13.3 6.6 curriculum 9. Knowledge of latest teaching 66.6 10.0 33.3 3.3 6.6 techniques 10. Knowledge of objectives of the 66.6 23.3 60.0 23.3 6.6 school program 11. Knowledge of the administration of the instructional materials 66.6 26.6 13.3 40.0 30.0 program 12. Knowledge of the selection and securing of printed materials 66.6 23.3 23.3 56.6 6.6 related to student needs 13. Knowledge of the selection and securing of audio-visual 66.6 20.0 13.3 20.0 36.6 materials related to teache' needs 14. Awareness of professional 63.3 23.3 5.3.3 50.0. 6.6 responsibilities and oblations 15. Knowledge of the organization of instructional materials: cataloging, classification, 63.2 20.0 .3.3 5.0.0 1,03.0 processing, etc., of print and audio-visual material 16. Knowledge o the selection and securing of audio-visual 63.2 20.0 16.6 20.0 36.6 materials related to student needs % per cent answered out of 30District Instructional MaterialsCenter Supervisors 31r.) O5. TABLE: 2112 (Continued) Instructional Materials Rating of Competencies Neededfor Supervisors Serving as Specialists as Checked by 30 DistrictInstructional Materials Center Supervisors WhereCompetencies Secured Rated General of Utmost Prepa- Education Library udio-Visual Importance ration Courses School Courses Competencies in Rank Crder 17. Knowledge of the selection and securing of printed materials 63.3 23.3 33.3 46.6 10.0 related to teacher needs 13.3 /8. Organization skills 63.2 2341 6.6 50.0 II 20.0 13.3 13.3 19. Succ ssful a rte = t n 20. Knowledge of bibliographic 60.0 20.0 20.0 60.0 10.0 sources of materials 21. Knowledge of business techniques 60.0 36.6 20.0 33.3 10.0 and record keeping 22. Knowledge of children's growth, development and learning 56.6 20.0 63.3 13.3 3.3 processes Knowledge of how to teach the 23. 56.6 20.0 23.3 60.0 3.3 use of library resources Knowledge of how to teach the 24. 56.6 33.3 10.0 63.3 6.6 use of reference tools 25. Knowledge of techniques for evaluating library programs 56.6 16.6 10.0 50.0 3.3 and services Planning new quarters remodeling 26. 55.0 17.2 3.4 41.3 24.1 existing ones 27. Background in personnel work 53.3 26 6 20 0 6 6 3 Knowledge of skill in exhibit 28. 53.3 16.6 20.0 33.3 26.6 and dis la techniques 29. Knowledge of the integrated use of various types of instructional 53.3 16.6 23.3 30.0 33.3 materials 30. Knowledge of audio-visual equip- ment; its selection, maintenance 53.2 6.6 3.3 6,6 40.0 and operation 31. Knowledge of research techniques 53.2 26.6 40.0 43.3 6.6 and methods Education courses required for 32. 51.6 20.6 75.8 10.3 13.7 teachercertification Knowledge of reviewing and book IMO ONO MID WO 33. 50.0 23.3 10.0 56.6 talk techni ues 34. Knowledge and understanding of 49.9 20.0 26.6 20.0 16.6 how to utilize local resources %per cent answered outof 30 District Instructional Materials Center Supervisor 313 106- TABLE: SW (Continued) Ratin: of Competencies Needed for Supervisors Servin: asInstructional Materials Specialists as Checked.:.' 30 District Instructional Materials Center Supervisors Where CompetenciesSecured Rated General of Utmost Prepa- Education LibraryAudio-Visual Importance ration Courses School Courses Competencies in -.ank Crder % 1 % 35. Successful internship in a school library or instructional 49.9 10.0 6.6 23.3 6.6 materials center 36. Understanding of student behavioral patterns and 46.6 20.0 53.3 13.3 50.0 discipline techniques 37. Knowledge of the production of 40.0 16.6 16.6 20.0 40.0 instructional materials 38. Knowledge of group dynamics 39.9 13.3 33.3 10.0 3.3 39. Knowledge of publicity techniques 39.9 16.6 16.6 36.6 20. 0 40. General background in science 37.8 65.0 20.6 10.3 3.4 41. Knowledge of story telling 36.6 20.0 13.3 36.6 ..--. technioues 42. Knowledge of the functions of the public library as a 36.6 20.0 6.6 40.0 6.6 foundation for cooperative endeavors 43. Knowledge of students reading 34.7 13.7 48.2 13.7 --- difficulties Knowledge of guidance and 44. 33.2 20.0 46.6 6.6 counselling techniques %per cent answered out of 30 District Instructional Materials Center Supervisors which show the ratings of 177 elementary school librarians, 14 librarians in elementary-junior high school libraries, 101 junior high, 31 junior-senior high, and 172 scnioragh school librarians as well as 18 librarians serving grades 1-12 and 30 district D4C supervisors, shows a very consistent pattern of ratings for all six groups. The ratings of the supervisors vary somewhat as ane would expect. A composite rank of competencies is found in Chart 13 on pages 316 to 317. A need for a broad Liberal Arts background, knowledge of how to teachthe use of library resources andreference tools, a knowledge of how to select and secure printed materials related to student needs, aswell as an understanding of student reading needs, interests, and abilities received the highest ratings by all groups, or approximately 75% to 965 of them. Also rating very high was the need for an awareness of professional responsibilities and obligations and a knowledge of the administration of theinstructional materials program. Elementary school librarians rated very high their special need to know about children's growth, development, and learning processes, and to know the techniques of story telling.This awareness of student needs and services designed to meet these needs is reflected in the high priorities given to such competencies by the librarians. Other competencies considered of utmost importance and checked by 57% to 7Sof the school librarians relate to a need for knowledge of (1) the objectives of the school, (2) the curriculum practices, (3) the needs of teachers. (4) the basic content of subject matter areas, (5) educational trends and research, (6) a successful teaching experience, and (7) how to organize for use all types of media in terms of the latest teaching techniques in use. A third grouping of competencies rated of utmost importance by approximately 50% to 65% of the school librarians indicate a need to know how to select for -315- Chart 13 A Composite Rank of Competencies Rated of Utmost Importance ./M11Imr Rank Competencies 1 Have a broad Liberal Arts background 2 Knowledge of how to teach the use of library resources 3 Knowledge of how to teach the use of reference tools 4 Knowledge of the selection and securing of printed materials related to student needs 5 Understanding of student needs, interests, and abilities 6 Knowledge of the administration of the instructional materials program 7 Awareness of professional responsibilities and obligations 8 Knowledge of children's growth, development and learning processes 9 Knowledge of story telling techniques (rated high by elementary school librarians) 10 Awareness of the basic content of subject matter areas 11 Knowledge of the selection and securing of printed materials related to teacher needs 12 Knowledge of objectives of the school program 13 Knowledge of the organization of instructional materials: cataloging, classifiction, processing, of print and audio-visual materials 14 Knowledge of curriculum practices 15 Awareness of educational trends and research 16 Knowledge of the selection and securing of audio-visual materials related to teacher needs 17 Knowledge of student reading difficulties 18 Knowledge of the integrated use of various types of instructional materials 19 Successful teaching experience 20 Knowledge of the selection and securing of audio-visual materials related to student needs -316- Chart 13 (cont) ...1111111 ompe encies =0 21 Organization skills 22 Knowledge of latest teaching techniques 23 Knowledge of bibliographic sources of materials 24 Understanding of student behaviorial patterns and discipline techniques 25 Knowledge of skill in exhibit and display techniques 26 Knowledge of reviewing and book talk techniques 27 Knowledge of techniques for evaluating library programs and services 28 In-service training orientation of faculty to facilities and services 29 Understanding of the community and its importance to the school 30 Knowledge of audio-visual equipment; its selection, maintenance and operation 31 Knowledge of business techniques and record keeping 32 Leadership skills 33 Knowledge and understanding of how to utilize local resources 34 Knowledge of research techniques and methods 35 Education courses required for teacher certification 36 Planning new quarters, remodelling existing ones 37 Knowledge of publicity techniques 38 General background in science 39 Knowledge of guidance and counselling techniques 40 Knowledge of the functions of the public librarya a foundation for cooperative endeavors 41 Successful internship in a school library or Instructional Materials Center 42 Background in personnel work 43 Knowledge of the production of instructional materials 44 Knowledge of group dynamics -317- teacher and student use all types ofaudio-visual materials and how to integrate the skillful use of these instructional materials. Other competencies rated high relate to administrative techniques.It was believed one must know how to prepare exhibits, review books, evaluate library programs: andkeep records as well as understand the role ofthe school and the library in relation to the community and the public library. Knowledge of bibliographic sources and discipline techniques was Qudged essential information. Considered of less significance but still ratedof utmost importance by approximately 30% to 50% of those participating in the study werecompetencies which would include a knowledge of group dynamics,publicity, instructional materials preparation,-personnel operations, guidance andcounselling, planning for new quarters, research methods, and utilization of local resourcesfor teaching purposes. The same percentage felt it important to have had a successful internship in school librarianship, to have taken education courses needed for teacher certification, and to have a general background inscience. The thirty district supervisors gave higher priorities to somecompetencies that were more relevant to their work. These competencies included evaluation techniques, in-service orientation, business and record keeping skills, leadership ability, and personnel operations.Also ranked as escential was knowledge of how to plan for new quarters or to remodel existing ones and how to select, maintain, and operate audio-visual equipment, The supervisors agreed that there must be an understanding of the community and itsimportance to the school. Since their contacts and activities deal almost entirely with faculty and school administrators, 38% to 50% of them rated at the end of the scale such competencies as counselling, story telling:and discipline techniques, knowledge of student reading difficulties, and an understanding of student behavioral patterns. Although many district IMCs do a great deal -318- of the production of instructional materialsfor faculty, the supervisors also rated this at the lower end of the scale. Most centers use graphics spe- cialists and technicians for this service. A surprisingly lower rating was given by supervisors than by school librariansto the need for knowledge of the function of the public library as afoundation for cooperative endeavors. This may be due to the fact that many supervisors wereaudio-visual specialists first and librarians second. When checking where the competencies weresecured it was found that the background in Liberal Arts, in science, in an awarenessof content in subject areas, in personnel work, andleadership skills came from their general under- graduate preparation in college or on the job.For the majority of the school librarians at all grade levels, only one ortwo competencies were received from the audio-visual courses. These were a knowledge of audio - visual equipment, its selection, maintenance, and operation,and how to produce audio-visual resources. This bears out the general impression one receivedwhen discussing the subject with the librarians during the schoolvisits. With the exception of the supervisors, manyof whom were audio-visual specialists, the knowledge of how to select, organize, andpromote the use of audio-visual materials came primarily fromlibrary science courses rather than from audio-visual courses. Knowledge of how to produce instructional materials was secured froboth library science and audio-visual courses. Educational courses provided little less than athird of the competencies but provided the courses needed for teachingcertification. Educa-,ion courses included back- ground knowledge of child growth, student needsand interests, behaviortal patterns, school objectives, the role of the school and thecommunity, reading difficulties, experience in classroom teaching, curriculum practices,educational trends and research methods, the latest of teachingtechniques, guidance and -319- counselling techniques, groupdynamics and personnel work. checked by all Except for supervisors, overhalf of the needed competencies those participating in thestudy were checked as having comefrom the course content offered in the libraryscience programs. These included knowledge of the use of reference works, how to select, to procure,to organize, and to teach print, and audio-visual resourcesto both teachers and stAdents.The many administrative techniques of organizing,developing, and evaluating programsof service for the use of all types ofmedia, as well as knowledge of how topromote the effective use of library resourcesthrough story telling, book talks, pre- viewing sessions, publicitytechniques, exhibits and displays weredeveloped through the library science programsof study. Competencies in how to plan new quarters, how to produce simpleinstructional materials for student use, how to work with faculty members inpromoting the use of instructional materials, and how to promote the effective useof the public library by students and teachers were also developed in thelibrary science courses. These findings show that thelibrary school programs are preparingschool librarians as media specialists and that acombination of liberal arts education, profccsional education with some audio-visualeducational courses. and library science programs are providing schoollibrarians with competencies they consider of utmost importance in administrating afunctional school library program serving as an instructional materials program. Uhere such programs are offered and how wide spread they are will bediscussed in Chapter VII, CIFIPTIM VII IROGRIVIS OP PRO2ESSICNI P.A SCACOL - 1961-1964 The last phase of this study was concerned with the status of regional and state renuireents for the professional preparation of school librarians andwith the undergraduate and graduate orogra:is that were available for such preparation in each of the fifty states for the years 1961 through 1963/1964. Visits were made to several undergraduate library schools, and to all but three of thethirty- six accredited library schools of 1962 to secure information from thefaculty as to the courses available for preparing school librarians to be materialspecialists. Catalogs were carefully examined from 351 colleges and universitiesoffering library science programs. The range of Programs included those with (1) less than twelve semester hours of undergraduate courses, (2) curriculums offering an under- graduate minor of fifteen semester hours or more, (3) a major of undergraduate work in library science, (4) a master's degree Program, (5) a sixth-year Program of advanced studies, and (6) a doctoral nrogram. The findings were tabulated in Table 106 and later summarized in Table 125 on pages 425 to 427. The findings are discussed throughout this chapter. n additional forty-eight college catalogs were examined and tabulated in Table 126 on pages 429 to 431. These represented schools that offered only related courses for the school library field, such as courses in the literature for children and for young adults, and courses in education in the audio-visual, radio, and television fields. All colleges and universities in the country were contacted and asked to send their catalogs if they did offer such programs. It is possible that some institutions were missed, but all that were not heard frol were sent reminder notices. These findings were also checked at the time of the study against other published reports of library science offerings in this country. -321- lLE: 106 1 Region State . ..ecommended Hours 0 of Library Science c o o m (la 1, CU 11 of the Regional t.... ri u C u C 0 1.4 (1) c a) c a) Accrediting Association d W = 0 M $4 -1J 13.0 C CT1In i 7:3 and of the States 0 .o m c o 1(1)40 0 1:1) 01) 0 0 CU CI) rt ri 44 ki.d C ri'I rf) 0 $4 '0 CJ)0 4J-I u) 0 0 r, 4...... :."'2 ca it U) .ri U) d ri d al >qe. a) 0,4 -4 c .t, a) 4+ c c Ts .,-1 . .ri c.)c) co a) u as o 04) U CliCA 1' E c":u) 1' 1.4 0 0 1-1 4 .) ri t.) ri ,..11.4 0 1.4 1.4 14 0 1.41.4 1.4 0 to WO U VI .0 2 = U.O Z Z t.) 0:1) VI 4 tO ri 4-d M 0 (1) 50 States plus D.C. ,..9 .t./1 cci; g gtio. ai g 0 ..._...s,u.2 '.1 0 8 ,9 *.:44 1) c.) c4 . Alabama 111-14 3-5-10 Southern Minor Association Major Northwes t 6 SH Alaska VII -44 4-8-11 kAssooiation 2231% A _ Arizona IV-23 4-6-12 North 15 See 6 SH Administration Central SH foot 15 SHand Organization Association notes of SchoolLibrary, Cataloging and Classification LibraryMaterials Arkansas IV-24 3-5-13 North 15 See 15 SHOrganization & foot Administration Central SH of School Association notes Libraries, 1 Instructional Materials, Ref- erence Materials, Practice in . Librarianship, Simplified Cataloging. California VIII -494-8-14 Western 24 SH College NCATE Association . . Colorado V-29 4-7-15 North 15 See Central SH foot Association notes - . 18 SH Connecticut I-1 1-1-16 New England Association -. 24 SHBook Selection& Delaware 11-7 1-2-17 Middle States, Association Acquisition, Elem. Cataloging & Classification, Circulation nolicies & Prac- tices, Reference Work, Children's Literature. , . 11-13 1-2-18 Middle StateS Jr. District of High Association Nqumbia 30 SH Highh M.S. . , _ Region State TABLE: 106 (Cont'd) Recommended Hours U) zi a) 0.0 of Library Science O c of the Regional c 0 U) Accrediting Association f6) V O 0 hi CU and of the States (00 el 1:3 a) c ..g ow u. 14 w c 0 .0 m 0 0 a) Florida 111-15 3-5-19 Southern 21 SH Books & Related Materials for Association Restr- icted Y. A., Organiz. & Admin. of 30 SH School Libraries or Material Centers, Refer- ence Materials, Classification & Cataloging, A*V Aaterials, Others. Georgia 111-16 3-5-20 Southern 30 QH gnonledge of Association Veading3hterest, Understan4ing place of library in Mbdern Schist Organiz. of *11 types oflibrary *aerials. Hawaii VII-51 4-8-21Jestern s:ollegm 26 SH Amsociation Idaho VII-45 4-7-22 Northwest 6 SH See 6 SH Association 8 SH foot- 12 SH notes Illinois VI-36 2-3-23 North 15 SH See 16 SH Reading Guid- foot- Central ance, Function notes of School Association Libraries, Materials. Indiana VI-37 2-3-24 North 15 SH See 10- Selection and foot- 15 SH Use of Instruc- Central tional.Mater- Association notes ials, A-V Educ. Presentation of Instructional Materials Plus A-V, Advanced Problems of Supervision & Administration. 15 s Iowa VI-38 2-4-25 North 15 SHSee BS Special Service Central foot- Areattlhich Endorse- Association notes ments are available. insas V-30 2-4-26 North 15 SH See 8 SH Central foot-15 SH Association notes24 SH 1 _.. . TABLE: 106 (Cont'd) Region State i H emended Hours 0 1Z3 I Iii c (1) aro of Library Science cd 4)0 t.) C 14.,.ri U C C (1) 4Jg U) of the Regional 0 W VI Z 0.) th w tug my .ri E as v Accrediting Association cV +4 OD C ,tugE t) a) t.) 0 41)QJ &VC o.C) cd = 0 ) 0 /..:442 (4 t) and of the States 41 .ri +b 44 C .rhrl 10 el) C Z4-b .4 u)0 0 wt 4)+b 11) CU >. tIJ d cl (/) ri cd r1 RI P4:4 1' 0 r4 v-1 Z 1:1(1) +b C C 13 r4 14 %I '40 14 $4 .r1 0 0 0 CU 0 Cd 0 0 CUC.) a 0 )4O .S:Ig 14 1.4 Z 1.) .0 Z 8. 0 0 r4 +b .H U.ri rt $4 0 6 il) (1)U) .cCA .11 44.e = IIA OA 0 U) .07 0 0) 0 C.,) 50 States plus D. C. .2.. 0C)0) C kw V 4) C) Uq ri0 CW b1.14 fa g IV-25 3-5-28 Southern 18 SH School Library Louisiana Materials, Organ- Association ization, Admin. Ctnterpretation ofSchoolLibrary Service, Scho91 Library Practice Work. 1-2 1-1-29 New England 18 SH ch Maine }oolsLibrarytMateom Association omxnia s, , Cse sof f1cbraon& Cataloging. Maryland 11-8 1-2-30 Middle States 16 SH Pinciples of Association Librarianship, Organization and Adthinistration of school Library looks and Mailecial or Elementary chool library. Massachusetts 1-3 1-1-31 New England 18 SH Books andelated .. Association terials for hildren&Young ople, School 'brarylOrganiz. min. &$ractice Referencedkterial &theirOse, Classification P . Andeatalogngc. dooksmuteid Oytteriais. Michigan VI-39 2-3-32 North 15 SHSee 15 SH Central foot-minor 24 Association note SH major Minnesota VI-40 2-4-33 North 15 SHSee Central ,,, foot- Association note Books & *elated : :ississippi 111-18 3-5-34 Southern 24 SH Association Materials for Children and young.ltdults, .dministration of Libraries, Region State TABLE: 106 (Cont'd) 1 m '0 Recommended Hours c w CL'CI CD I3 m UC UC of Library Science k1.4 ri C 4.3 o 34 co C cu OJ E U) 4)g U) of the Regional ccs cu VS '0 4+ b.1)C . r4E cda40) .14 Accrediting Association 814 C0 t.) 0 0) 0) CI rt.ri W U W U WO ...I .4 .W4.4 C W and of the States ri 4-b 4-b -1....1'CI IC C +1 04 0 0 0 0) 01 cd CCI U) . ritt) Cd r4 Cd . g .$4 4 0) C 1:). rl Vg 0 . ri'4 C 'CI 42)+4 0 cd V) V) ri C.) 0 0 Cd 0 Cd 0 0 001 t.) CCI U) to 11:1: ...4 $4 0 $.1 $. 14 0 14 sr $.4 0 140 Ori 4a 04 U1-I Z U .0 Z Z U CU th4 14 ed 1.104 Z 4 A U0 .0 Z gU) t) of PC 44'0 0) CD I)tt) ' Pi 0 0 0.) rt 0 8 1014 C4 4.4::: 04= Qg 04= . I 'q et rn CZ OW g Missouri VI-41 2-4-35 North 15 SHSee 15 SH Central foot hssociation note Montana 4 VII -46 4-7-36 Northwest 6 SHSee 20 SH Association8 SH foot- 12 SHnote Nebraska V-31 2-4-37 North 15 SHSee Central foot- Association note Nevada VIII -50 4-8-38 Northwest 6 SHSee 24 SH Association8 SH foot- 12 SHnote New England 24 SH Book Selqction, New Hampshire 1-4 1-1-39 School Library Association Service, Catalog- ing & Classifica- tion; Library Orientation or Library Usalez_____ Cataloging, Class - New Jersey 11-9 1-2-40 Middle 30 SH States if ication, Refer - Association ence Work, Book Selection! Biblio- graphy, Library Organization and Administration. 4 SH New Mexico IV-26 4-6-41 North 15 SHSee Central foot-minor Association note 19 SH ma for New York II-10 1-2-42 Middle States 36 SH Library Orienta - tion, Library Association Methods & Techni- ques, Books, Read- ing & library ibterials, Reading techniques, 3-5-43 Southern 18 SH Organization and North Carolina 111-19 ministzation of Association chool Libraries, ataloging and Classification, Materials for Children & Young people & Refer- ence Material. I 1 I ax0=10111 _ Region State VLBLE: 106 (Cont'd) In Recommended Hours C of Library Science Cd 014 of the Regional Cd b.13C Accrediting Association 0.0 C0 C0 srlsrl 4.4 C .r1 and of the States C 64 in 0 0 cd (0CS (1) r1 C0 0Iri a) ++C C pl U 0 0 0) O Cd 0 0) 1-1 0 CPA rl Ue4 r1 1-10 (04 b13 .1-I bD bp CO 4(/) 0) C io C) Oi V (0 50 States plus D. C. *-1:: 0 See 6 SH Organization & North Dakota V-32 2-4-44 North Central foot.15 SHAdministration, Cataloging and Association note24 SHClassification, Book Selection, Reference, Bibliography, Literature for Children & Adolescents, A-V &ids. North 15 SHSee 30 SHReference Bibli- Ohio VI -42 2-3-45 ography & Book Central foo Selection, Books Association note for youngpeople, Cataloging and elassification, Administration of school Libraries. Oklahoma IV -27 4-6-46 North 15 SHSee 18 SH Central foot- Association note See Oregon VII -47 4-8-47 Northwest 6 SH Association 8 SH foo 12 SH note 12 SH Pennsylvania 11-12 1-2-48 Middle States Elem. Association 24 SH High School Rhode Island 1-5 1-1-49 New England 40 SH Association 18 SHAdministrative, $outh Carolina 111-20 3-5-50 Southern Association T-L Bibliographic, Technical 24 SHProcesses full- time South Dakota V-33 2-4-51 North 15 SHSee Central Association foolnote TABLE: 106 (Cont'd) I Region State to v c a) R...4mmended Hours .0 a) id Wv a) of Library Science 44 v-I C.) C 0 C 0 $4 0 C (1) C CU of the Regional id a) co co C 14 +a bl) . .!4' I cd 13 .((14) i cd T1 u o a)(1) 0.) CU Accrediting Association ...)440.1 .,1%,c C(5 (..) 0 v-Iri V) 0 SVCI to 0 $1 °C) and of the States c+.14 En o o .-+.4,+a CU ie.: C 0.) tee C cd cd 0 rl 0 cS ri cd >r2:: a) > 0 (Ni-i "'l Z 1:343) IJ C C TI rl 14 14 r1 0 0 0 a)(..) d 0 0 0 U cd c/) I) I al co g $.14f:) Or4 !-) r1 t.) ri 1.4 14 0 $4 $4 14 0 14 14 $4 0 $3) u) 4 tan ri kw = bA bi 0 0 .0 = Z 0 .0= Z U 0.) U c2 .1.1 0 0 ai ,1 0 o w 10 States plus D. C. 1-1 x c.) g 4`:..)(ng B`c5711g g4 ,f1.4 -. _ . Tennessee 111-21 3-5-52 Southern 12 SH For T-L: Books & Association T-L !elated Materials for Children and 18 SHtoung Oeople, full-Reference *Aerial time Organization of Materials School libraryadmin., For Librarian: Books & eelated Materials for Adults) A-V Materials,Princi- ples of Librarian- ship. Texas IV-28 4-6-53 Southern Association Utah V-34 4-7-54 Northwest 6 SH See 9 QH Cataloging: Class - Association8 SH foot- ification, tibr - ary Alethodsreook 12 SHnote I Selection, Child - ren's Literature. Vermont 1-6 ,1 -1 -55 New England 12 SH For T-L: Schoo-1,.. Library Admin., *--.. Association T-L , Books & Mater- , 30 SH ials, Reference full-Materials & time Teaching Use of library, Class - if ication and cataloging. Virginia 111-22 3-5-56 Southern 18 SHChildren's Lit., Association Adolescent and Adult Lit., Ref- erence &Biblio- graphy, Admin.& Organization, Cataloging & classification, Planning & Manage- ment, Acquisition of Materials, Use of Materials. Washington VII -48 4-8-57 Northwest 6 SH See 12 SH Association 8 SH footL.S. 12 SH( note degree . ] TABLE: 106 (Cont'd Region State lommended Hours u. LibraryScience of the Regional te. .v1 061 U) tir Accrediting Associationc 144 4) 0 .C) cet and of the States orl .4 44 440 C4-8 0 0 0 cd cd .14 V +) C .14 0 C U ca 14 0 0 .r1 rI r1 0) fa bl) rl 4.4 2 la) 40 States plus D. C. Iowa West Virginia II-11 3-5-58 North 15 SHSee 24-30 Central foot- SH Association note Wisconsin VI-43 2-3-59 North 15 SHSee 15 SHLibrary Administrat- Central foot- ion, Cataloging and Association note alassification,B3oi Selection, Materials and deference. W.ImmmIN Wyoming V-35 4-7-60 North 15 SHSee 24 SHInstructional Mat- Central foot- erials, Organization and Maintenance, Association note Book 'Selection, Library Administrat- ion. North Central Association - courses Recommended: School library Organization and Adminis- tration,tAtaloging and Classification, book .selection andacquisition with gjnphasis on the Reading and Weeds ofadolescents, *ference ahterials, and generalBibliography (15 Semester H curs Recommended) Northwest Association - Courses Recommended:Organization and Administration of the Library, Cataloging and tlassificatioc.i Book Selection,Reference. Schools of 100 pupils or less 6 SH Schools of 100-499 pupik8 SH Schools of 500 pupils or more 12 SH When these facts, as well as information about the number of school library supervisors there were in each state, are corer ared with the findings relating to the school libraries that particilated in the study, it is possible to see a relationship between the types of library education prograas and supervisory Personnel available and the I'C school library programs of services and resources found in the schools in different states. Regional and State Recommendations As was noted in the first chapter of this study, the-e have been regional accrediting associations in the United States since before the turn of the century. It was not, however, until 1918 that school libraries were included in the evaluation schedules of secondary schools. Since that time there hrve been many changes in the nuantitative and nualitative recommendations for school libraries in order to meet the changing needs of modern schools. Some of tile regional accrediting associations also have made recommendations for the lrofec;sional pre- naration of school librarians, noting the number of semester hours of Professional courses needed and specifyin:. the type of library science courses to be taken. If secondary schools were to receive accreditation recognition, they needed pro- fessional librarians with such preparation. ong with the regional recommendations there have been state standards for school libraries, including recommendations for the Professional preparation of school librarians. In recent years sixty-eight Percent of the state standards and recommendations have been somewhat higher than those of the regional accrediti-g associations and range from sixteen semester hours of library science recommended to a master's degree in the field.This information is noted in Table 106. Table 106 lists each state alphabetically, indicates the regional accrediting association of which it is a part, and gives the regional and state recommendations of 1962, if any, for the number of semester hours and courses in library science -329- recommended, at that time, for school librarians. The !'orth Central Association fifteen semester hours of libraryscience for librarians in schoolsannlying for regional accreditation, while theNorthwest Association recommendedonly six semester hours of library sciencefor librarians in schools with100 puoils or less, eight semester hours for thosein schools of 100-499 nunils,and twelve semester hours for thosein schools of 500 punils or more. These were the only Associations giving such figures. Very few states still use thesize of school of school enrollment as a basis for thenrofessional preparation of teachers or teachers and librarians, and librarians. Theoretically all children need good small schools need better nreparedpersonnel, esneciadly iffacilities are less often than adequate. On the other hand, it isrealistic to note that it is difficult to attract well oualifiedpersonnel for small schoolsand for rural areas, which are ',art such as are found in themountainAndsnarsely pooulated states of the Northwest ssociation whererecommendations are lower. The library science coursesspecified by the North Central andNorthwest Associations for school librariansinclude basic traditional coursesin school library organization andadministration, cataloging, classification,book selection, acouisition, reference, andgeneral bibliography. Some sixteen states, in their own standards, use the termInstructional naterials or the nhraseAll Illorida standards also Types of Library ;Iaterialsin place of 3ook Selection. refer to courses in the administrationand organization of schoollibraries as Administration of naterial Centers. This reflects a more modernemnhasis. The spelling out of such courses tends toinsure that a balanced libraryscience program will be taken rather than a merebuilding-up of credit hours in thelibrary science field, even if such courses might betaken by correspondence orin summer Irograms at various institutions. -330- ;mailability of Degree Programs in library Science Looking at the regional organization of states,it is interesting to note that five out of the seven states that are 'artof the Northwest accrediting association have no graduate nror!rams of libraryscience and that only one to five institutions in tnose states offer library science as aminor program. None of the schools in these five states - lasa, Idaho, :Iontana,Nevada, and Utah - were recommended by their state supervisors as havin7 schoollibraries functioning as instructicnal materials centers. Similar findings can be seen in the i!ew Englandregion. Maine had no graduate or undergraduate programin library science and had no school libraries recommended for the study. Rhode Island and Vermont had no graduate programsof library science 1 and only one undergraduate program was available. They also had no school libraries recommended for the study. New Hampshire had one undergraduate nro-ramand had 2 four schools in Tyne III and Tyne V schools that filled in the Checklist. Only Nassachusetts and Connecticut had graduate nrograns oflibrary science, with three undergraduate nrograms also available. Iassachusetts had one school library of Type II and Connecticut had two school libraries of Tyne IIIschools. Seven schools in the New Tngland area partici -ated in the study. one were in Tyne I, 3 one was in Type II, four in Tyne III,and two were in Tyne V schools. Of the twenty-two states, including the ones just mentionedthat had no school libraries identified in the study as IX schoollibraries, Aaine and laska offered, at the time of the study, no library science degree nrogramsat all. Rhode Island, Vermont, New Nexico, r:ebraska, North andSouth Dakota, and t!yoming offered undergraduate programs only. Seven other states -- Iowa, 7.ansas,issourit West Virginia, Nississippi, 'Lrizona, and Hawaii -- offered graduate nrorrramsof library science, and all 'nit !laraii also 'lad undergraduate nrogramsavailable. 1See Table 125, pp. 425-427. 2See Chart 10, p. 29. 3lbid. -331- Oklahoma and Colorado each had an accredited library school andundergraduate nrograms of library science but had no schoollibraries identified as IAC libraries at the time of the study. :first of these twenty-two states in New r7sigland and in the west had snarse populPtion, were agricultural, or mountainous. Eleven had no state school library sunervisor, Two had such a position but it was vacant at the time. Pour of these states had no state recommendations for the number of hours of library science needed for school librarians, one listed six hours, six listed from twelve to nineteen semester hours recommended, nine listed twenty to twenty-six semester hours, and two listed from thirty to forty semester hours. These findings can be found in Table 17 on pages 152 to 154 and in Table 106 of this chapter. Several of the states just mentioned that had no school identified by use of the Checklist did indicate that there were some schools and school systems with IX libraries. These are identified in Table 16 on pages 137 to 151.. Jut nine states,. namely Aaine, Iowa, South Dakota, !test Virginia, 'aizona, New :lexico, Oklahoma, Idaho, and Aontana listed no schools having IAC school libraries. Six of these had no state school library sunervisor, and only one had an accredited library school. :,egrouning these states by regions, there were three states in the New England area, six states in the Plains section, two states in the South ;cast, three states in the South!est, five states in the Rocky fountain area, and three states in the Par Tlest that had no schools identified in the study through the use of the Checklist and that also had limited nrograms of library science available for students at the undergraduate and the rvraduate levels. Of the fifteen states without state school library suDervis-rs in 1963, thirteen of then were from this grow) of twenty- two states. These facts can be seen on the mans of Figures 2 and 3 on pages 17 and lb of Chapter II. live of these states are a part of the Nort west i'ssociation, twelve are a part of the North'entral '.ssociation, three are a Dart of the New England association, and one, :lississinni, is part of the Southern Association, while Hawaii is part of the Western College ssociation. Turning attention to the twenty-eight states, plus the Districtof Columbia, that have identified school libraries, only Delaware had no institution of higher education that offered library science courses. Of all of the fifty states, only three, namely .laska, Delaware, and Aaine, had no library science course offerings available at any academic level. nrofessional librarians in these states were reouired to seek professional preparation in thelibrary field in other states. Delaware, however, identified IAC school librarians in each of thefive types of school libraries cited in Chapter II. Of the seventeen states, including Delaware, that identified Type I school libraries or outstanding programs as well as school libraries in the other four categories, fourteen states had one or more accredited library schools, eleven of the states had nonaccredited graduate library science programs,and sixteenephad undergraduate nrorrrams of library science available as ell. New York, Illinois, Indiana,:ichigan, linnesota, North Carolina,,Tennessee, Texas, California, and 'fashington had professional library science nrograms at all academic levels. These seventeen states all identified IAC libraries in four or five of the fiv- tnes categorized in Chanter II and all had school library sunervisors. Twelve other states identified INC school libraries in one to four of Types II to Type V school libraries. Six had accredited library schools, seven had nonaccredited graduate proc'rams of library science, and eleven had undergraduate programs of library science. :lour states, Jassachusetts, r'ennsylvania, -Centucky and Ohio, had library science programs available at all levels. Maryland, Virginia, New Hampshire, Arkansas, and South Carolina had only undergraduate nrograms of library science, while Connecticut had only a graduate nonaccredited program. Of the twelve states, only New Hampshire and Ohio did not have state school library sunervisors. Ohio had city, town and county school library sunervisors. With -333- the exception of New Hampshire and Connecticut, all the twenty-eightstates had city, town, and county school library sunervisorsas well as state supervisors. Thus leadership at the supervisory level and prcfessionallibrary science progra.ls at several academic levels were available in statesrenresented in the study as having LC tyne school library facilities andorograms of service. Summary Table 125 also shows that 276 school librarians who narticinatedin the study had received degrees from accredited library schools and 202 fromnonaccredited library science Programs. This table is on pages e.25 to 427. In states that had accredited library schools,a very hilh percentage of the school librarians participating in the steadyhad their library degrees from accredited library schools. The range was from one state having thirty-six school librarians having degrees from accredited libraryschools and thirty-four from nonaccredited library schools to anotherstate with one librarian with a degree from an accredited school to one from nonaccreditedschools. Only Louisiana and California, which have accredited library schools,had no school librarians who narticipated in the study who had degrees fromaccredited library schools. Virginia, which had no accredited library school, didhave school librarians.wi.th degrees from accredited library schools located inother states. Virginia also had the largest number of school libkaries renresented in thestudy. Stated another way, of the sixteen states that had fromten to sixty-two school libraries identified in the studyas having I. IC nrograms, all gut Virginia and :laryland had accredited library schools andall sixteen had undergraduate Programs of library science as Well. Seven out of twelve states, or Delaware, Oregon, Alabama, Arkansas, South Carolina, Connecticut,and iew Hamnshire that had from one to nine schools identified in the study didnot have accredited library schools, but, except for Delaware,they all had some type of library science program available at institutions of higherlearning. The study, therefore, does seem to indicate that there is a relationship between (1)outstanding IAC -334- orograms of library service, (2) librarians holdingprofessional degrees, (3) the availability of library schools at the graduate and undergraduate levels, (4) the potential leadership of school library sunervisors at the state and local levels, and (5) the recommendations of regional and state standards for school libraries plus recommended hours of library science. i detailed analysis of this was not nossible in this study but merits further consideration at a later time. Types of Library Science 'rograms Available in 1962 Accredited Graduate Library Schools In 1962 there were ,Arty-six accredited graduate library schools in twenty- one states, in Llashington, D.C. , and in Canada. Those in Canada are tabulated but are not nart of the study. Visits lere made to all but three of these schools, examinations were made of all the library school catalogs, and the tabulations of these findings in Tables 107 to 109 were later checked by representatives of each of these library schools. The following information was sought from each institution. 1. Did the courses offered meet certification reouirements for school librarians? 2. ?!as there articulation of the undergraduate library science courses with the graduate program? 3. Was there a prerenuisite of undergraduate library science hours? 4. '!hat was the total number of library science courses offered? 5. What was the degree structure of each library science nrogram? The findings in Table 107 show that all of the accredited library schools in this country did offer courses that met state recommendations for the certification of school librarians. Vith the exception of the University of California at Los Angeles, Rosary Colle-e, Simnons, Pratt, Columbia, 1!estern Reserve, and Drexel, all of these schoo's had pro^rams that articulated with the undergraduate lrograms of library science. The number of course offerings varied from nineteen courses to fifty courses, depending upon the number and tyr,e of degree Programs offered. These ranged from a lachelor's degree with a minor or major in library science, to an ;I.I.S. degree to a sixth TABLE: 107 .t, .2 01 48 lc o.) .11 (1) DEGREE 36 .1+I5cd CI014tg 4-bv) 00) btl gL4 ,11L4 = 9014.410)i4 11)14ra .0 VEva...?,4) 14 44.4 '4.444 cdZas r146 V) Year6th Accredited 44.1.4 U -4 "04...)U0 0 1.4 C14. CD tto $4 14 CTM Bachelor's Ph.D. Others Library t' (1) -11 IAe. vi a4C.)aZ '4 = >s PI7: U)0 w0044 4)4) U) 3 1.4b4 en 4) Degree M.L.S. Program 21 States Schoolsplus 4J +/ 41)) E4 ri :, ts :grD40 All14 $.4 4 U)4E1) gcl 14 03 $.1 Xi $.4 (2) 14 14 .linor Major California - University of California Canada and D.C. ,L) x t4 xz6 =;44 04 x " ,4 E_I . 90CIS.H.E_I 0 z z og 0 38 =2 S= 2 28 S.H. Being Being36 S.H. Post 4.L.S.D.L.S. 36 S.H. University of California (Berkeley) x x S 60. H. 24 24-30 S.H. Planned 64/65 Planned 64/65 ProgramInterships (4) University of Southerr. (Los Angeles) x x 6 88 37 6 6 S.TI 30 S. 6 S.ii. H . Major in L . S. Canada - California S.H. 15-24S.H. 7 S.H. ofective_s 1 B.L.S. Prerea.5th yr. 60 Units British Columbia University xx OnitA46 19 15 *its B.L.S.5th yr. M.L.S.6th yr. McGillUniversity University of Toronto S.H. 42 B.L.S.345th S.H. yr. ThesisM.L.S.86th - yr. yr. courses 15 QH s Combined L.S. Colorado - University of Denver x x Q.37.5 H, Q.H.99 33 Q.H.15 Prereq.4510 QH SH Prereq. 1 .fieldEactoral& forSubject Work District of Columbia Catholic University ofAmerica x x SH10 +630 SH SH Dissertatiori I r Florida - Florida State x x x x 23 89 28 9 24 30 SH NO369sh Thesis SH*frerftq. 1 * *Ms *orThesis 30 SHprogram with competency Georgia - Atlanta UniversityUniversity (2) SHSH10 SHSH69 23 SH SH 39 SH Teacher-Librarianin10 modern SH for Cert.Lang, 15 QH Prereq. 1 MA 45 QH Emory University x x QH 15OH 60 23 QH15 60 QH 16th yr...50. QH . +03) i TABLE: DEGREE 107 (Cont'd) 36 4-) idv4g 014(>) IA ID14 on g +) C.)14. = 2 '0 44-iba014 (1) 14 t.0 (1)N44-1(I) 1411)14 ( 4,k:r til P 0CS 44 CUrl Schools)196-)-AccreditedLibrary t13 '431 4.4 gl4 0. Ai+) 4: 0= '0 14caU0 cid4 0 .1i'4,5 4'4 0014 01) u, 4)b.0,4v . CP Bachelor'sDegree ;I.L.S. Year6th Ph.D. Others :41)- .74 ta .2 to4 ) Canada21 States and D.C.plus n: c.) L.31 6It riee. 2a(4 .c; 0440-1 1-1 . E-=atvdNt 2 0 E-1=t S81 ZUS 0 E 0$ =ca4E4 2 Minor Major 30-36 Program Illinois - UniversityRosary College of Illinois x xz x x SH42 SH184 SH 5027 SH12 1220 SH Prereq. 12(32 SHSH)8 Units SH 8 units(32 SH) 12(48 units( SH) 6AdvancedCertif. of studies in University of Chicago x x x 27 141 47 Prereq. 9-15 18 4 A.S.L.correspond-Librarianship 8Ckliwtsi Indiana - x QHSH14+ 64+ QH 26 8 22-2414-16 SH Courses8 in LS 830-36SH SH Courses Wiin. encewith CoursesMS inLS Educ. Kentucky - Ind3ana University x x x 30 SH77+ SH 9 +8 18-21AV SH 30 SH Prereq. MinorM;i. 824 hrs. SH Louisiana - UniversityLouisiana ofState Kentucky xx xx xx SH21 SH81 2626 SHSH12 18-24 SHSH 24 SH 12369 SH SH Prereq. 9 SH Prereq. Massachusetts - Simmons College University x SH144 36 36 SH* Prereq. *With 32 SH in L.S...... Michigan - University of Michiga x x SH17 SH98 '.,A ' 15 SH 34 SH A.L.S.plus16 SH Western MichiganUniversity x x SH26 SH66 2 8 26 SH 2030-34SH in LS PICin Educ. Sp ec. 111, Minnesota - University of Minneso la x x SH21 SH99 ",,,, SH15 21 QH 78-QH451815 QH QH Prereq. Thrsis Minor ence2 Corresnond- Courses +a.)0 '0as 4-1 13 t'cuLi DEGREE TABLE: 107 (ContAccredited '1:1) 36 ri44oca .d0,oi4> +4 0CUCO 14on N 0s.,(4)1 Z0 10 44(I)14 :'.107314 (1) .0 CUiili0)0 1-4E44 4-4 0 4.444 -2! cdCISZ ri44 (/)cu Library 47., u 9., cd ul + 0u C4. Z4.4 0 ccf.), '0 Schools e)(5)co,' E-1::_i Ta",c4V'4c..) 0 RI I V)Va ti ° z0-4 CO`4.114 r2 tI),., 0 $ ta OJ f Bachelor 's Degree 1 :1.L.S. Year6th Canada21 States and D.C.plus -r,-.3 .= cs-; 4rraj; ec.3.4.4,?. sgc, '' 43 ti ti p.?,t.i Minor Program Ph.D. Others New YorkJersey - - Rutgers University tt: x x 4;1 SH12 102 SH 30 8 t a Certifor18 SH i. Major 363030-36 in LSSH SH 54-60 SHgesearch30 SH - ColumbiaPratt Institute UniversiL., x x SH82134 SH 3245 3618 SH SH Requ. LS LS D.L.S. 66 SH 1 Syracuse Ul; iversity x x x SH33 SH90 29 SH6 18 SH 630-3621 SH SH SHPrereq.iktequ LS xx minor OtherWith 12 division SH in OhioNorth - Carolina - University of North Carolina x x x SH33 SH9482 29 18 SH 39 SH grad.IPLAWnndtourses15 levelSH at eore Western Reserve University xx x x Q25 H 118SH 43 32 SH 78 SH* MS.'Combined Ed LS IhNajor& L.S Iubj. field L.S. Oklahoma - UniversityKent State ofUniversity Oklahomax I x x SH12 QHSH74 2633 SH12 24-2512-18 SHQH 24-36 SH 324812 QHSH SH ItIALS48 QH 30 SH Pennsylvania - x x QH13 6 42 , 12 SH LS 60 QH Prereq. toortrigeoonde1512 QH SH nc Prereq., e 1 ftrereq. UniversityDrexel Institute of ofnittsburghTechnology x x x SH8 SH83 29 SH8 832 SH SH Prereq. x x Basic Bourses Tennessee - George Peabody Colle ____ e x x x QH18 QH118 31 QH18 30 QH 5418 QH QH Prereq. 36Ed.12 QH QHS.Prereq. tenorL.S. MA18LS QHOith16 QH-erelim. itinor thus ...... *01.11111111111=...... TABLE: 107 (Contvd.) .o 4-,cu 13 co 444 .0 84CV CU DEGREE 4-) 8r4 &'84 U) g84 o84 = .`e. CU84 CU84 i;:iia)0 84 twec.io 43.) 4. CC1 4-) 4,) AccreditedLibrary 36 .1-4 as(..) 0.4-,0 14 Orcd01 84bA o T.) 8-10 U0 illt4-,C44-4trii CD .?4.0 CD a)gki. t4.4 4.4 840 CU 0 1,0 0 b.084cdZ r4 Zr4CO Bachelor's 6th Schools )1"ie:a (e)141 44 aI 44 14.1= +t)?A= 7111 ;1 2 2 11 86' ce4 ?4 0" Degree M.L.S. YearProgram Ph. D. Others Texas - Ca.natia and 0_ University21 States of plus Texas (7 _ n.,,c) x 8z x -1 0 x t-11-1 :2 240Ewa: g 77 F-x48 g z c..)g g 6.8 g El) x p_i Minor12-18 Major 30 SH Texas Woman's University x x SH34 SH118 3726 SH9 21 SH SH 31 SH 30-366 6SH SH SHPrereq. MA 30 SH Washington - University of Washington x x x QH27 QH86 31 18 QH 46 QH Prereq. x M. Law Librar46ianship QH - Wisconsin - University of Wisconsin x x SH17 SH54 1' ^ SH8 15 SH 248 SHSH Prereq. x tourseseorrespondence3 lion-credit year program, and to the Ph.D. degree or its equivalent. 11 gave the M.L.S. degree; seven including Illinois, Columbia, Syracuse, itsburgh, Peabody, Washington and Wisconsin OW had a sixth year program; and c t were offering the Ph.D. degree, namely, California, University of Southern California, Illinois, Chicago, Michigan, Rutgers, Western Reserve, and Pittsburgh. Other schools offered Ph.D. degrees in cooperation with some other graduate department in the university or were planning advanced programs of study. Table .:.08 indicates that at the time of the study, with the exception of Denver, Illinois, Simmons, and Syracuse, the person in charge of the library school devoted full-time to the school. In two-thirds of the schools there were more than fifty percent of the faculty who were full-time members. The total number of full-time faculty ranged from three to thirteen with Florida, Rutgers, and Western Reserve having eleven, vwelve, and thirteen, respectively. Only Florida had no part-time faculty. The total number of faculty, full and part-time, ranged from five to thirty-two. With visits to the library schools and with a careful examination of library school catalogs, an effort was made to determine if there were special courses offered in school library administration, in the audio-visual field, and if the selection courses were oriented toward the selection of all types of library materials or to books only. Table 109 shows that all schools gave a specialcourse in school library administration, nineteen schools offered a special audio-visual course, and twenty recommended the audio-visual course taught outside the library school which made a total of thirty-one out of thirty-three schools in the United States. Three schools redesigned their programs for school librarians emphasizing all types of instructional materials. These included Florida State University, Indiana University, and Western Michigan University. These institutions also had strong audio-visual departments and centers for servicing students and faculty.The library schools at Florida State, University of Illinois, and the University of Washington were the first -340- TAi;L3: 108 a. i > c FAriLl hi lolo 14 0 ..... me ...... m mm 1 d ..4 14 (1) hi 14 4-) .0E .hi0 .01 A.,4 36 4 ".1 , + v + 1 .r4u) +a ".1 44 r irO g1 Accredited "4 ir-1 CI i a 44911 44 44 I 4., c U Library o-4 0 0 0 14 d Cd Z or...4 4o Schools,te? 4_. ;:)._ 0 kw 'CI ..0 14 to ownm : ND+4 d wm ww'wow 0 i m 0., rd .0 cd .17:1 .0 ++ C C M .94 U 0 t.) 0 i U ycl 9-1 > Cl) , 1-1 Cc) C1-4 C 0'C 11 .94 1 2.1 S;:ates plus Canada and D. C. d ...4 at pi ; w c"4 C rO = "4 O 0' 0 0 ; 0 0 WO +WO !MOC Cd lo .,C If' C F0 i w 0 I ti .5 .2 0 Cl) 1 0.4U) ex, u)40 (-4 California- Univa!:sity of California (Berkeley) x 12 t University of California (Los Angeles) t x x 5 12 University of Southern California x 11 Canada - 11 Universit o B itisho umbi gdGi 1 iniversi y 4 2 6 University of Toronto x 10 15 Colorr.do - Uai7ersity of Denver 11 Di3t:ict of Columbia- 6 11 -tholic University of America x Plc:ida State University x 11 11 Geol3ia - Atlanta University 4 Emory University rt Illinois - Uaiversity of Chicago X x 7 6 13 ;rosary College X x 5 6 11 University of Illinois x x 15 23 Ine.nna - :Indiana University x 8 11 Kentucky - University of Kentucky 4 111 Louisiana - Louisiana State University x 5 Massachusetts - Simmons College x 6 11 17 MicLigt-.1 - Ullversity of Michigan 9 Bern iichigan University 5 2 7 10 19 12 32 22 11 7 8 6 5 4 19 4 5 14 5 1 3 2 3 1 12 5 7 5i 13 3 4 6 5 4 5 4 0 0 x 11 x x x x X x x x x x x 14E ri r=1 r-I U) 0 C.1W 1 *C1 C4 9' 0 0U) 41.1 an x x x X X x x Canada and 111111 Carolina Technology University of D.C. MinnesOta North Oklahoma Pittsburgh College Texas University Washington Wisconsin 36 of - of University of - of of of of Library Schools, University University (Continued) Accredited plus - - University Reserve Institute - Peabody - - 108 - Institute State - Woman's States Carolina - - University Jersey Rutgers York Pratt Columbia Syracuse University Western Kent University Drexel University George University Texas University University TABLE: PACULTY 21 Minnesota New New North Ohio Oklahoma Pennsylvania Tennessee Texas Washington Wisconsin . _ 4.. 14 +A cf) 1.4 r4 14 r-uu u) L4 v&0 . c 0 r4 M C :!!" )C r4M cr)i4 .0CO cu,-( ..4 i4 (1)0 o v) x x x x x x x xx x x,x i , x x x x x 01) ,-.1 14 (1) 0 Cl) 8 cd 0 x ...,- r-i U C r4 U = g ',4 5 x x x x x 0 0 0 0 .. a I 110 9 tt:4.4 xxxx xxxx (f) 41 C 0 Q) 14 ri = G" 0 14 C 4-) i1.4 4.4 rl 4.) i., >a) Ic.) 4-1 /e5 n: . x x - x CO il14 u Cl) g(?) Hr.xxxx . C r4 .2 r'' .rt C di w4 x x x E > 7 1-40 u Cl) 6 1 14 v-i .ri 15 4+x 51 .0 U al a) 'A -.- 4-) .O tio = 41 ri 0CO 0C.) CO t.I t U.. 1 et:.0 44.4 a $4.0 cu 0 1 4 8 2 I 2 1 1 2 +A r4 .0il Q) 1::, C (1) O' U a)> 1-4 .00 r-i 4 Z 1 .. 14 M 14 Id " a) 1:1 .1.4 CO V4.4 = 0 +4 Z0 cd 41 cr) 0+, =cr) 14 c c)1-1 cdU0 1-c0 01-5 4Te,0 x x x x x x x x x x 4 . 01:1 4-) CD CO IAt r'i cr)vi ,1 C ri .)., .0 = M C.)0 U 0 ri0 4cd cu rl .. .14 Cd0 1-c1- :2t e", x x x x x x x x x r4 '1g , tt Z 0 >4 L.:, , U C 0 rl u v) ... t ii x x x x x x x x x x x x x x x x z 14 4W c t' 4.4 04 - .c7) .-1 :2g 44 __ x V 14 = 4-) M0 54 ai 4-) r4 I-1 +.1 EL (1) CI 0 C0 +.1 cdr Y r4 x x x , 0..) Q.) 0 .. u Z 4-) I 14 ai 4-11 r4 o-4 11- U C 4-1 ri u Cl) >, Cl)14 cd 1-c 0-1 x x x x x x x x x x x x x x x x x 0CO -14 CI) ilI4 .... r1 .-1 :2 41 x C '0 -1 4 r.) 4-1 CI, a 0 4 x x x 4 0 cd ft) I I 4 0 m C 0 .. IJ 44 ucli le x tn ,,, vI i 4-1 C r4 u+ CL C 0 Z .r4 4-) CO a) 14 cr)cli ri4-3 c rl 1.4 cu (J)E x x x c cu rs4 11.. to I-) r"I 14 4-) 'C,ri d +Ari cu x x x Print x x x x x x x x x o 0 a .. ri cl .0 M co C . g _ CO Wa; 14 +) ed g o Interest Cf) ri 14 tr) 1-1 enr-i es vIH 4-) in 1 a) CI 1 ri M CI 4 0 il 0 O. c '0 .c. ca En t44., Oo 1 x x rx . C. at at D. California America and - of OF University University Canada California California Southern Toronto Denver University Chicago Illinois Kentucky Michigan MATERIALS of of of of of of of of State - of PROGRAM Columbia University 36 plus - Columbia University State University College University - College Michigan SCHOOL Schoolsit1/4.7 University 109 & Accredited Library Angeles - of ------THE Berkeley Los States University University University British McGill University University Catholic Florida Atlanta Emory University Rosary University Indiana University Louisiana Simmons University Western TABLE: INSTRUCTIONAL HILOSOPHY 21 California Canada Colorado District Florida Georgia Illinois Indiana Kentucky Louisiana Massachusetts Michigan to t.4 TABLE: 109 (Continued) + to to (i) (1) rml 14 +0 (1) .>a 4. 14 14 0 0 .0 0 bD C 40 4.4 Z Z (1) (1) 0 0 (1)4-1 Z gyli '74 A .ti1-' E INSTRUCTIONAL MATERIALS -.1 4.. 14 cd cd 14 +J 41) bil tu ,I 44 r4 U) Z 14 0tit) Z 13 >.= 64 0 cd PHILOSOPHY & PROGRAM OF M CD ..1 N 1ii; a) ki..z tiD 1 .0 cd >...1 t.) $4 a 14 4-I4-1 4-1 = = U) 44 I = .4.° THE SCHOOL c >. A .0 I *Pi 0 ca 44 v v-i et C' c U) Pi 44 I C..) I1 1.4 >4 44 Z W0 0 .v °VA 14 0 0'v 0:1) 0 0 $4 0 14 14 ....L. (1) 00 .0ri S 0 44WWO 0 W w d 1 ' i 14 .Srei- = u) #b r 00 .g ta 0 = on E 0 o),-4 0 0 13 14 OD (1) 0 = 0 0 P.,. U) 44 (i) 36 44 64 + 0 .4-) 0 I) r1 CV t.) 44 ht cd U Z> a cd 44 0.cac 0 44 0:1) > cd .., U 0 i4 Accredited 0 F: 0 0 .1.) 00 44 0 r-fo I.1 I14 04-I 1 ri cd ttr-1 0 (1) 0 CI.ri0 CI,..I CI X U) olt .0 04., (1 U) 44 Library c es + 44 CU U CU U 0 0 (1) +1 "e4 ..4 0 (/) l' 14-1 U) 0.) (1) 0A00Q CI) 0 ti) (I) 04..1 r-I 0 44 U) 0ri Schools, rrii.-d 1 14'09'14-1 r0 0 1 14.00 0 84 *pi V)li C (I) d.) cd Z cd11C rIC P = C) .4a) > cc ++ . . > +a e-i 14 ri 44 U) 1.1 44 U) k I14 0 rl i4 13 U) 0 I I 14 ( 11 44 cd C 44 44 dri cc cd Pi cd 0 CIS 0 0 (1) v-I Z ft0 (1) 0 (/) 21 States plus Canada and D. C. (i) E a.) tu tu tu 0 1.4 0r4 14 41 14 0.0 U) (1) 44 *Pi 0 Ni 44 I Pi 44 g 44 = on.o= C21) 41 '0 .0> 4g 44+v 1413 Cit -? 8'88 OA 4;15 V4 .?..1. ci-n) -2 E #(2 °a Minnesota - University of Minnesota x x xx x x 6 xxxxil r New Jersey - Rutgers University x x xx x x Xx, New York - Pratt Institute x x x x XX I Columbia University x x x x xxx1 x II .. Syracuse University x x x x 3 9 xxxxx North Carolina- University of North Carolina x x x x 7 xxx Ohio- Western Reserve University x x Ax x xx Kent State University x xx xx x 3 9 x xx r 4 r Oklahoma - University of Oklahoma x x x x 5 xx Pennsylvania - Drexel Institute of Technology x x x x 1 . xx University of Pittsburgh I, x x x 3 xxx Tennessee - , George Peabody College x xx xx x x 4 xxxx ,_ Texas - University of Texas x x x x. x xxx Texas Women's University x x x x 2 xxxx . . . , . , Washington - University of Washington x x x x x, 3 x xxx Wisconsin - University of Wisconsin x X x x x x 8 xx! TOTAL: 3 25 7 4 6 36 53 32 19 20 26 8 11 18 33 35 schools to set 1113 a special audio-visual course for library school students and to emphasize the broad approach to library materials and services. it the time of the study, twenty-five other accredited library schools did orient their courses to the selection, organization, and utilization of all types of library materials. Only seven showed limited interest in nonprint materials.The children's literature course was taught in all of the library schools while in four of the institutions it was also taught in the Education department and in six it was also taught in the T3nglish department. The course in literature for young adults was taught in thirty-two of the library schools and also in five departments of education and three English departments. Eight of the institutions taught an audio-visual course by extension, and thirty-three of the library schools offered courses in the summer session. Only eighteen or half of the institutions had an audio-visual center available on their campuses for student and faculty use. Depending, of course, upon what year the school librarians who participated in the study received their professional library preparation, it was nossible for recent graduates to receive in the library science program IA accredited library schools an awareness of how to select, evaluate, utilize, and organize for use all types of library resources in a school library situation. Uith summer session nrograms, extension courses in audio-visual education, and sixth year programs for advanced and refresher courses, it was also nossible for oracticing librarians to return to accredited library schools to brush up on more modern techniques and philosophies of service. Professional literature, including national and state standards, conferences and institutes sponsored by library schools and state agencies also were available.to practicing librarians for stimulation and awareness of modern trends in teaching and in library services and resources. Prom data in Chapter V, it was evident that many of the librarians did acquire new concepts from their library science background and nrenaration. The broad approach to materials for children and young people had been available in some library schools since the early 1940's. -345- Nonaccredited Graduate Library School Programs Thirty-seven other institutions, including one in Canada, offered in 1962-1964 nonaccredited graduate library science programs vith an a 1.5 ,or 11., degree in Education, Liberal arts and Sciences or in Library Science, with a major in library science. 7xcent for three of the schools, all Aet state certification reauirements for school librarians and all but eight articulated the undergraduate program with the graduate one. These findings are tabulated in Table 110. In approximately two-thirds of these schools or in twenty-three of them, the person in charge of the library schocl devoted full-time tothis responsibility. This is a lower ratio than in the accredited library schools.Table 111 shows that sixteen of the schools, or less than half, had fifty Percent or more fulltime faculty, with the total number of faculty ranging from one to sixteen. 'live schools had no full-time faculty. These included 'album Universe in Alabama, Wayne State University in Detroit, Central Michigan University at :It. Pleasant, the University of Toledo in Ohio and the University of Tennessee. Table 112 indicates that thirty-one of the library science Prorrams were oriented toward a knowledge and understanding of selecting, evaluating, and organizing all tyres of materials. The other six showed some interest in nonnrint materials. This is shown in course descriptions. Children!s literature was taught in thirty-two of the thirty-seven library schools, while in eight out of twe3ve institutions the course also was offered in the Education department, and in four institutions by the !inglish department. Young adult literature courses were taught in thirty-three of the library schools. In six institutions they were taught in the Education department and in three other institutions they were also taught in the Earlish departments. An audio- visual course was taught in fourteen of tile library schools, and though taught outside the library school, was recommended by twenty-three other library schools, making a combined total of thirty-four schools recommending audio-visual courses. Nine of these institutions offered an extension course in audio-visual education and twenty-three had an audio-visual center on the cam'us available for student -346- DEGREES TABLE: 1101 ' o Undergraduate and/orMajor3 Graduate in Library V,1 Science Institutions Offering I (441 "c: 0 CourseLibraryIntro. to OfferedNumberLibrary of in Hours *Bachelor's LibraryDegree Scienceorin L.S. Bduc., in LAS, *M.S. or M.A.Majororin L.S. Educ.,in with LAS, AdditionalLibraryOfferedLAS, or inScience L.S.Degree Educ., in Alabama -21 States plus CanadaAuburn UniversityAuburn, Ala. asw x x Offered Science Educ.53-55 QH Minor28 -30QH Major Library Science 25 Q.H. Arizona - ArLzonaUniversity State of University AlabamaUniversity(empe_l_Ariz. Ala. I x x x 52 S.H. 18 S.H. 26 S.H. 1515-18 S.H. 3(124-30 S,H, S.H. _, 1544Wrgiga! ion in California - Immaculatetiniversity.oChrizona Heart CollegeTucsonLos Angeles Ariz. Calif. 30-4369-72 S.H SH 18 S.H. 32 S.H. I San Jose State CollegeSan Jose, Calif. XX X X X x 51-57 SH 12 S.H. 28 S.H. 36 S.H. Grad:Undergrad: Won-degree enti4a1plusMajor Jr. in ered program HighLS eredenb 26 SH Canada - x 40 S.H. 30 S.H. 36 S.H. Grad. minorMA 20SH inin Pub.I.,ServiceCurr.L.S. Mat. 30SH30 SH Connecticut - SouthernUniversity Connecticut of OttawaOttawaCollege Statex - Canada- xNew x Haven Oonn. 84 S.H. 18 S.H. B.L.S. 30 S.H. 6-12 SH (electives inL.:L.S. HawaiiIllinois - - SouthernUniversity Illinois cr Hawaii UniversityHonolulu, Hawaii 38 SH 18 S.H. 5th26 S.H. year Grad. hlinor23 inSH A-V Offer in Grad. .../ Chicago Teachers CollegeSouthCarbondale, ID. - Chicago, Ill. x x x mesters5185-95 Tri- QH 1524 Tri.Q.H. 3252 Tri.Q.H. Grad. MinorEduc. Lib.in Sch. 15Sery Q.H. 15 *The degree is sometimes offeredNorthern in one Illinoisdepartment Universi+yDeKalb, only or Ill. is available in all three departments (Educ., LAS, L.S.) lxxx X X X 37-42 SH 17-8 S.Hf 32 B.H. MS Educ. Area Major in L.S. .c+a DEGREES PC) (1) *14 . TAT3LE: 110 (Cont'dD .214 = '8,t :Itc);.°,(112 g *Bachelor's U ndergraduate and/or Craduate 37 Institutions Offering :11.,., c.) .- ra. -40..3al 14 Intro. to Number of Hours DegreeLhS, orin L.S.EduC. in *M.S, or M.A.iaLAS, 2duc or L.S. . Additional Degree Major in Library Science liTg CourseLibrary CfceredLibrary in MinorLibrary Science . Major Major in Offered in Educ., :ndiana -. Purdue University 21 States plus Canada cpc..S' x Z x jt4(.5 x Offered Science27 SH 15-188/1 24 SH Library lusScience 186 SH in L.S. 18 SH Minor BS Oegree LAS, or L.S.Library in Science :owa - State University of IowaIowaLafayette, City, Ia.Ind. x x x 39 SH 30 SH Electives =224SH 30 SH 2 FullWon-credit Time Librarian Iowaeorrespond- 30 SHin ence Courses KentuckyCansas =- CatharineKansas State Spalding Teachers CollegeEmporia, College Kansas (Nazareth College) x x x x 84 SH87 SH 18-2112-18 S.H. 30-3632 S.H. SH Michigan - Wayne State UniversityDetroit,Louisville, Mich. Ky. x x 18 QH SH 24-32-36 QH BSLSPost-degree 18 QH 36 QH _r, Minnesota - CollegeCentral ofMichigan St. Catherine University!It. "leasant, :Mich. xx xx xx x 3836 SH 150x20 SH18 SR 3018-24 SH EH 3018-24 SH SH Grad. kinor in LS 15-16 SH. Mississippi - St. °aul, Minn. BSLS .. New York - University of MississippiUniversity, Miss. x x 54 SH X 36 SH . QueensState CollegeUniversity ofFlushing, Albany,New York N.N. Y.Y. xx xx xx 87 SH46 SH S.H.18-24 36 30SH SH 6th dear 'grogram. *The degree is Statesometimes UniVersity offered of Geneseo,in New one York departmentN. Y. only or is available in all three departments (Educ., LAS, L.S.). x x x 92 SH 36 SH A.L.S.32-36 SH +The deg. is sometimes offered in one department only or is availanle in all three departments. DEGREES TABLE: (Contid). 110 o= Undergraduate and/or 37Graduate Institutions Offering r4'11MU CL0CU1.1 Library to OfferedNumber Hours DegreeBachelor'sLAS, inor 2duc.1L.S. in *M.S. or M.A.LAS, or 1..$.in Educ., OfferedAdditional in Educe,Degree Major in Library21 States Science plus Canada +1+1a ) a) r4 C.)E-4 OfferedCourse ScienceLibrary LibraryMinor Science 'Major Library Scik Major in LibraryLAS, or ScienceL.S. in New York - St.C. W. Johnli Post CollegeUniversityGreenvale N. Y. Z x 84 S.71.60 S.H. 3636 S.H. S.H. North Carolina - Apnalachian State TeachersJamaica,College N. Y. - Boone, N. C. X X 90 Q.H. 27 QH 45 QH 30 Q.TI. 18 S.H. Minor at Graduate Ate vel_ Ohio - NorthUniversity Carolina of CollegeToledoDurham, at N. C. x 51-6264 SH 20 16SH S.H. 30 SH 26-3030 S.H. SH *Prerenuisite of 18 S.H. Oregon - University of'OregonToledo;,Eugene, OhioOre. XX X X x 45+S.H.S.H. 9-21 S.H, 45 SH + Thesis or 48 SH *tthout Thesis. 3 torrespondence Courses Pennsylvania - UniversityDuquesne Universityof PortlandPortland, Ore. x 2.57 S.H.S. H. 12 S.H. 24 32 S.H. 8 .duce MarywoodVillanova College UniversityScranton,Pittsbura Pa. b p Pa. X X 4063 S.H. S.H. 12 -1831 18 S.H. 3030 S. S. H. H. S.H. Tennessee - University ofVillanova, TennesseeKnoxville, Pa. Tenn. X X 60 Q. H. 27 Q. 27 Q. H. Texas - NorthEast TexasTexas StateCollege CollegeCommerce. Texas xX xX x x 19 courses66 S. H. 1818 S.H. S.H 2430 S.H S.H 3042 S. H. DEGREE TABLE:110 E Undergraduate and/or Graduate37 Institutions Offering r+1:144-)cMw11) OD 08.4 Intro. to Number ofi*Bachelor'sHours Degree in Educ., *N6 S. or V,A,in Educ. , Major in Library Science 4-).v41:3 M84U 84 CourseLibrary LibraryOffered & LibraryLAS, or Science L.S. in LAS, cr Major in OfferedAdditionalLAS, or in L.S. Educ.,Degrees in West Virginia - 21 StatesWest Virginia plus Canada UniversityMorgantown, W. Va. 'It Offered Science52 S.H. 18Minor S.H. 24Major S.H. Library Sciencle 36 S.": Library Science *The degree is sometimes offered in one department only or is available in all three departments (Educ., LAS, L.S.). , v i FACULTY TABLE: 111 . .E . , 11 liii 14 0 -1-.) -1-.) 4-) W d d d.14 --4 ...1 ii 0 14 ii ii4-) l'i Z Z JD A I-4 (1) U U .0E .0 .0 +1 ..-11-1 .-1 ..4 ,-1V) = E W W 1--1 -14 II r-I fr-i 0 44 e4 44 44 H a. +. n (1) (1) U 37 Institutions Offering (4.. -4 (4..(4.. 4.4 = . 0 14( 4- "4 E E d 0 vl 0 0 44 Undergraduate and/or Graduate z (1) v-1 If 9-4 r .4 14 Z 1:1) 11) '1:3 44 Major in Library Science ti) b.0 d 0.0 -1-)c ci (.1-4 14 (I) 14 tl) 14 0 14 MI 9-1 -1-) 0 d 0 c.' .0 d 4:::) 44 e..1 "i 11 .0 4 .0 4 co,-i 0 0 d i4 0 0 0 0 0 "clr-i tu tr) LI-d II, tu .proZv-I =0,0 0 = 4.4 4.4 § .,4,0 .,-1 d ..-1 4 W E C 0 0 0 = Z = I-4 Z -4 Z fri 4 14 4- 14 11 0 0 0 0 0 0 0 0 0 )-'1 0 0 M O 00 = Cl) .0 4 d 21 States plus Canada '4= ii4 4 d se o 0 5 -1-) 0000 wc../4 0 Q) = C 0 P-1 P4M 0.4o44 in 1-4 Z ZE-1 Alabama - Auburn University x x 1 1 Auburn, Ala. - ... , . . University of Alabama x x 1 3 University, :la. Ari6vvd - X Irizo07State University eme Ariz. Jniversity of Arizona - Tucson, Ariz. x California - Immaculate Heart College x x 3 Los Angeles, Calif. San Jose State College x x San Jose, Calif. Canacla - University of Ottawa x 4 11 15 Ottawa, Canada Connecticut - Southern Connecticut State College x x 6 4 10 New Haven, Conn. Flawaii - University of Hawaii x x 1 2 3 Honolulu, Hawaii I 11inois - Southern Illinois University x x 7 3 10 Carbondale, Ill. Chicago Teachers College - South x x 3 2 5 Chicago, Ill. Northern Illinois University ____ x x 4 2 6 DeKalb, Ill. Indiana - Purdue University x x 1 4 5 Lafayette, Ind. Iowa- State University of Iowa x x 1 4 5 Iowa City, Iowa Kasas - Kansas State Teachers College x 10 Emporia, Kansas hicky - Catharine Spalding College (Nazareth College)x x 3 7 10 Louisville, Iy. . . PP% 4..P ""4 44 44 0 5.1 41) .0 E 1-4 cd +. E-4 3 10 5 7 . 11 3 14 16 11 2 3 4 9 +) r 7 U etc 44 SM r1 4) #) Ul 1C1 (1 44 0z c 14 IV .C) zo Z 3 10 4 5 4 4 Ext. 12 7 4 7 5 4-; r1 Z U W 44 S r1 4.) l'i -4 7 4-4 44 0 14 IV .CI e z Z. 1 2 7 3 10 4 4 2 3 25 4 - 4.) g ri 1-4 r.1 7 44 0 in C (a .c 4) u) to 0 -1 x x , x x x x , x x . . .,-1 -4-) RS e 14.4 F4 F4 0, s W r.1 14 Z 44 r.1 U a) o in , x x x x x I C r1 1-17 W $1 .D r1 r't V0 asE .2) 0 C eCd +; x S .-1 4) .-1 in a) 4-; U) 'CI r.1 41-4 vi c>. 01.4 5.1 .C11 1-40 4.4 0WW .= 110 014 cd 0 r1 0U) .0Ul 0o.c x , ni r1 a) .0 0 C 4 C v°) 04 . >. 1.4 $.1 CO .. $4 Wni 54 .0 .1rl Pis1 4-444 00 a;V tocd 14a) d4 o C' Plil C 0 0U) 4Ul 0u pt,to x , x x x x x i a) .0 r1 4.- r-I 1-4 44 CI) 0 .0 4) o0 a) Cj .-4 0 u) fa cd 54 4E r1 r 4.4 0 7 CU bi) 14 cd 4 u > Z r1 C v°) u)0 F4.0 0u p, x x _ x x x x - (Continued) 111 College York _ York Durhamat TABLE: Graduate Science New New Offering Canada University of of Teachers Mich. Catherine Y. College Mississippi Itiiss. Y. Y. Toledo Oregon Portland and/or plus University Minn. Y. Y. N. - State C. Ore. Library Mich. St. - of N. N. College University N. C. N. of Ohio of Ore. of in Michigan - of N. College N. States - State Pleasant, Paul, - University University Post Carolina Institutions John's - 37 Major 21 Detroit, Mt. St. University, York Albany, Flushing, Geneseo, W. Greenvale, Jamaica, Carolina Boone, Durham, . Toledo, Eugene, Portland, _ Appalachian University University University Undergraduate Wayne Central College University State Queens State C. St. North FACULTY Michigan Minnesota Mississippi New North Ohio Oregon 1 = FACULTY TABLE: li 111 (Continued) . .. >, >. c .p.i . >. «4 14 14 14 0 .4A 4-3 4-3 I-4 MI C7.1 d C.4 Il 14 Q) 14 14 14 43 rI Z Z O5 .0 .0 .0..-I I (1) 0 0 % «4 .r4 . ri. r4 . r4 V) = E cd at +J ,-.1 +3 ..1v-I r.I 0 4.4 r4 4.e 4-4 4 0, +J Z 44 vi 44 '4- C >.. a) a) 0 4 di 0 vi 0 0 0 1.4 CSS 4-3 ,-.1 e E 37 Institutions Offering z (1).«4 r4 .1 «4 «I 4.1 Q) 4.4 Q.) .0 14 Z Z 43 43 Undergraduate and/or Graduate Q) li 44 tl) ti) RI 1117) 44 t13 U 4.6.4 .1.J s4 en 1.4 Q) i.1 0 14 d .1 0 Major in Library Science 14 CCI a) ei .c cd .0 44.4 641' v-I .0 4 .0 .0 0 «4 0 Z d 14 0 0 0 0 (..)MI 1-I CD V) 44..4 0. a) > co vi 14 .0 0 Q) 0 v"+ 0 0 li 0 0 kw 4-4 g .-1 Z ) . + ci rl.Zd E aS 0 0 Z a) .c c Z v-I C v-I =r'l .0 14 43 14 14 0 Q) Q) .ti 0 0 0 0 0 0 0 .0 .0 0 00000 4, I.1 I4.0 aS 4. co = I= S g a)0 Q. U a) U ..0 0 (3) 0 21 States plus Canada E-4 f:14 U) c- U) 4. co +.3 in -1 z Z Pennsylvania - Duquesne University x x 1 3 4 Pittsburgh, Pa. , Marywood College x x Scranton, Pa. Villanova University x x 4 3 7 Villanoya, Pa_ Tennessee - University of Tennessee x x 2 2 Knoxville, Tenn. Texas - East Texas State College x x 2 6 8 Commerce, Texas . _ . . North Texas State College x x 2 3 5 Denton, Texas West Virginia - West Virginia University x x x 3 3 Morgantown, W. Va. . . 3 5 3 C C./ C 0:1) U 0 ri .1t1, U) 4-) a) r-1 C) rl 4-1 U 4.1 r4 4) U 1 0.1O 0./ 0a) t4-t x z 0 U) U (1) s4 W 0 ri W M Wa) 4-) X 8* 4*x x 8*x 4** 4* 4* d0 01:3 r4 0 Z 04-) 4-) .0 IN) Z0 ela -1-) V) (1.) W 0 U >0 0 4 -t t44 0 W 0 0 . 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Carbondale, Chicago, DeKalb, - Iowa Auburn University Arizona University Immaculate San University Southern University Southern Chicago Northern Purdue State 'NSTRUCTIONAL .IILOSOPHY Arizdha CalfrErTrif Canada Connecticut Hawaii Illinois Indiana Iowa *Speech **Journalism TABLE: -71atama 14 i e^". - 1 i I . W I 0 ri i 4. w TA'Ili: I 74 112 (Continued) mlwi . 0 r-4 ; .pi 1 v-4 41) 1-4 4.4 I 1 z 0 . LI i10 Z )4 C.14 ' LI '-C.) 14) Z '0 0 44 14 CS +Jet M +9 0 C Z 4 +9 TRUCTIONAL MATEaIALS CCI 11) pi CV'1.4 M U 14 Z In s4 m I-4 bl) rf) .0 0 C a) -1-+ w a) °HILOSOPHY & DROGRAN OF E m iv 1:1 L4 11) 0 ..4 4-1 9-1+9 i'b 4 0 kid E 4-. f't0 0 .. 9-1 . I-I .1-4 W .1-4 = 0 E(1) THESCHOOL 0 M 4b 0 ir .-1 +9 E 4 1 r..1 P-1 M W 40 a) 1.4 .0 ,..=Q) .4 0 V) C C.).4 Z U Q) ..4 III .01 14 .0 d 0,> .1-1 CI) 4-b C/) I G 1.4 a) a 14 . (1) 0 0 $-4 .4 +9 I C Z Q) V) 0. .1-4 +9 +9 0 0 '0. 0) 0 V) U 44 Z L4 -I 0 1-I a 04 .14 0 41) Q) 4-b Q) LI Z 0 11) 9-1 0 C +9 d .4.J 4 5 V) Z'° 0) +9 c 37 Institutions Offering C/) .Z (31) E 0 f.L1 cd 11) 1:1 a) a) to Z c) u to '0 14 9-I 1.4 U Undergraduate and/or Graduate 3-4 W +9 U +4 U Z d U 0 d +9 d C., 0 0, 0 d +9 0) > 0 Z 14 fi Major in Library Science CU +9 17,) 4-b 14 1 0 0 i44 to -.1*. 0 +9 V (I) .!", 4 u CI 0 11) 0 a4 C:) fl-4 ri+a +b 14 +b Q) 0 01 U 0) 0) +9 U Z (/) LI (0 0.) 0 C) ti) 0 CI Cr) V) (/) Z 4-I 0 ..4 1a 14 .CI 0 0 11) .0 'Lb 11 0 0 1I > 11) Z 11) 44 ,Z 1-4 4 Z Z .. U> . 1 1 , Cl) +b ri 4) 4-b CI) I-1 44 CI) l.1 0 0 -1 1414 C C CI 44 CI 03 ri CCI 000 41)(1 C We. 0 Q) 4-b (I) (1) U 1-1 14 U 1-1 14 0 .0 14 vi 0) a)14 v. 1-1 E 1-4 0 bh.0 M b,D 4>> 4 0 E. +4 Z .1-1 X 0) 0 Z 14 0 1-1 '00 .14 '00 .1-1 3 I 0 LP 71". 4.9 41 21 States plus Canada 000 41 al .-4 4.1 41 1.4 . °I :t V) Z *-1 Kasas - x x Kansas State Teachers College x x x x 2 Emporia, Kansas _ , , , Ketucky - (Nazareth College) Catharine Spalding College x x xx Louisville, Ky. Mihigan - x Wayne State University x x x x x x Detroit, Mich. _ _ Central Michigan University x x x x x 3 3 Mt. Pleasant, Mich. 1 ilimeLota - x College of St. Catherine x x x x x 1* St. Paul, Minn. ,. Misissippi - 2 x x x University of Mississippi x x xx x University, Miss. NerYork - x 2 x x State University of New York x x x Albany, N. Y. - Queens College x xx 8 * x Flushing, N. Y. 1 State University of New York x x x Geneseo, N. Y. 2* . . C. W. Post College x xx x Greenvale, N. Y. St. John's University x xx x x 4 Jamaica, N. Y. No.th Carolina - x 8 Appalachian State Teachers Colleg-x x x Boone, N. C. _ . North Carolina College at Durham x x x 5 x Durham, N. C. Oh.o - x 10 x University of Toledo x x Toledo, Ohio *Speech Courses in Radio and Television. 3 5 v OD 0) .4 -I o U c A W 0 +. c ,-1 d Z m "r4 > 1 0 ri is .' x x x 23 m 4-1 c S W '4 CP 0 W o 01 "1 4. "1 01 U> 1 +:1; CO 4-$ 1.1L4 :c4! x >Z 0 0r1 71 IA Z o U +4 c 0 .4 CO 0 41 4- x 7 -. . ri cd(/) 1:) r1$4 ZCf) 04., Zin o 44-1 0 OD41 Z(1) td04 4)(J) : .. in 041 Z(/) 14'0 % U -4 0 1o .kt.0 4.A) >. 1414 Vcd 8-1 .2 426-1 2 15* 4** 1 3* ., J 1 3* 3 2* 1# 1 5* 3 q30 4 > 14 0 >. $4 "(4-) 1 .9 CD '0 4 (/) 4)t-.) Z(1) '1;;) 0 +0(lj .g8 Z0 cdt.) 4-$41 M 14.0 Z "4 t)0 04 .0 f% x x x x 23 wmi 0 0 0V) > $4 cd L4 .04 r1 ...1 00 ,4 .' ti) M cd -1- (1)'fr5 '4 Z 00 (.1 > 4: x x x x 14 V) 4-1 9'1 OD 4-1 0. 0 (1) C.) a) "1 1-1 cd 14 > A x x x x x x x 33 Z 2 >4 0 4, tY) OA '41 14 o (44 (11 $4 m 14 -r10 ...1 04 ,4 cn ri "4 4 x 3 I a) +3 04 co M c 0 "I 4) cd U Z 'Mr5 x 6 4) 14 4-1 cd 84 (1) 4- r1 4-1 04 W c) 11 C.) 0 r1 14 cd 14 x x x x x x 32 v1 r Z (1, 14 r1) .0 a)4- 04 t: 4 U) Pt 1 4OA ;3 x x 4 1 0 '0 0 +1 0. C: 8 c o "I 4-1 d C.) Z "WW x 12 V1 I mi cd .r4 14 (IJ 4-1 cd (1) 4) r1 '4 0, m TS 14 ca I-) (1) 4-) (1J m rl cd r1 14 4) 4-) cd E E4.) '0 CI, c "1 4-1 (/) CU0 84 0 4,.0 r1 0 41 rl x x x 60 14 C) 4-1 cd 4. (.70 (1)$4 04 0 0 0 14 0(1) 41 E 8 .31 m v4 m r1 o rI m '0 r3 F .0 x x x E I 0 4 Television ) i 0 g Television 8 and Television and - and Radio Radio Graduate Science in OF Offering Canada College College Va. Radio in University and/or plus Oregon Portland Pa. Tennessee Tenn. W. in Courses MATERIALS Library Ore. Pa. Pa. Texas State . (Continued) PROGRAM of of University of State Texas - Courses Ore. - University College & SCHOOL in States - 112 Institutions Texas Texas Virginia Courses 21 - noxville, - THE 37 Major Eugene, Portland, Pittsburgh, Scranton, W.11anova, Commerce. Denton, Virginia Morgantown, University University Villanova University Undergraduate Duquesne Marywood East North West TOTAL: TABLE: iNSTRUCTIONAL PHILOSOPHY Oregon Pennsylvania Tennessee Texas West kSpeech **Journalism #Communication and faculty use. This ratio fluctuated slightly one way or the other, but basically, the pattern was the same for the accredited and the nonaccreditedgraduate programs in library science and reflected the more mciern trend in library educationwith a broadened apnroach to instructional materials. Graduate ;Iinor Proarams in Library Science Fifteen other colleges and universities in twelve states offered an under- graduate or graduate minor in library science. Table 113 shows that all fifteen offered programs in library science that met state certificationreouirements for school librarians and all but ti[o articulated their undergraduateminor or major with the graduate Program in library science. Six of the institutions had advanced programs in Education that articulated with thelibrary science Program. Table 114 shows that only four of the people in charge of the libraryscience program devoted full-time to this responsibility. The majority of others were also head of the university or college library as well.The number of faculty members was far fewer than was true in the previous library schools. Only Morehead State Colle're in *Centucky and the University of assouri had twofull-time faculty membEr, and seven others had one full-time Person. The other six schools delended on part-timefaculty, ranging from one to six. Further data in Table 115 shows, however, that these pro- grams also were oriented toward anunderstanding of all types of materials. Ten of these library schools offered the courses in children's literature andeleven offered the course in literature for young adults. Similar courses were ale^ offered by the English and education departments in some of these schools. Only tree schools did not offer or recommendaudio-visual courses for their students although at least one audio-visual course was availablein those institutions. Five of these colleges and universities offered audio-visual coursesby extension, and nine out of the fifteen had audio-visual centers available on thecollege campus. If one can judge by the course descriltions givenin college catalogs, an effort seems to have been made in these fifteen library science programsto DEGREES+The dot s is sometimes offered in TABLE: 113 one department only r is availaole in all three depart.lients. 15 InstitutionsGraduateUndergraduate OfferingCoursei and/or ..4al0 11I)41) 4 44 0cd14CDV)14 OD Intro. Number *Bachelor'sin Degree Educ., LAS, or *M.S. or MA Additional Degrees Minor in L. S. 12 States (4,1-1 . 144-1 i4 E4 ..44Jr4 alU= CourseLibrary to offeredofLibrary hours in Library Science L. S. in MinorLibrary in Educ., Las, L. S. Offered in Arizona - Arizona State CollegeFlagstaff, Ariz. zo 43)z (t) 10 e 14 $4 Offered Science23 S. H. Minor20 S.H. Major Science 15 S.H. Plus 8 S.H. additional Hours inin Library Education Science Dept. Florida - University of MiamiCoral Gables, Fla. 17 S. H. 15 S.H. 18 S.H. :di Indiana - Butler University Indianapolis, Ind. 24 S. H. 18 S.H. 21 S.H. c..;1 Ball State TeachersCollege 52 Q. H. 28 Q.H. 16 Q.H. Kentucky - Indiana State CollegeTerre Haute, Ind. Muncie, Ind. 37-39 S.H. 19-24 S.H. 16 S.H. Plus Electives = 32 S.H. Massachusetts BostonMorehead University State CollegeMorehead, Ky. - 2127 S. H. 18 S.H. 27 S.H. 2718 S.H. S.H. MS Ed. Special in A-V Educ. Michigan - Eastern Michigan UniversityBoston, Mass. Ypsilanti, Mich. X 27 S. H. 15-19 S.H. 24S.H. 16-20 S.H. Major 7 Bourses in A,-V Missouri University of Missouri - 29-36 S.H. 15-18 S.H. 24 S.H . 16 S.H. Central Missouri StateCollegeColumbia, Mo. a nsbur Mo x 16-18 Q.H. 17 Q.H. X DEGREES TABLE: 1131 17 -r nstitutions Offering (Cont'd)I .Ho0 T)0rxe) CO g14ra *Bachelor's Degree Jn6ergraduate.and/orGraduate CoursesMinor in L. S. 44 4-' c)cd et:o.w 4,Zcd(utp o 14 1:14 Intro. to ofNumber *ours in Educ., LAS, or L. S. in *M.S. or MinorMA in Additional Degrees Offered in 12 States 44,PQ)Ukri 14 ri e) 0.1(.3E-cglla 140H 14 OfferedCourseLibrary SciencedfferedLibrary in MinorLibrary Science Major ScienceLibrary Educ.,in Library LAS, L. Science S. North Carolina - . z 0 Western CarOlina :' College x x 36 Q.H. 18 Q.H. Oklahoma - East Central StateCullowhee,College Alit x j xx * 15 S.H. 18 S.H. 6-19 S.H. Master of Teaching Tennessee - Austin Peay State College Ada, Okla. x x x 51 Q.H. 18-27 Q.H. 21 Q.H. tachersDegree hly.for Elementary Washington - Central Washington Clarksville, Tenn. 22 Q.H. 20 Q.H. 16 Q.H. West Virginia - Marshall College State College Ellensburg, Wash. xx x xx 26-29Undergrad. S.H. 12 S.H.Educ. 30 S.H. Specialized6 S.H. MA in Educ. 36 S.H. *nor 15-30 Q.H. *The degree is sometimes offeredHuntington, in one department W. Va. only or is available in all three departments (Educ., LAS, L.S.). Graduate37-40 S.H. Major 43 r-i z u kw cd 0 14 0 .0 0 r-i cd +1 0 4* 5 g 1 4 4 sent. 0 0 0) 14 catalog r4 $.4 al $4 -a ci) cc) -1-) from 001% 014 cdr4 id+I U) r'i0 a Z4 44 d14 (1) ..aCD t.04- 014 c-3 -LI 0 ri .r 34 49-1 0 414 V04 Adci) cd W 4 r44 kw 0 Q u) C r+0 0 0 000 ..,c U) faculty >'.> 14II cd 14 .0 r4 f-ir'4 444 00 1iV tAcl 14 cd4 X.., 00 Cr' ci 0 0 u)o s4 0(1) 04 x x 14 CS 140 E 11 4) rltom r+ Z 41)4-4 1= 01.1 0 0 -14 0 > 0 4-1 0 0 s4:::: (1)U 1:140 3G1) .0 "I O c ..0 - O O O x part-time i O and 114 full-timeof College Offering and/or number TABLE: S. College College Courses University State College College the L. Fla. Ind. Ind. College Mo. C. Tenn. in States College Ariz. Miami College Mich. Missouri Mo. - N. State State 12 of Teachers Ind. Ky. - Mass. of verify Institutions Graduate Gables, State Michigan Missouri Carolina Undergraduate Minor State University State Haute, University Okla. - Peay to 15 - - - State - - - - Central Carolina Flagstaff, Coral Indianapolis, Muncie, Terre Morehead, Boston, Ypsilanti, Columbia, Warrensburg, Cullowhee, Ada, Clarksville, Arizona University Butler Ball Indiana Morehead Boston Eastern University Central Western East Austin *Unable FACULTY Arizona Florida Indiana Kentucky Massachusetts Michigan Missouri North Oklahoma Tennessee (Dt I)) e+=C CA PiP C/11 pM el'01Pi14 , FAI.rri e+ PI CrQ me) M14. = =0) 4+14. 1-.C) 0 -,0' = 14 . eDMCcr=en pI, o= i MP.)Z I ri a 0= 1..0 CM to1.4m I 01... 0'PO e+ 01:1 ir0= . Undergraduate r)rograms of Library Science Institutions that offered only undergraduate courses in library science also were contacted and their catalogs were carefully exaained in the same manner. There were forty-four institutions in twenty-one states that offered an under- graduate major of twenty-four to thirty-plus semester hours in library science, and there were one hundred and seventy institutions in forty states that offered only an undergraduate minor of twelve to twenty-four semester hours in library science. in examination of Tables 107 to 115 indicate that undergraduate minor and major nrograms were also listed in the other graduate programs as well. 'L third grouping of institutions offering only undergraduate programs include forty-nine institutions in thirty-two states that offered less than a minor program or less than twelve semester hours of library science courses. Of the forty-four institutions in twenty-one states that offered an under- graduate major in library science as seen in Table 116, all of them had programs that met state certification reouirements for school librarians. Twelve of the institutions, or twenty-five percent, did not have NCi.Ti approved programs. The same twelve institutions plus one in Iowa, -:.ansas, Nebraska and Slippery Rock State College in Pennsylvania or thirty-six percent did not have undergraduate programs that articulated into graduate prograAs of library science at other institutions. Two offered corresnondence courses in the field and nine offered some advanced courses in library science for Class A certification reouireaents for school librarians. These are tabulated in Table 116. Fourteen of the forty-four institutions listed in Table 117 had a full-time person in charge of the library science program. In twenty-seven institutions, it was the college librarian who was in charge of the library science progra.a. Nine- teen of the schools had more than fifty percent of the faculty as full-time personnel, ranging from one to three members. The total number of faculty in all of these schools ranged from two to ten. The number of faculty was smaller, but there were more full-time faculty members than was true of the previous category. Although only nine of these institutions gave nrimary attention to printed materials, this is a higher percentage than was true in any of the other categories of schools. Table 118 shows that thirty-eight out of forty-four of the schools offered courses in children's literature, but a much higher number of schools, or seventeen and -365- + The degree. DEGREES 3 sometiLles offeredTABLE: in one department only or is availaJle in all t ree departments. 116 Major44 Institutions in Library OfferihgScience Undergraduate +0M 0ca w n Intro. Library to ofNumber Hours *Bachelor'sEduc., Degree LAS, in inor LibraryL. S. Science Additional Degrees Offered in 21 ArkansasStates plus - D. C. 24-30+ S. H. .1! OfferedCourse OfferedLib. in Sci. Minor Major Educ., inUtS, Library L. S. Science Agricultural,Philander Smith Mechanical College& LittleNormal Rock.College Ark. Pine Bluff, Ark. x x x 5620 S. S. H. H. 18 S. H. 3624 S. S. H. H. California - University of SanFrancisco, Calif. 38 S. H. 24 S. 11. DistrictFlorida of- Columbia Gallaudet College Washington, D. C. 7 30 S. H. 30 S. H. Iowa - Florida Agricultural.&Mechanical UniversityTallahassee, Fla. x x x 56 T. H. 15 S. H. 30 S. H.* *Olus 6 S. H. in Library $ractice for certification Karisas FortState Hays College Kansas of StateIowaCedar Falls, Iowa - 17-24 S. H. 16 S. H. 24 S. H. Kentucky - Western Kentucky StateCollegeCollege - Hays,Bowling Kan. Gree x x x 3034 S. S. H. H. 1815 S. H. 2430 S. H. Offer 12 S.H. graduate for MA Minnesota Murray Murray, Ky. - State College x 31 S. H. 21 S. H. 31 S. H. St.Mankato Cloud State State College CollegeSt.Mankato, Cloud, Minn. Minn. x 2424+ Q.H. Q. LSH.8 .H. En 2424 Q. Q.H. H. 36 Q. H. 23Olus Q.H.11 AdditionalQ.H. in EducationA*V in Courses Education. and Englishin L.S. DEGREES 44 Institutions Offering TABLE: (Cont'd) 116 4)0 Intro. *Bachelor's egree in Major in Library Science Undergraduate24-30+ S. H. 4) 4)1.0 0 Library to ofNumber Hours Educ.,in Library LAS, orScience L. S. Educ.,Additional LAS, L. S. Offered Degreesin 21 MississippiStates plus -D. C. Mississippi State College X Q(1) J OfferedCourse x Offered37 S.Lib. H. Sci. in Minor18 S. Major30 S. H. in Library Science Missouri - Mississippi Hattiesburg,for Women Miss. SouthertiCbilegei- Columbus x x x 48i Q. 28 q H. H. 46 Q° Class A Certificate 36 Q.H.in L. S. WashingtonSoutheast Missouri University StateCollegeSt. Louis, - Cape Mo. Girardea X X x 3630 S. H. 15 S. H. 2530 units S. H. Certificate in Librarianship MontanaNebraska - - Montana State UniversityMissoula, Mont. Xx X x 48 Q. H. 30 Q. H. 45 Q. H. North Carolina - EastUniversity Carolina of CollegeOmahaOmaha, Neb; 30 S. TI. 18 S. H. 24 S. H. Ohio - Mount St. Joseph on Ohio'CollegeGreenville,the N. C. x x x 3652 S.Q. H. 3616 Q. S. H. H. 4530 Q. S. H. H. Oklahoma - Oklahoma College for WomenChickasha, Okla. Mt: St. Joseph, Ohio 23-28 S.H. 18 S. 4. 24 S. H. Pennsylvania - Oklahoma State UniirersityStillwater, Okla. x x x 24 S H. 12.18 S. H. 24 S. H. 1 Correspondence Course +Tho de ree is Clarion State'CollegeClarion, Pa. times offered in one department only or is available in all three departments. T x x 24 S. H. Electives 12 SH 24 S. H. 44 InstitutionsDEGREES Offering TABLE: 116 (Cony 440 +0.44 V1 14 obb Intro. *Bachelor's Deq,rce in Additional Degrees Major in Library Science 24-30+Undergraduate S. H. CO ri re .1.4 r1 720=OS 14 . Library to ofNumber Hours Educ., 1AS,in or Library L. S. Science Educ., IAS, or L. S. Offered in 4444(11 14 11.1 . m Course Offered in in Library Science 21 StatesPennsylvania plus D. C. - Kutztown State CollegeKutztown, Pa. X(11 x C.) x w x L.9 Offered Lib.24 Sci. S. H. Linor 24 S. H. Hajor Mansfield State CollegeMansfield, Pa. x x x A 48 S. H. 18 S. H. 24 S. H. Millersville St ate Millersville, Pa. Collegex 1 x x 24 S. H. 15 S. H. 36 S. H. 4 eourses offered in SlipperyShippensburg Rock StateStateCbllegShippensburg,Slippery Rock, Pa. Pa. ColleTx xx x 2424 S. S. H. H. 12 24S. S.H. 1. 3024 S. H. S. H.* *6 hours electives.graduateSmmmer sessions. South Carolina ColumbiaPennsylvania C011ege State University Park, -. Pa.Univ. x x 45 Term H. 12 S. H. LAS 24 S. LAS H. SouthUniversity Carolina of StateSouthCarolinaColumbia, - Columbia,S. C. S.C.x X 2426-28 S. H. S. H. 1818 S. S. H. H. 24 24S. S.H. H. South Dakota - Winthrop College RockOrangeburg, Hill. S. S. C. C. Colllege Ix x +9 2430in S.S.H.Educ. H. LS 18 S. H. 2430 S. H. Texas - State University ofSouth Dakota Vermillion, S.D. x x x 28 S. H. 16 S. H. 24 S. H. 18 S. 2H. Correspondence Teacher Certificate Courses Sam Houston State Teachers College Huntsville, Texas offered in one department onlyx or is available in All three departments.x x x 36 S. 18 S. H. 24 S. H. 611.1111111111111111111111111111111111.11111111111111111111rorm *The degree is sometimes 11....14.411602.107. 44 Institutions DEGREESOffering TABLE: (Cont' 116 0U O.0S4CU 44 0GU(0) Intro. Degree in Major in Library Science Undergraduate24-30+ S. H. CD 14 r414c4.6-14 LAerg 1.) c'd CourseLibrary to OfferedofNumber Hours in *Bachelor'sEduc. Library , or Science L. S. AdditionalEduc., LAS, Degrees or L. S. Offered in 21 States plus TexasD. C. - Prairie View Agricultural & 41.1 C.) Z()< '4V 14 14 Offered Lib. Sci. Minor Major in Library Science Our IzAy of the Lake MechanicalCollegexSan Antonio, College Texas Prairieoflbxasx View, Texas x x 48S.26 S. H.H. 18 S.H. 24S.24 S. H. H. Virginia - Madison3a for UniversityCollege Harrisonburg,Waco, Texas Va. 3027 S. H. 18 S.H. 2424-27 S. H. S. H. VirginiaRadford StateCollege CollegeRadford,Petersburg, Va. Va. x xx 28 S. H.30 S. H. 18 S.H. 3024 S. H.H. West Virginia 7 WestConcord Virginia College WesleyanCollegeAthens, - W.Buckhannon,Va. Va. x x x 2829 S. S. H. H. 15 S. H. 24 24S.27 S. H.S. H. H. Wisconsin Wisconsin'State'CollegeGlenville State CollegeGlenville, Va. - x x x 26 S.H. AB 15Engl. S.H. AB24S. Engl. H. *The degree is sometimes offeted in one departmentOshkosh, only or Wisc.is available in all three departments, X X 32 S.H. 22 S.H. 35 S. H. 10 2 3 41 14 RI a o z 1 ! a) x x x x x x x x x x 14 (1) +.1 4.) ..-i (/) Z IV.4 ' W ti.1- .0 I- Vm1 '0 (J 4fml C et 4 0 14 d..4 W .0 ..4 0wm1 414 OWd 4CD LID 110 al 0'0 0 4'ri Z (/)0 414 CDU P.in x . i4 + Pi 4.4 MI at (1) 1-10 ml 0 U V) 14 dd WW .0 .. Pi 414 0 (I) on N41) at4 00 (d .1-4 C 00 0(1) 414 (I) P. x x x x x , .11 0 CD W .ri fml (/) 4) 13 ti) >, a14 l W .0E ..4 wm1 4.4 O4 0 Ow tal) 14 Cd ti0 > O ..4 04 O0 (/)0 411 CD0 0.4 x x x x x x College University Women 117 C. Normal for Science & Mechanical College College Offering H. S. D. College Francisco & TABLE: plus Calif. - Iowa State State College Library College Arkansas C. Fla. Iowa Ky. College Miss. 24-30+ Mechanical Ark. San D. of College College Minn. Undergraduate in States Smith of College Kansas Minn. State Miss. Southern Institutions Rock, Columbia Green, Ky. State 21 Bluff, - Agricultural Falls, Kansas Kentucky State - State - 44 Major - Francisco, of - College - Hays - Cloud Cloud, Little Pine San Washington, Tallahassee, - Cedar Hays, Bowling Murray, Mankato, St. Columbus, Hattiesburg, Philander Agricultural, University Gallaudet Florida State Fort Western Murray Mankato St. Mississippi Mississippi FACULTY Arkansas California District Florida Iowa Kansas Kentucky Minnesota Mississippi 4, "4 0 c.) 4.4 4.4 o 14 a) .0 S = C v-1 ot 4-b cp E-1 3 3 2 4I 4 2 4 a. 4... Pi 0 () it 4.4 a) sm .ri 4, 4.. w CCI el 4-1 0 W o .0 5 z 3 3 3 3 3 1 3 a. ....4 0 u it 4.4 a) s .ri 4, -4 r'i Z w 4-1 0 W o .0 E 0 z 1 1 1 2 1 1 1 11 1 1 a) E ei 4J "4 1-4 = 4.4 tA 0 to C d .0 4.1 m 0 a) -1- x x x x x x x x x x a) a ..4 r4 wi 0 4.4 v-i = c.) 4-1 a) 14 0 E 14 0 tz 0 tr) x x x . 44 Pi (/) 0 ..4 .c$4 it4, .0 el P.4 -aco o 4-4 4C.) V)-41 a.c 61 M.14 I-1 .0 el 0...1 0. 4.4 Oi4M4., 0 a) on wowm d 0 0134 comp! ri C 0 00C w.cm a) P4 a. 1.4 m 14 .o 4.4 0 itio co 4 03 r-i co a. 61 d W .o elri r4-4 444 0 a) on it= 0U 0 ri C 0 m0 i44 a)0 114 x x x x x x x x x a) 4, ...4 .-4 Z 0 4+I a" W .-I 0 (/) I a. i4 M 1-1 .0g elel -4 44 0 (4(4. 1, ma, 4 0 ..40 C 0 m 614 a)0 04 x x (Continued) College 117 C. College Ohio Offering Science D. H. the Women College College TABLE: S. plus State Mo. C. on Ohio for College Pa. Pa. Library University Omaha College University Okla. College College 24-30+ Mo. Mont. - N. Okla. Pa. Pa. State State Undergraduate in States University of Joseph Joseph, - Pa. State Institutions Missouri Neb. College State State 21 Girardeau, State State 44 Major - Louis, - - Carolina St. St. - Cape St. Missoula, Omaha, Carolina Greenville, - Mt. Chickasha, Stillwater, Clarion, Kutztown, Mansfield, Millersville, Shippensburg, Kutztown Millersville Shippensburg Southeast Washington Montana University East Mount Oklahoma Oklahoma Clarion Mansfield FACULTY Missouri Montana Nebraska North Ohio Oklahoma Pennsylvania (1) i E FACULTY TABLE: 117 (Continued) >. C ri W 0 4-) CISri W -1.1 .0ri .4(/) 'I 00. 1-4 C O W d a).( CD= W 44 Institutions Offering or)4) d 14 0 14 Undergraduate d .0 .0ca r( Major in Library Science C.) '0 g'1 r-I 24-30+ S. H. C 0 '0 .r4.a(1 C 4 =a) O o .--1 o o c d 21 State plus D. C. 1.4 .0CI 4-) (1) U .0 0 0. U)-1-' 1-( Pennsylvania - Slippery Rock State College x 2 2 Slippery Rock, Pa. Pennsylvania State University x 1 1 2 University Park, Pa. x 4 South Carolina - Columbia College x X f 2 2 Columbia, S. C. University of South Carolina x x 1 1 2 Columbia, S. C. South Carolina State College x 1 1 2 Orangeburg, S. C. x Winthrop College 1 1 2 Rock Hill, S. C. x x South Dakota - Stat.1 University of South Dakota x x 2 1 3 Vermillion, S. D. Texas - Sam Houston State Teachers College X x 1 2 3 Huntsville, Texas Prairie View Agricultural & Mechanical x x 1 1 2 College of Texas - Prairie View, Texas Our Lady of the Lake College x 2 3 5 San Antonio, Texas Baylor University x x 2 2 Waco, Texas Virginia - Madison College x 1 3 4 Harriscnburg, "a. Virginia State College x x 2 2 Petersburg, Afa. Radford College x 4 4 Radford, Va. Cl)CD 0CI14.> , ;A . 0 0n CICZI CCD +;: - 0c-, F..4+ CoA"00= 0= 1.4. * 1 PVC r+ P' CDM= C. PA. o=PI e CM m A. f...PIso:r., I-.IA = = O=P 014 PI'PI= PI' 0 CD0PAc.) F p= 140 a e+(/) y = ft)CAp p< CD -CD 1 CAAN 1-'1*I Pt PII-1 crCD Co P1c. =e+N. + < A)FA PCD.4 --.CPQ /) PI ^.0 C PC:I.la CAro0 $-AC)= 0CD14. M PICD0pil act CDeD0$-A .C) CDCI= =14 PersonschoolPerson in devotesin charge charge fullof of library timelibrary x x X x Personthanschool headin holdsalso charge librarian headother of of libraryposition library x Of x x Less50% orthan more 50% faculty full time full time TotalNumber number of partfull of timefaculty faculty (i) TABLE: 118 0 rs cd C.) 4-) , S-1 INSTRUCTIONAL n'iTERIALS CI CL1 PHILOSOPHY & PROGRAM OF 4.ItTS)E THE SCHOOL 0 U { (I) T4t LI $4 4-a 7) E a) . w 4-) = a) o- 4-) o va C r rA 0 ! C U)(.) 1-1 C C 4-1C1 14 = o 1(1) C i 4A 0 E -) Ie) = 01 U v U) m 44 Institutions Offering cd o rI S-1 U CS 4-) co c a) +4 (1)14 >1 g g Undergraduate U) a .":1 o (1) O a U) 44 a 0 . A Major Library Science (1) U a+-8 0 4) C/) U) Z )4-1U) C $4 24-30+ S. H. 4) 1-1 .0 0 0 W .0 = >-i0 > S-1 O .1 $4Ir U) I -I cd U 0 0)nt C VI ''.4. Q) 2 .02 pc ) 4. Jo 21 States plus D. C. b).0 > E 0 C 1 u = p-i >4 a)o (/) C11 I-4 ...4(f) Z "I 14 X.4.4 Arkansas - Philander Smith College xx 1 Little Rock, Ark. Agricultural, liechanical and x 2 Normal College . fline Muff 1* California - University of San Francisco x 1 San Francisco, Calif. District of Columbia - Gallaudet College x Washington, D. C. Florida - 3 Florida Agricultural & i echanicalx x x x University . Tallahassee, Fla. Iowa - State College of Iowa x x x xx x Cedar Falls, :owa Kansas - 1 Fort Hays Kansas State College X X x Hays, Kansas 6* Kentucky - Western Kentucky State College x xx Bowling Green, 'y. 1 Murray State College xx x Murray, Ky. 3* Minnesota - 6 Mankato State College xx 3* Mankato, Minn. St. Cloud State College xx x 4 x St. Cloud, Minn. Mississippi - 1 Mississippi State College for X X x X 2* Women - Columbus, riss. Mississippi Southern College 3 Hattiesburg, iss. 7* *Speech Courses in Radio and Television. 3 7 aJ oc a) .-4 r-I 0 14 44 x C7 0.) 14 0 4, Cd U 1-1 t- .1-1 ir a) >U la 0 0 .7. c cn 14 1-1 .1:: k Ws-4 5** 12* 3* . '4= =Ts u -1 >o 1 el.4...0 440 14 .0 1 Z 1* 3 3* 1* 3 2 1 (1): 0.) a0 U 0.) 8-1 . r'l g z in 1 1 1 1 gat g zo RS Cn 0) U),4 0U 0 .c 0 x x x f+j(1)0:1:12: rri la 4-; 'can z Mla la (1)84 U > 1 :"..< (1) 2 CD r./) 0 14 .1I 4-4 .:71i 1 w U M 1 it I 1 c -4-s -01, A 4(/)0 .1-1 -1 .0SO gg 1 1 t; Cd c 1 I +. c1 0 C 0 471 U Z v P4 375 U) rl 4.1 x u) 1.4 cid ..-1 O O cs .1 la crs , Eia E 0 0 x t4 Television College Television College and Women and aiio C. State the College College OF tlo. C. on Thin for College Radio in Science D. University College Pa. Pa. Offering H. Mo. University Omaha - College P. Okla. (Ala. College Pa. Pa. State State in AATERIALS S. plus University Joseph Joseph, - Pa. State (Continued) PROGRAM Misscuri State of Neb. College State State State Courses Library - Girardeau, Louis, - St. St. - Courses & SCHOOL Undergraduate Carolina 118 in 24-30+ States - Carolina Kutztown, Mansfield, Millersville, Shippensburg, THE Institutions Cape St. lissCula Omaha, Greenville, - Mt. Chickasha, Stillwater, Clarion, 21 Southeast Washington Montana University East Mount Cklahoma Oklahoma Clarion Kutztown Mansfield Millersville Shiopensburg *Speech TABLE: 44 ?:ajor Pennsylvania **Education INSTRUCTIONAL PHILOSOPHY Missouri Montana Nebraska North Ohio Oklahoma ..... T 1- ,-... I V)f .-1 1-1 4J al 118 (Continued) M U) TABLE: ..i .-1 T) C 1 Ph. ..414 14 C 0 ri 14 cn 5 +-) 4 M 4-J0 d 4) 14 = 1.--) E 4-' .0 o c 4) INSTRUCTIONAL MATERIALS d ri w 4) on 4.I a -4 4-1 44 .0 E 4) PHILOSOPHY & PROGRAM OF v.4 0 4) .-4 0 s-1 -1-) 4) b.° 11J 14 THE SCHOOL 0 tIJ 0 V) C 1 1 > - i 0 4) v.4 rf.0M C > C. 14 U) 4-) V) 1 0I C i r4 4-) 'cl .41 (1) 4a I i = 11) Cn Pe 1.1 1 +a C O'0 0) C -1 0 C V) 0 T-1 C $,-1 4) o Cd (7) ri -,TDE06 " to4.) 4-) 4) 0 0 0 V) cd 44 Institutions Offering U (it 0 -i 14 0 4-1 11) - 0 = ri Undergraduate 14 li 00 t4-1 a .ri V) e ., ..0 0 4 Major in Library Science a) o t) 4-) 0 4-) M V) V) Z t4.4(/) C 14 24-30+ S. H. 1-1.0 0 11) .0 - C Z P r04 C.) > V) 14 O 0 -I 14 14 to i ri cd 0 0 0 QJ M C to .-1 1.4 0 .0 S-i V 4-' bl) .0 > > .c E .0 4-' 4.)14 21 States plus D. C. C e4 1 1 0 = ri X a) 0 41 -i < 0 Z. s.-1 V-1 ..,: 4-1 Pennsylvania - Slippery Rock State College X ix Slippery Rock, Pa. 10 Pennsylvania State University 1* University Park, Pa. South Carolina - Columbia College X X x Columbia, S. C. University of South Carolina X ix x Columbia, S. C. South Carolina State College xxx x Orangeburg, S. C. Winthrop College X Rock Hill. S. C. X ix South Dakota - State University of South Da'-ota 4 Vermillion, S. C. Texas - 2 Sam Houston State Teachers Collegex x 2* Huntsville, Texas Prairie View Agricultural and Mechanical College of Texas x 2 Prairie View, Texas Our Lady of the 'Lake College xx x x San Antonio. Texas Baylor University 6 Waco. Texas 4* Virginia - Madisor College xx Harrisonburg, Va. Virginia State Collcae x Peterchurg, Va.-11 *Speech Courses in Radio ano Television 37f; I... m I... x z F-1 ...ti ... co)n m , 0Cl cl cn 7* CIO m< :74 .N 1-3 11:1 mrtri cn0 ci)0X'm- nCfi 0cn .01... mGII" Me 0 0 M.XnC0, co CP. + In0-M',...el. m0 0 Cmm .4 CI I'6 O.PI8-tsA) 0 "1Pi P I6 PCL 0 I csa c-.0mS a CA 01-.1A. =cnto °V0 0ki 0(/) C 81 031: In t 1 c.n0 0 m)-I-.<0 F.cnMI"I- lw0 m CM 0 O. Ia. 0 IA. 0 ta0 Q. n1-A t+i-CnP NI 1-1 0 i-a C.) g° F.Z": = :2-1o (-I- .. I" rt.f+P 2-40o Ps.= P,..c-- 1-AG cm mi-ao su I PG 1-6M cmoCD rt..cnm 0W41 l'' e's' =C1Q PIa e+ M 0 )4I+ 0r-I= ="t0 %-..0 0 1.---1 tr/ 2I".='- nlapW r+ m 1dim (D p m ii:/1-cCA cn p+ Cr M 0 m11 cP 0 CDCI ci) MI 1'11 CA .: ?..:14.... n2 CM CDI"i- iuC 0 cro mI"(1) WMC s Only eight of these forty-four institutions had an audio-visual center available on the collerfe camlus for use by students and faculty. The library science programs in these institutions, as seen from their catalog descriptions, apneared to be some- what more traditional, and give less attention to audio-visual education and to a broad spectrum of instructional materials. There were one hundred and seventy colleges and universities that offered a minor of twelve to twenty-four semester hours of library science leading to a aachelorts degree in Education or in Liberal Arts and Science. These nrograms were found in forty states plus Washington, D.C. and nuerto Rico. Table 119 indicates that one hundred and thirty-two institutions offered the library science minor as a part of the degree in Education and seventy-six offered it in Liberal Arts and Science. Some colleges offered the program as part of both departments and also accented additional hours offered by other departments. Eight of the colleges also offered or accented correspondence courses in the library field. All but eleven of the institutions offered a program that met state certification reouirements for school lib rians, eighty-eight, or fifty-one nercent, of them had NCATE anproved !programs, while eighty-six, or fifty nercent, of them had programs that were planned to articulate lAth graduate nrograms in library science. Table 120 shots that only eighteen out of these one hundred and seventy colleges had a full-time !person in char e of the library science nrogram, and five had a total of seven faculty and ^ne a total of eleven but only one had seven full-time faculty '.o DEGREES TABLE: 119 4-. o Ig E , 170 Insitutions Offering ticti fa. 4.,cts o 1.4 Intro. to ofNumber Hours Bachelor's Degree in Education Bachelor's DegreeLiberal in Arts with Undergraduate Programs u).ri 4..r4 g vI =(..) (14 Library Offered in Library Science Library Science 40 States plus D. C. and Puerto Minor in Library Science 12-24'S. H. Rico acs4444CU 14 t.)...1fr.: .-I'Ci.1:4844 cri OfferedCourse ScienceLibrary Minor Correspondence Courses Minor plus Alabama - FlorenceJudson CollegeState CollegeMarion,Florence, Ala. Ala. x x x x Program27 12S. S.H. H. 18 S. H. 18 S. H. AlabamaSpring StateHill CollegeCollegeMontgomery,Mobile, Ala. Ala. 2718 S.Q. H. 2718 S.Q. H. Arkansas - OuachitaHenderson Baptist State TeachersCollegeArkadelphia, College Ark. x x 1515. S. S.H. H. 12 S. H. ____ Arkansas State TeachersArkadelphia,ConNay, College Ark. Ark. x 4 x x Program18 S. H. 15 S. H. LittleUniversity Rock ofUniversity ArkansasFayetteville,Little Rock, Ark.Ark. x x x 2118 S. H. 18Lib.18 S. S. H. Sci.H. Dept. ArkansasSouthern State CollegeStateMagnolia, College, irk. Ark. xx x xx 2115 S. H. 2115 S. H. California - , 27 Q. H. PacificBiola CollegeUnion CollegeAngwin,LaMirada, Calif. Calif. x 2427 Q. S. H. H. Lib.2718 Q. S. Sci.H. H. Dept. Additional Hours inOther Department SanSacramento Diego State State College CollegeSanSacramento, Diego, Calif. Calif. x x x x 2515 S.S. H.H. 2215. S. S.H. H. 15 S. H. 4 1:5 DEGREES TABLE: on -I-. o g 170 Institutions Offering c..)es 0i4 + U)o wiz14 Intro. Number Bachelor's Degree Bachelor's Degree in Minor in LibraryUndergraduate Science Programs U) 4 ri4-4 E71Piel:aa .r4*4 CLITimC.)zd 14 Library to Offeredof Hours in Library Science in Education Liberal ArtsLibrary with Science 40 Stat.e5plus D. C. and 12-24 S4 H. xi...)44 +a()) It z NE i71 OfferedCourse ScienceLibrary Minor Correspondence Courses Minor plus Colorado - . PuertoRico 0 t: 27 Q. H. 27 Q. H. Adams State College ofAlamosa, Colorado Colo. I 12 Aldbliography. University of ColoradoBoulder, Colo. Program14 S. H. . 1 Correspondenrp onurs.. O dditional hours in ColoradoColorado State State University CollegeGreeley,Fort Collins, Colo. Colo. x x 2428 Q. Q. H. H. 2722.5 Q. Q.H. H. District of Columbia - GraduateWestern StateSchool, College UnitedDepartmentGunnison, of States Colorado Colo. of Agriculture 2327 Q.S. H. non-progessional2024 Q.hrs. H. credit Florida - Bethune-Cookman College . Program18 S. H. 18 S. H. BarryUniversity College of PloridaGainesville,DaytonaMiami, Beach,Fla. Fla. Fla. x x x x 2721 S. H. Lib.18 S.Sci, H. Dept. Georgia - Albany State CollegeAlbany, Ga. . Program.20 Q. H. 1 eorrespond- TheFortUniversity Woman's Valley of CollegeState Georgia College** AthensofFort Georgia Valley: Ga. Ga. x x x Program2520 Q. H. 2020 Q. Q. H. H. Lion-once Coursecredit 20 Q. H. SavannahShorter College State CollegeRome,Miledgeville, Ga. Ga. x x Program520 S. Q. H. H. 20 Q. H. 20 Q. H. **No catalog sent, Savannah, Ga. Information taken from the American Library Directory; R. R. Bowker, Company, 1962. i 20 Q. H. 20 Q. H. for Teac er-Librarian Certificate .1:, 1 DEGREES TABLE: 119 (Con/ti .ri44 caasoa o>wW WWIu)vs $4 owsW Intro. Numbet Bachelor's Degree Bachelor's LiberalDegree *artsin with 170 InstitutionsUndergraduate Offering Programs V) el-I kw t-i -_,L.1.19 r-7Li I 0.4 Library to Offeredof Hours in Library Sciencein Education Library Science Minor in Library Science 12-24 S. H. +3 4)41)4J(.3tv 14 c..) .-4E:1 k -1044 cdWI4rl V OfferedCourse ScienceLibrary Minor Correspondence Courses Minor plus 40 States plus D. C. and PuertoPico . GeorgiaIdaho -- GeorgiaUniversity Southern of IdahoCollegeStatesboro, Ga. xx x 20 17-19Q. H. S. H. 20 Q.S. H.H. Additional hours in Other Bepartmen. 20 Q. H. Moscow, Idaho . Illinois - EasternChicago Illinois Teachers University CollegeCharleston, - North Ill. x x xx 28 15Q. S.H. H. 24 Q. H. 24 Q. H. SouthernLoyola UniversityIllinois UniversityChicago, Ill.at x x x Program.Program3218 Q. S. H. H. 26 Q. H. Program4 Correspondence for Certification Courses WesternCollege ofIllinois St. Francis UniversityJoliet,Edwardsville, Ill. Ill. x xx x 3124 S.Q. H.H. 30-3512-20 0.Q. H. *AdditionalOther Hours Department in 12-20 S. H. QuincyIllinois College State UniversityMacomb,Normal, Ill. Ill. x x x 3318 S. S. H. H. 18-24 S. H. 18-24 S. H. Incli.ana -- Goshen College 'GoshenQuincy, Ill. Ind. x x x Program18 S. H. 24 S. H. For12 Certification S. H. English Major Electives for Iowa Maryczest. SaiAt Mary-of-the-WoodsSaint College Mary of the Woods, Ind. College x 20+26 S. S. H. H. 15-2018 S. H.S. H. ClarkeLuther Dubuque, Decorah,Davenport, Iowa Iowa College Iowa xx x x 22-2418 S. S. H. H. 1816 S. H...... _Sioux Briar Cliff College City, Iowa . . 19 S. H. 16 S. H. 16 S. H. DEGREES TABLE: 119 (Con't 4)0cd 0 43)(i) 1-11313 Intro. Number Bachelor's Degree Bachelor's Degree in 170 InstitutionsUndergraduate Offering .Programs 0 -9. 1114C.)al 14 0 to Offeredof Hours in L4hrary Science in Education Liberal ArtsLibrary with Science 40 States plus D. C. and Puerto Minor in Library Science 12-24 S. H. Rico (1)CUU) 84ri 0.) I-) by, 14= 14 1:1 OfferedCourseLibrary ScienceLibrary Minor Correspondence Courses Minor plus KansasIowa - - MountMorningside St. Scholastica CollegeSioux,City, College Iowa Xx x 2117 S. S. H. H. 1512-15 S. H.S. H. Non-teachingLibr. Sci. 12Manor S.H. in OttawaBethany UniversityCollege Atchison.Lindsborg, Kan. Kan. x XX XX 1618 S. H. 15-24 S. H. For Certification 15-24 S. H. MarymAtKansas State College CollegePittsburg,Ottawa, of Pittsburg Kan. Kan. xx x Program.15 S. H. 12-1515 S. H.S. H. Teacher-Librarian 20 S. H. Additional floursin Other Oepartments FriendsSterling University College Salina,Sterling,Wichita, Kan. Kan.Kan. x X x 20-2315 S. H.S. H. 24 15-18S. H. S. H. 10-24 S. H. Additionalhrs. Other Departments C; SacredSaint !ieartMary College CollegeXavier,Wichita, Kan. Kan. x Xx X 2416 S. S. H. H. 2415 S. S. H. H. Major in Medical eecordLibrary 15 S. H. Kentucky -. UrsulineBerea College College Berea,Louisville, Ky. y x X Xx 2418 S. S. H. H. 18 S. H. 12-18 S. H. Science (2 yrs.) Louisiana - KentuckySouthern Wesleyan University CollegeOwensboro,Baton Rouge, Ky. La. 21 S. H. 1812-15 S. H.S. H. 12-1518 S. S. H. H. GramblingSoutheastern College LouisianaGrambling,Hammond. College La.La. x x x 1819 S. H. S. H. 18 S. H. University of SouthwesternLafa ette. Louisiana La. x 21 S. H. 111.1,-.....1. 18 S. H. DEGREES TABLE: 119 (Con't) -44g 30s4 0(2) bD gW Intro. Number 170 InstutitionsUndergraduate Offering Programs co -.4 .41 tt,1 '4 2., -r,rgili 2 Library to Offeredof Hours in Bachelor's Degree in Education Bachelor's DegreeLiberal in Arts with 40 States plus D.C. and Puerto Rico Minor in Library Science 12-24 S. H. 4-4% 44 C..) 44 E.::LY4 - ri 441::3 16.,t) Offeredco urse ScienceLibrary Library Science Minor Correspondence Courses Library Science Minor plus Louisiana - McNeeseNortheast State Louisiana College StateLake Charles,College La. x Zb 40 x 2418 S. S. H. H. 18 SS. H. H. 18 S. H. NorthwesternLoyola University State CollegeMonroe,Natchitoches, La. La. 2124 S. H. 18 S. H. 18 S. H. XavierLouisiana University College of NewLouisianaNew Orleans, Orleans, La. La. x 1818 S. S. H. H. 18 S. H. Louisiana PolytechnicPinevilleRuston, Institute La. La. x 4 24 S. H. 18 S. H. Maryland - NichollsUniversity State of CollegeMarylandThibodaux,College Park, La. Md. x x x 2124 S. H. 1818 S. S. H. H. 18 S. H. Columbia Union CollegeTakoma Park, Md. 4 24 S. H. 15. S. H. 15 S. H. Massachusetts - AtlanticState College Union Collegeat BridgewaterBridgewater, Mass. . x Program.2318 S. S. H. H. 18 S. H. 18 S. H. South Lancaster, Mass. . Michigan - Siena Heights College , x , 20 S. H. 15 S. H. 15 S. H. Adrian, Mich. , NorthernEmmanuel MichiganMissionary College Marquette,CollegeBerrien Springs, Mich. Mich. x x x x 2318 S. S. H. H. 1520 S.S H. S. H . 151620 S. H. DEGREES TABLE: 119 (Con't 170 InstitutionsUndergraduate Offering :3rograms 4) (.)0ati Intro. to ofNumber Hours Bachelor's Degree in Education Bachelor's Degree in Minor in Library Science 12-24 S. H. +6 +6U) I .) 4.4 el CourseLibrary OfferedLibrary in Library Science Minor Liberal ArtsLibrary with Science "Minor plus Minnesota - 40 States plus BemidjiD.C. and State Puerto College RiccBemidji, Minn. t Offered Science 25 Q. H. 24 Q. H. Correspondence Courses 24 Q. H. MoorheadAugsburg CollegeState CollegeMoorhead,Minneapolis, Minn. Minn. x 2416 Q.S. H. 2416 S.Q. H. 2416 Q. S. H. H. GustavusSt. Olaf CollegeAdolphus CollegeSt.Northfield, Peter, Minn. Minn. x 1615 S. H. 15lo S, S. H. H. 15 l(S. H. S. H. CollegeWinona ofState Saint College TeresaWinona, Minn. x 2416 Q. S. H. H. 24l6 Q. S. H. H. 16 S. H. Mississippi - Bluc. Mountain CollegeWinona,Blue Mountain, Minn. Miss. 18 S. H.4* 24 S. H. *plus 6 S.H.tither 6ffered Oepartments MississippiAlcorn Agricultural College &Clinton, Mechanical Miss. x 24 18S. S.H. H. 18 S. H. Missouri - Culver- Stockton CollegeCantonCollege - Mo. vIrman, Miss. x 15 S. ProgramH. Program NortheastLincoln University Missouri StateJefferson Teachers City, Mc. x 21.5 S. H.24S. H. 15 S. H. 17 S.H. Northwest Missouri StateMaryville,Kirksville, College Mo. Mo. X x x x 17 S. H. 17 S. H. 17 S.H. DEGREES TABLE: 119 (Cont) 170 InstitutionsMinorUndergraduate in LibraryOffering Programs Science 12-24 S. H. CourseLibraryIntro. to OfferedofNumber Hours in Bachelor's Degree Library Sciencein Education Bachelor's DegreeLiberal in ArtsLibrary with Science 40 StatesplusMissouri D.C. and Puerto Rico Southwest Missouri StateSpringfield, College Mo. - x x Offered ScienceLibrary10 Q. H. 15 Q. H.Minor CorrespondenceAdditional Courses Hours in Minor plus Montana - Eastern Montana Collegeeducation of - Billings, Mont. 17 Q. H. 30 Q. 4. Additional toursOther in Penartments Education. MontanaRocky StateMountain College CollegeBozeman,Billings, Mont. Mont. x 20-248 S. Q.H. H. 3018 Q. S. HPH. plus 10 S. H. to be 'takenfrom Other Departments 18 S.H. Nebraska Nebraska State TeachersChadron, Neb. - College 11-12 S.H. 20 S. H. Additional*Additional Q.H. inS.H. Other inOther Departmentsdepartments. Nebraska StateUniversityRehr71.g1ca Teachers Kearney,Wesleyanof CollegeNebraska Neb.University -3F--R x 1213 S. S. H. H. 24 S. H.' *AdditionalIaciditional S.H. in'Mfrs.Otht.r OtpartmentsDepartments in Quiet Nebraska StateDuchesne Teachers Peru,College Neb. of theIincoln Sacred Neb. tel I College 2420+21 S. S. H. H. 2915-1818 S. H.S. H. *Additional hours in Nevada UniversityNebraska Stateof Nevada TeachersWayne, Neb. - College 14 S. H.* 20 S.H. BA flus 3 S.H. in EducationOther Departments3 S. H. in English. 8 New Jersey Caldwell College forCaldwell, WomenReno, Nev.N. J. - xx x 26 S. H. 16.18 S. H. 1048 S. H. JerseyGlagsboro City StateState CollegeC011egeJerSeyGlassboro, City, N.N. J.j. PlanningX to offer a Library ScienceX 1818 S. S. H. H. Minor in 1964 18 S. H. 18 S.H. 18 S.H. DEGREES TABLE: 119 (Con't 0'0 170 InstitutionsUndergraduate Offering Programs 4.4r4 0 o.0ta. 1-4+8 CU /1, con Intro. to OfferedHoursNumber inof Bachelor's LibraryDegree Sciencein Education Bachelor's DegreeLiberal in Arts with 40 Stateplus D. C. and PuertoRico Minor in Library Science 12-24 S. H. 41+4cfpri(1.) 0.) ri .4U 1, CD 14cd OfferedCourseLibrary ScienceLibrary Minor Correspondence CoursesLibrary Science Minor plus New JerseyMexico - TrentonEastern State New MexicoColle=ge UniversityPortales,Trenton, N. N. J. M X X xx 2118 S. S. H. H. 15 S. H. 1518 S. H. North Carolina - BennettNew Mexico College State UniversityGreensboro,University N.Park, C. N. M. x x x 2116 S. S. H. H. 15 S. H. 15-2115 S. H.S. H. PfeifferWoman's CollegeCollege of theMisenheimer,of NorthUniversity Carolina N. C. - Greensboro, x x Program18 S. H. Lib.18 S.Sci. H. Dept. North 411.111111118ft NorthState DakotaTeachers State College UniversityFargo,Dickinson, N. D. N. D. xX X x 1618-20 S. H.Q. H. 2416 Q. S. H. H. 24 Q. H. StateUniversity Teachers of NorthCollege Mayville,GrandDakota Forks, N. D.N. D. XX X x x 24-3227 Q. S. H. H. 2720-24 Q. H.S. H. Ohio - State Teachers CollegeMinot,Valley N. City, D. N. D. X X x 2044 Q. H. 24 Q. H. BowlingOhio University Green UniversityBowlingAthens Green, Ohio Ohio XX X xx x 18 S. H. 1816 S. S. H. H. 1 Correspondence 18 S. H. Course OhioCollege State of St. Mary Columbus,ofColumbus the Springy Ohio UniversityOhio X X xx 3125 Q. S. H. H. 2416 Q. S. H. H. 16 S. H. TABLE: 119 (Con't i .4 g DEGREES ..,..1 g In4.0 Bachelor's Degree Bachelor's Degree in 170 Institutions Offering 03u (9.414s4o.2 4 -Po Intro. to ofNumber Hours in Education Liberal Arts with MinorUndergraduate in Library Programs Science 4444cn..-143) s.4 Z.: E-4-.*al -10 zP'4u CourseLibrary OfferedLibrary in Library Science Minor Library Science Minor plus _ Ohio - 40 States plus D.C. and 12-24 S. H. Puerto Rico =c.)ow C)z --2.404-3 td ww Offered 30Science Q. H. Correspondence Courses x , MiamiHiramWittenburg CollegeUniversity UniversityHiram,Oxford, Ohio Ohio xx x x x ,---- Program16-1717 S. HtS. ProgH. am 16 S. H. For Certification Oklahoma - Springfield, Ohio . SoutheasternCentral State State College CollegeEdmond,Durant, Okla. x x x xx Programs2615 S. H. 18 S. H. ForFor Certification Certification Northeastern State College x x x 18-20 S. H. . . Oregon - PacificSouthern UniversityOregon CollegeAshland,Tahlequah, Ore. Okla. xx x x 22 14Q. S.H. H. 21 Q. H. For Certification Eastern Oregon CollegeForest Grove, Ore. x x Program'16 S. H. raProgram For Certification OregonMarylhurst- College College of Marylhurst,LaGrande, Ore.Ore. Education x r x x ..---. Program.Proct171215 S. Q. H. H. For Certification PuertoPennsylvania Rico - - Edinboro State CollegcMonmouth:Edinboro, Ore. Pa. x x Program.24 S. H. 24 S. H. South Carolina - TheBenedict Catholic College UniversityPuer+oColumbia, of Rico -S. Ponce, C. P. R. x 21 S. H. 18 S. H. 18 S. H. iii...... ------South Dakota - AugustanaNorthern State College TeachersAberdeen,Sioux College Falls, S. D. S. D. x xx x 1816 Q. S. H.* H. 23 Q. H. *Additior0. hours inEducativa and English 16 S. H. DEGREES TABLE : 119 (Con 't 'ri+. o= 7) °I-4> ' 0.)" 01) g(I Intro. Number 170 Institutions Offering Z..1 oMt aCL -I- cd ) 0 I'1.4 to of Hours in Bachelor's Degree in Education Bachelor's Degree inLiberal Arts with MinorUndergraduate in Library Programs Science <[...11 4:1.4 CourseLibrary OfferedLibrary Library Science Library Science Tennessee -40 States plus D.C. andEast Puerto Tennessee Rico State CollegeJohnson City, Tenn. 12-24 S. H. XL)=1E t, x xz6 --4.01:: x Z4' Offered x Science33 Q. H. 27 Q. H. Minor Correspondence Courses Minor plus MemphisLambuth CollegeState UniversityMemphis,Jackson, Tenn. x x x 2015 S. S. H. H. 12 S. H. 18 S. H. ___ TennesseeMiddle Tennessee Agricultural StateMurfreesboro andCollegeIndustrial State UniversityNashville, Tenn. Tenn. xx x x x 3018 S.Q. H. 1818-27 S. H. Q. H. 18 S. H. Texas - SulIncarnate Ross State Word College CollegeAlpineSan Antonio, Texas Texas xx x x 2421 S. H. 18 S. H. 18 S. H. Utah - BrighamUtah State Young University UniversityLogan, Utah x x x 22 Q. H. 18 Q. H. H. 4 Correspondence Courses University ofUtahSaltProvo, Lake Utah City, Utah x x x xx 37+Q.27 S. H,H. =;° 1814-16 Q. S.H. 1 Correspondenge Course 1814-16 Q. H.S. H. -s Virginia - . 4 Corres.ond-nc- NorthernLongwood Virginia College Center,Farmville,of Virginia University Va. - Arlington, Va. x x x , Program,2415 S. S. H. H. 18 S. H, Washington - EasternWestern Washington StateCheney,Bellingham College Wash. Washington x x x x 28-3017-19 Q. Q. H.H. 23-2515-20 Q. Q. H. 15-20 Q.H. Additionalhrs. in Other18 depts.Q. H. for Certification Whitworth'CollegeHoly Names CollegeSpokane, Wash.Wash* x 13-1518-21 S. S. H. 16 S. H. OtherAdditional departments hours in DEGREES TABLE: 119 (Con't) 0° u E "44-, CI CI01-1> (CIC11(1) 1-1OA14W Intro. Number of Bachelor's Degree in Education Bachelor's DegreeLiberal in Arts with 170 Institutions Offering t.1-4 ., U --g Q, 44,-i in., 0 to Hours Undergraduate Programs 44+.,u) 4 14f:: ...I Uz T, Library Offered in Library Science Minor Library Science Minor plus West40 States Virginia.- Minor in Library Science plus 12-24.S. H. D.C. and PuertoRico XC)CU a.,a)(314 z '144°+I ww at OfferedCourse ScienceLibrary14-15 S. H. Correspondence Courses For Certification Fairmont State CollegeFairmont, W. Va. x x Program . Wisconsin - ShepherdNorthland College College Shepherdstown, W. Va. x x x x 2415 S. Q. H. H. 30 S.H. hrs. in Rnglishldept. Additional Beloit College Ashland,Beloit, Wisc.Wisc. x x . x Program11 S. H. WisconsinWisconsin State State College CollegeEauLaCrosse, Claire, Wisc.Wisc. x xx x 9 17S. S.H. H. 2015 S. S. H. H. Additional 'fourshours inetherOther desartments departments Holy Family College x 18 S. H. S. H. . CardinalUniversity Stritch of Wisconsin CollegeManitowoc,Milwaukee, at Wisc. Wisc. x x x 1712 S. H. Lib. S..i. Dept.1518 S.S, H. Other departments 15 S. H. hours in Wisconsin State CollegeRiverInstitute and Falls of Wisc. TechnologyPlatteville, Wisc. x x x x 3315 Q, S. H. H, 3324 S.Q, P.H. Additional hurs inOther departments 24 S. hours WisconsinWisconsin State State College CollegeStevensSuperior, Point, Wisc. Wisc. x x x x 20-2311-15 S. S. H. H. 2215 S. S. H. H. 15 S. H. Wyoming - UniversityWisconsin Stateof Wyoming CollegeLaramie,Whitewater, Wy. Wisc. xX x x 2719 S. S. H. H. 14-2015 S. H.S. H. ;3 Correspondence Courses 14-20 S. H. 3 4 3 3 1* > 4) C4 41 E rl 4) 4) C. 444 O O .0 1 1 2 3 1 sent. 4) cd 4.1 0 44 zz 4 2 5 x 3 x x x x x x x x x catz,log from 1/) 0. C CSS$4 r1 14 14 .0 1-1 1:1 r-1 0 d fl) x PNC 014 d $4 ..I "I 0r-1 44 0 4) 4:1) W-Wd 014 d 40 001-1 0O C 0 0 4$41 U P4 >. 1.4 ald Sr14 .0.0 lr1 r-I tatw 00 'CIV Mid 1-1 crst4 ZO 0 r-4 Ad Cr-1 0 00 4w UW I:140 x x x x x x x x x x faculty 4-) r-1 0 4) "I r-1 q = kw V) W > ""4 0 0 U 0 x x 3,f 14 .00 "I e-1 W 14 O0 .1 b O O ul W 4 part-time . 0 and Rico full-time of 120 Offering Science Puerto College College Colorado Programs H. number TABLE: S. and College of the Library C. Teachers College Ark. Ark. College University Colo. College College College Ala. Ark. Ark. Teachers Arkansas Ark. College College College Calif. Calif. Colorado in 12-24 D. Ala. College University Ark. State College Colo, Colo. Colo. Institutions Ala. Ala. State Ark. of Calif. State of State State verify plus State State Baptist State Rock Rock, State State College, - Union Collins, O. 170 Undergraduate Minor - College Hill - College Mirada, Diego Diegot_galife - State States Florence Marion. Mobile, Montgomery, Arkadelphia, Arkadelphia, Conway, Fayetteville, Little Magnolia, State Angwin, La Sacramento, San Alamosa Boulder, Fort Greeley, Florence Judson Spring Alabama Henderson Ouachita Arkansas University Little Southern Arkansas Pacific Biola Sacramento San Adams University Colorado Colorado *Ohable FACULTY 40 Alabama Arkansas California Colorado >. +0 ..4 Z U cd tim 4. o 14 0 .0 Cd F-1 * 2* 4* >k +I I-1 cd 4.4 cU 44 +I 14 CI 4.4 Z I-I C4/ 43 Z U S .ri ei g 0 z 4 1 sent. >. +v v-I Z U Stt 44 CU g .r.1 1 v-4 v-4 Z c14 c.". 0 $.1 W Y z 1 (1) .e4 +I v-4 4.4 be cr1 cd +1 cn t catalog E rI Z Z x x w a ..4 +1 wi wi tim +1 H at 4.4 0 w 61 = 61 cr) x = as0 0 E 0 e. 0 4-4 from .4-1 Cl) C ctSS.4 (,.r( 64 14 .0 .1-1 1-1 'ti cd 4/ cd ch >.c 01.4 cd 61+1 .0.r4 .r4 wi0 a c.i.. 4 or)+ 140 cd .Zch ovr-4 C0 .ri4 4I-I 0 Z0 464 4al0 Ch x x >. 1.4 cc; 64 4.4 0 0 as eV ch v-4 Z 0 0 faculty >. 14 cd 14 .0 .r4 r..11 0 eu7) to 14 4 .0 00 C cd..1 Z-4 0 00 414 w0 040 x x x x x x x x x x x x x x x >. 14 0.1 .r4 +) ""I 44 tr, c1.4ch cu +b 0 > eV "0 ,-4 0 0 64 0 ch x 64 (.1 cd .05 .r4 wi 0 a) cl .0 0 C .ri r, 0 u 4 w 1:4 part-time of and 3 (Cont'd) Rico Department Edwardsville full-time 120 North at of Offering Science Puerto Colorado States - Programs H. Georgia number TABLE: S. and of of College University Library C. - United College Fla. Ga. College University College Ill. University the 12-24 College Florida Fla. Ga. College Idaho Francis in D. Colo. College Georgia State College Ga. Ill. Institutions Beach, of of Ga. of Idaho Ill. Ill. St. 111. Ill. verify plus Ga. Ga. Illinois Undergraduate Columbia School, Fla. College State Southern Illinois Teachers Illinois 170 Minor State -Cookman College State Valley, Ga. University of to - of - - Valley Woman's - States Gunnison, Agriculture Daytona Gainesville, Miami, Albany, Athens, Fort Milledgeville, Rome, Savannah, Statesboro, - Moscow, Charleston, Chicago, Chicago, Edwardsville, Joliet, Macomb, 40 Western Graduate Bethune University Barry Albany University Fort The Shorter Savannah Georgia University Eastern Chicago Loyola Southern College Western *Unable FACULTY Colorado District Florida Georgia Idaho Illinois 1 i ).% +1 v-I U cci 4.4 44 0 $4 CU .0 E :4 C v-I at 4") F-1 9 2 2 -- 2* 2* 2 2,.. i 2 1 7 0 124 - .k.0 r-1 cu c3 4.4 a) E r4 41 4.) w cl 0, 141 W V .0 2 l'i 2 1 kit. 2 1 i = 0 E 7 7. 2 2 -- , +1 .--4 Z cu M 4.4 (1) E .r4 41 r-I -1 7 4.4 LW 0 W W .0 E 7 ?: 7 1 sent, cu +A r-4 r-I 4.4 e. c cd +) 0 u) 0.) 1.1 x x x x x x x x x x x x E e( 7 0 in .0 catalog a) :g .-i .--4 4.4 >ft +A r-I 7 U 4... Q.) W 0 E W vl x x 7 0 b 0 from c .ri +A V) 0, C d curi 1 cd41 ° .0 ,-1 -1 -1 ...1cd 11) 4.-I d 4U 01+1 >. ir0 M $4 .0..1 ri fl0 4-I 0ir .0C.) 40 1.461M 5 0 .... UI, col, v"4 C 0 woo 4'.-1 a) 44 >,,. s4 i4 ,C r4 4.4 U V) x x x x faculty $4 d $4 fi 4.4 0 0.) d ulcu 0 0 0.--1 d 'l 0 oo S-4= 0.) x x x x x x x x x x x . M .0 r4 fl 0 1 40 m4 4 c) ri C' 0 Pi ')(1 (;) M $4a) ri 9-441 4.4-I -f Z 0.)kw CA ko ma) .0+' u0 > co 1'14 vi o9 3.4 ..... Q.)k.) R40 , k .0g 4 0 C °° part-time and 120(Cont'd) Rico offull-time Pittsburg Puerto College Ind. College TABLE: Science of number Offering Programs H. and S. University Iowa Iowa the Library D.C. -thi.Woods, Iowa College College Kan. Kansas College Kan. Kan. College Iowa. Iowa Scholastica Kan. Kan. Kan. 12-24 State Ill. 111. Ind. -of College College College University in plus College College College College City, City, College University State Heart verify Insitutions - - Mary-of-the-Woods Mary Cliff - St. to 173 Undergraduate Minor Normal, Quincy, Goshen, St. - Davenport, Decorah, Dubuque Sioux Sioux Atchison, Lindsborg, Ottawa,Kan. Pittsburg, Salina, Sterling, Wichita, Wichita, States Illinois Quincy Goshen Saint Marycrest Luther Clarke Briar Morningside Mount Bethany Ottawa Kansas Marymailt Sterling Friends Sacred FACULTY 40 Illinois' Indiana Iowa Kansas *Unable TABLE: 120 (Cont'd) P Alliirry a) I . p., >. >. 0 5 >. >. iI $.1 1-1 1-10 -1-1 +a -1-1 cd cdcd cd ri r-4 -1 .0 g .0 .0 .0 *ri $'1 0 U U P% r4 ri or' or' r4 0 7 0 C4 cd 4-1 '-I +a v-41-1 "-I 0 4. ,-+ 44 4.4 -4 170 Institutions Offering -1-1 7 4.4 1-1 44 thr 44a0 0 0 U Undergraudate Programs 0 r-I 0 0 0 ICI:14-1 r-iggm 7 4) r4 v-4 r-4 ..4 r4 ta.4 Minor in Library Science 0 4-4 0 '0 0 .0 14 0 0 -1-) 4-1 en tTh cd bi) +a Cd U 4.4 44 $.1 V) S4 0 12-24 S. H. $4 0 1-1 Cd "I 4-1 o d 0) ed = cd .0 t4-4 "4 = -I-3 .0 et t-I U 0 --'-ti) 'r'l 0 7 Cd 44 0 0 U I0 'l a) in 4.4 a2 CO vi 14 5 ri'(1)0 'ri Cd ri.= ccs 5 cd o 0 0 .) Z 4 0 4 = "-I.40 I-I +.aI 14 14 0 0 0 0 0 0 0 0) 0) 1 W 0 WO WOC 0 .0 .0 Cd 1.1 .0 14 .0 1.4 .0 cd t-s., co g 0 4-) 40 States plus D. C. and Puerto Rico (1) (..) au 4) 0 .0 0 0 0 0 0 P.4 0 P40 (3.40 4-) in. 0.1 Z Z C i ansas - Saint Mary College x x 1 2 3 Xavier, Kan. Kentucky - Berea College x x 5 5 Berea Ky. Ursuline College Louisville, Ky. x x 3 3 Kentucky Wesleyan College Owensboro, Ky. x x 4... Louisiana- Southern University x 1 Baton Roe La. x 1 Grambling College Grambling, La. x x 6 6* Southeastern Louisiana College Hammond, La. x x 6_16 University of Southwestern Louisiana x Lafayete, La. x 2 I McNeese State College Lake Charles, La. x x 5 1 5 Northeast Louisiana State College Monroe, La. x x 1 !.* Northwestern State College Natchitoches, La. x x i 3 Loyola University x x I NewOrleans, La. 1 1 Xavier University of Louisiana New Orleans, La. x x 1 Louisiana College Pineville, La. x x 1 . Louisiana PAytechnic Institute Ruston La, x x 1 3., , A Nicholls State College Thibodaux, La. x x 4* Maryland - University of Maryland x x College Park Md. Columbia Union College Takoma Park, Md. x x Massachusetts- State College at Bridgewater x x 1 Bridgewater, Mass. Atlantic Union College South Lancaster, Mass. x x 1 *Unable to verify the number of full-timeand part-time faculty from catalog sent. 1 1 3 2 1 2 4 sent. x catalog 14 14 tsa 1 x from i..1 0 5 0 0 4-A .11 0 0.rl W d4-) .0 cn.-1 r1 1-1 1-1 U C4 x a x faculty C 014 (11.r1 :14 21 r).10 )4.4 OWM 0 40 0$4 cd .0 U7:1 C0 4'14 0 00 W0 1a4 w 1:14 .>, 1.4 MM :WW 0Ii21 r41-4 )44144 0 0't1 dOD 1.10) ed.0 4 U0 C ed,.4 0 0 W W U0 114 X x x x x x x x x x x t 4-) 1-1 1-1 44 co (1) 4.) - 0) 10 U W part-time '; 14 ...:: 0 > Cr-4 w4 n!.. 9 i.W d :!0IW :1:-.3 .-I 4.4 O 0 r.) t1) el ' .,4 0O 0W O and College Rico College full-time (Cont'd)120 of Puerto Teachers number Offering Science and Mechanical TABLE: Programs H. College Mich. College & Mo. State the College Teresa Miss. Library S. C. Minn. College College 12-24 D. College Mich. College Minn. Minn. College College College City, Mo. verify in Minn. Minn. Saint Minn. Minn. Miss. Miss. Missouri Institutions plus Mich. Missionary Springs, Michigan College State College Adolphus - Mo. University to - State of State Mountain, Agricultural - Stockton 170 Undergraduate Minor - Heights Olaf Peter, Mountain States Adrian, Berrien Marquette, Bemidji, Minneapolis, Moorhead, Northfield, St. Winona, Winona, Blue Clinton, Lorman, Canton, Jefferson Kirksville, *Unable 40 Siena Emmanuel Northern Bemidji ;tugsburg Moorhead St. Gustavus College Winona Blue Mississippi Alcorn Culver- Lincoln Northeast FACULTY Michigan Minnesota Mississippi Missouri . >. >. .>. 0 FACULTY TABLE: 120 (Cont'd) :1 i414 i40 cd d d d .1 44 4) $.1 14 1.1 4.4 .0 E .0 .0 .0 .1,4 .1-1 I4 opt A 1,0 C 4.-4:9-44-1 4-44-4 4-4 0 t4 4-4 0. 4. 1-4 44 ta. tio 0 O 11 0 0 0 14el 5 cd 170 Intitutions Offering O I).14 .,4 4. a) 4. a) -0 a) .0 1-1 Undergraduate Programs an Cod to +.1 d 1-i co 1.4 a,) 4-1 0 4-1 O Minor in Library Science cda) d.0 c .0 4 .4-1 4 4 ca 12-24 S. H. O 0 U O U -0 v-I > vt .4 r) 44cd r4 4 O 4-4 0 0 -4 O 0 0 O 0 0 H4 14 H.0 40 States plus D. C. and Puerto Rico 0.4 0 4) U (1) U P4 0 P1.1 U A4 co Missouri - Northwest Missouri State College x Maryville, Mo. Southwest Missouri State College Springfilid, Mo. Montana - Eastern Montana College of Education Billings, Mont. Rocky Mountain College Billings, Mont. Montana State College Bozeman, Mont. Nebraska - Nebraska State Teachers College x 2* Chadron, Neb. Nebraska State TeachersCollege 1 KearneyNeb. `:ebras%a ':eglin'an University 1 1 Lincoln, i%cn. Uniyeriity of Nebraska 3 Lincoln, Neb. Duchene College of the Sac-ed Heart 1 , 1 anaJ.geo. Nebraska State Teachers College 2 2 Peru, Neb. Nebraska State Teachers College x 3 Wayne, Neb. VflelaMI=AMI. Nevada - University of Nevada x 1* Reno, Nev. New Jersey Caldwell College for Women x 4 Caldwell, N. J. Glassboro State College x 4* Glassboro, N. J. Jersey City State College Starting a new pr gram offer a minor Jersey City, N. J. Trenton State College x 1 Trenton, N. J. 3 *Unable to verify the number of full-time and in -time faculty from catalog sent. 4-I .4 z c.) d ts.4 4.4 o 14 I) .0 C el RI +a o E-1 *, 3 IN i 1* 3* ). 4-o 1-4 U cd 4. 44 rl 41 P 1.4 cd ad S44 0 $4 0 .0 E Z 3 4 3 1 sent +A RS t4.4 a) ..1 4- 1-1 4.4 44 $4 a) - rI 2 U 4, gI-4 v-4 4.1 Z 0 44 .0 E cA WZ Z a) 0 r4 B. Z * 0 in 14 C d 4 14 0 x x x x x x x 4 x x x x x x x x Catalog rl 40 rI rI = tar cis+a rI $4Z U d ur a) 0 0 0 be 0 44In I rem c (u.,4 i4 r4 E o C cd 10 44 a t4 d .0 d .-4 0.0 co x 0>. 0$4 Id .4 S4 .o..4 rf 0 u.d 4(1) 0.04) $40 41:1 ..0 u-I -t 4arl Z4 0 00 .014 1:11 o $.1 Cd 14 .o r1 v v., 0 cd v u) cd i-4 0 0 U) facnIfy ).. rI LI.. '0 1:10 wW .0 ...r.: WU x x x x x x x x x x $4 Cd 14 .0 ri vi 0 0.) 06.) cd .4 0 0 00 4s4 Pi x x ..__ me 91 a r4 - (1) ...4 9-1 41) 44 (1) v-i U) >. $4 4t$ 14 .0g .14r4 rI., 4., z 44 bA 140 al ..0 o(..) > C 11 C 0 0 4ct c)O. P4 " x X x nalp+,443 0 0 . 0 and Carolina Rico full-time 120(Cont'd) North Puerto of Springs of Offering Science TABLE: Programs H. and M. the number S. C. University University Dakota of College the Library University N. C. University C. C. D. D. Ohio 12-24 D. N. College D. North N. College D. College College N. University Mary Ohio College in Mexico M. Park, N. N. N. State Ohio Ohio State Institutions plus - D. University University Okla. verify N. State College - D. of N. City, Ohio Green, St. Ohio Ohio Okla. Undergraduate Minor - New College College, N. Forks, N. Green of State to Teachers Dakota Teachers Teachers Teachers College University - 170 State Mexico University State 40 Portales, University Carolina Greensboro, Greensboro, Misenheimer, Dakota Dickinson, Fargo, Grand Mayville, Minot, Valley - Athens, Bowling Columbus, Columbus, Hiram, Oxford, Springfield, Durant, Edmond*, Mexico Eastern Bennett Woman's Pfeiffer State is North University State ..,.....-____ State State Ohio Bowling College Ohio Hiram Miami Wittenberg Southeastern Central *Unable New Jklahoma _v.__ FACULTY New North North Mio .\ FACULTY TABLE: 120 (Cont'd) > >+ % Cp L4 4 $.4 0 CS 4 ni (41414 $4 CD )414 1444 .0 E .0 .0 .0 .4 .4 .I r1 r1 tn .-I 4) r-I r4 .-I 0 ad 4..-1 )44 44 )44 c 170 Institutions Offering O )-I 0 0 OW (4 Z 0Jr1 Undergraduate Programs CD 44 4,) 4$4 t.I) tO tl b,D 4-+ a Minor in Library Science O u) $4 v Ul 014 4) 12-24 S. H. O0 0 C..) 13 ri > .-I C.a) Z Z 0 '0 ..4 i) r4 ..4 4 ei 0 (1) OZ g-I 0 0Z 0 00Z g-I 4 u) 0 en in 0 Z .0 5 40 State plus D. C, and Puerto Rico a) T.; a) 0) t) 4 Pr (a Cs4 134 CO+0 z Oklahoma - Nor-theastern State College x Tahlequah, Okla. Oregon- Southern Oregon College Ashland, Ore. Pacific University Forest Grove, Ore. Eastern Oregon College LaGrande, Ore. Marylhurst College Marylhurst, Ore. Oregon College of Education Monmouth, Ore. x Pennsylvania- Edinboro State College x Edinboro, Pa. Puerto Rico - The Catholic University of Puerto Rico x Ponce, P. R. Snth Carolina- Benedict College x Columbia, S. C. South Dakota- Northern State fathers College Aberdeen, S. D. x Awfustana College :stow( Falls, S. D. =111m.. Tennesse5! - East Lnnessee State College Johnson City, Tenn. Lambuth College Jackson, Tenn. Memphis State University Memphis, Tenn. 01111.111MINOM Middle Tennessee State College Murfreesboro, Tenn. Tennessee Agricultural and Industrial State Universit; - Nashville, Tenn. Texas - Sul Ross State College Alpine, Texas Incarnate Word College San Antonio, Texas -111111"1""v- noabl,t to verify the number of full-time and nart-time faculty from catalog sent 66* 3 sent U) x 2 x x x x x x x x x x x x x x x x 1.$ x Catalog from W 1.4 1-1 M 1-1 In faculty 14 .0 r44 1-1 61 0 clv tu01 0W 0o "u) c3ri 0 to0 .014 0 x x x x x x x x x x x x x x x x 014 E ri -1 g I-1t.i.i 9-1 C) WM 0 Oo Q.) r413 r-I O0 cAO 14.M 0 C1.4 3!1' .0 ri O d part-time and Rico ofVirginia (Cont'd) full-time 120 Puerto of Milwaukee Science and University College College TABLE: Offering H. at Programs S. C. Va. number D. Utah Center, State State College the Library 12-24 plus College Va. W. College College in University Utah Va. Va. Wash. Wisc. College Wisc. Wisc. Wisconsin Wisc. Institutions University City, College Wash. Wash. - W. Wisc. Wisc. verify Utah Utah of Virginia College Wash. College State College College Wisc. State State Stritch of Undergraduate Minor States Young Lake - Washington Washington - College to 170 40 State - Names Claire, Family - Logan, Provo, Salt Arlington, Farmville, Bellingham, Cheney, Spokane, Spokane, Virginia Fairmont, Shepherdstown, Ashland, Beloit, Eau LaCrosse, Manitowoc, Milwaukee, Milwaukee, Utah Brigham University Northern Longwood Western Eastern Holy Whitworth Fairmont Shepherd Northland Beloit Wisconsin Wisconsin Holy Cardinal University *Unable FACULTY Utah Virginia Washington West Wisconsin . >4 +0 r1 C c.) cd 4.4 4. 0 ~ 0 .0 E Z C r1 CtS +, o H_ 4 1* 4 4 5* ...- 3* D.. +0 el 0 Cd V.. 01 .r1 4.0 +A 1.4 cd 44 0 .0 4 4 4 5 3 Z u 0 a 0 Z sent WW g D.. +0 r1 Z 0 q., 0.1 E ..4 +0 r-1 r-1 C 44 44 0 0 .0 g Z 1 0) ..1 ++ ...-1 kw -1-) U) U) F1 x x x x x c E "I C sp. 0 N C id = 0 catalog ...-1 1-4 . +) ....1 Z 44 > C 1.) CS 44 0 W 0 5 o Se 0 1/1 x from N ....1 1.4 4.4 i 14 (t) Cd Cit i +0 r1 ta +Z $4 CD 40 .0 0.r4 o'7 0 41.0 U) x r1 0. el = .c 0s., OS 14 .14 0 4.4 .0CD CD 014 (CS 4)Or-1 r1.0 Cr4 0 to US.0 1 .0 ri .0 C . 0 III . us 14 .r1 r1 ckw 0 1:5 CtS 4) cd 0 c.) U) faculty D.. us c 14 era.0 .r1 .41 4.4 00 0 tto $4 cd4 4 0 0 C' r1 Cr-I 0 oo 14.0 a) $14 x x x x . x . w C 140 V r1.r1 "4+. 44r1 ri = 4. bLI usU) Cd0.) 4.) 0 0 r11::) -I 0 wo .a14 0t.) P..0 , d .0 . 0 0 f U Z . C part-time 4 0 and Rico of (Cont'd)(Cont Wisc. full-time 120 Puerto Institute of iBLE: Offering Science and and r Programs n. . D.C. number Library S College Platteville, College College College Wisc. College the Wisc. in 12-24 plus - Wisc. Wisc. Wyoming Institutions State State State State Point, State of Wy. verify Undergraduate Minor Falls, to 170 40States - - Technology River Superior, Stevens Whitewater, Larapie, Wisconsin Wisconsin Wisconsin Wisconsin Wisconsin University *Unable FACULTY Wisconsin Wyoming full-t:me ;nembers. Oorty schools had full-timefaculty but thirty-three had only one person. :4any had from two to six oart-ti.lefaculty but the majority had only two or three members. Limited faculty devoting full-time tothe library science programs were more characteristicof this grow, of colleges and universities. Table 121 indicates that sixty-four percentof these programs were oriented toward the selection and utilization of all typesof materials, while thirty-five percent were oriented towardtraditional book and ,rinted resources only. Sixty-eight percent of these library programsoffered the course in children'sliterature. This is a somewhat smaller Percentage thanfound in the nrevious tW)les. Instead, the course was offered morefrenuently in the Education or Tinglish departmentsthan was true of the otherinstitutions whose programs were analyzed throu'htheir college catalogs. The course in literature for young adults was morefrenuently offered in the library science Program but wasoffered also by the departments of education and English. smaller number, or only thirty of theseinstitutions, offered an audio- visual course in the library science program andfifty-five recommended the audio- visual course taught by another department, althougheighty-six percent of the institutions offered audio-visual courses. This total nuAber only representsfifty- three percent of all of these institutions. Only fourteen percent or twenty-five of these institutions had an audio-visual center on thecollege campus. These figures indicate that such programs tam* were available toundergraduates interested in the school library field were, in many instances, moreoriented toward the traditional library science nrograms and less to aninstructional materials apnroach. ::any of the faculty were college librarians and were notapt to be school library oriented toward newer resources, newer methods ofteaching, and student needs. Another gr:.-ul of forty-nine institutions inthirty-two states offered a limited program of less than twelve semesterhours in library science. These findings tabu- lated in Table 122 show that only seven of theseinstitutions had programs designed to meet state certification renuirements for schoollibrarians in small schools, fourteen had NCTE apnroved programs, andfour had programs that were planned to -400- CL) 14 0) ,-1 rq 0 ° 0 41 $4 01) 4a) 0) 0 "I RS = W r1 I 0 ...... $.4 CO .4 14 4.4 M 4.' C 0) E 0) 14 4 z 04 0) 0 0 4,4 cis d 0 ,4 14 C.)1-1 4.° 0) U 11 i,til) Pg4 4,. A M 0) 0 14 Z U) C 4S) X 0.. 44 ed4) ',414 7M ') .. +3 U 061) 4) > +IIr./) 4 U) 00) C.)U) 0)-I 1-1 07 0 .0 0 Cd44 0 >.4 14 cdtV 4,4 rl 1 1* 1 1 7 0 4 7 ala 05 t) 1..) > 1 0 14 3 +3 .144 0) 1:3 0) 14 +1 -1 In . >. 14 0 $4 .0 A .-1 CL) :3 .0.r.i ri 4-1'0 7 0 0 +)0 g.0 13.0g 70 cd 44 t 0) 0) 7cn .014 7 0 00 10 e'' x x I-1 0 to >. 14 CI ,14 .0 W 0 rl .p W 7 c4 44 0) 0 14 7 0 0 1 x x CU 2 0 44 a 4 0) 0) ti) Ph. 14 cd 1 x x x x x x 1.4 440 44 1 14= 1 aS W 0 44= Pi0 4 1.4>44 0 0 0 44 CI4 4)0 CI "' 17) ri D g.I1 x x x x I) P-4 w 4) ++ 44 cd ' c 0 cu0) al A I' A .0 41 x 0 z a C.) (/) 0 14 cd 7 0) +1 CI i4 CL) 4-1 4H 04 4' a V t) C +4 r4 CI) ' , ...I x x x x x x x $74 o) It : 4.1 x 4) $4 f-1 .4 .0 C.) .tu 0. A .0 4-1 1t1A 71,,,1 0 x x x 0 v 44 el, C:) . 4 x x x C $.4 os a) .H 0 10 1 .0 al X x M .-1 idci) ig 4)4 14 cetar 4-1 E44 r1V $4 CI4-, 0 a 14 04 co r1'0 $4 el44 g0 00) 84+3 4) 3: 3 0) 044+ a 21 . w 0(/) x x x 2 X x x x x 1 w 04 d 4 1.4 a+1'LI 61 g E44 o U)0 0 a 1-11 r40 r40 es = 14 el g 0 +3 10+ 0 48) a 11 4 1.,0 0 x x x x x IRico Television College College and Puerto Colorado OF Offering Science and of Radio Programs H. Teachers College Ark. College College Teachers Ark. College in S. College College Ala. Ark. Ark. Arkansas Ark. College College Calif. Calif. Calif. MATERIALS D.C. Ala. College University Ark. State College Colo. PROGRAM Library State Alat. Ala. State Baptist State Ark. of Rock, State State Calif. State & SCHOOL in 12-24 plus College Hill State Rock College, - Union Courses - College Diego, - State 121 Institutions - Mirada, Diego THE 170 Undergraduate Minor States Florence, Marion, Mobile, Montgomery, Arkadelphia, Arkadelphia, Conway, Fayetteville, Little Magnolia, State Angwin, La Sacramento, San Alamosa, Florence Judson Spring Alabama Henderson Ouachita Arkansas University Little Southern Arkansas Pacific Biola Sacramento San )1orado Adams *Speech TABLE: INSTRUCTIONAL PHILOSOPHY 40 Alabama Arkansas California ci) 4-) a) a) 14 O ri cd U 44 ri 1.1 a) C.) 4-) $4c1) a)0 4.4 E ri 2* 2 1 19 1 1 2 4 x 6 1 x x "MI AO. x x x x x x MIL x Am. x X ) 4 xX x X x t U) 1.4 a) 4-) Cd E (4.4 0 V) 4-) '0 1.4 Cd 0 4-) a) 4-) a) 1.4 0 x x x x Rico Television Colorado States and Puerto of Georgia Offering Science of Radio OF Programs H. and - United Fla. College Ga. College S. University Colo. College - Agriculture College College in Colorado Florida Fla. Georgia Ga. Library C. College Colo. of College State College Ga. Ga. MATERIALS PROGRAM 12-24 D. of Colo. Colo. Beach, of of State State Columbia School Fla. Ga. Ga. State SCHOOL in Collins State State Valley, College Ga. Southern Courses & Institutions plus - College of - - Valley Woman's THE 17C Undergraduate Minor Boulder, Fort Greeley, Gunnison, Department Daytona Gainesville, Miami, Albany, Athens, Fort Milledgeville, Rome, Savannah, Statesboro, F.: State University Colorado Colorado Western Graduate Bethune-Cookman University Albany University Shorter Savannah Georgia *Speech tILOSOPHY Barry Fort The TART INSTRUCTIONAL 40 Colorado District Florida Georgia 0 1-4 0) GI TABLE: 121 (Cont 64) .,1 V C 01.4 4 3 n 0) .0 OA INSTRUCTIONAL MATTMTUS 0 PHILOSODHY & DROGRAM OF U 5 41.) r4 bl) 0) THE SCHOOL 0 11.) 0 0) r4 C .1-1 1 4) = C (f) 0) ,-1 00) 0) 1-4 ri V) C.) 14 1-4 0) 4) 01 = 0) 43 0 4.) 170 Institutions Offering Ca 0 al rl U 4-3 0:1) '0 03.) Undergraduate Programs 41 cd 0 0. rII Cd 0 U Minor in Library Science a) 4-3 0 4-3 I 0 12-24 S. H. a ,-1 a ri = 0:1) 0) 09 'U U) 4.4to 4, (f) ori .0 1.4 14.0 0 0 0 ft > 1414 U0,) I 1-1 IA V) 4 0 c rl C c3 .1-1 Cd U U a)cd 0 0) (1) 1.4 0 .0 14 0,0 g t.i) 40.0 41) r4 C 1.4 IU 0 .4H (I) 40 States plus D. C. and Puerto Rico 0 >7.: 111 t 0 I4 W P4 as 0,4 U) Z 404 Idaho - University of Idaho .29 a Moscow, Idaho Illinois Eastern Illinois University X X et Charleston, Ill. Chicago Teachers College - North X x X x Chicago, Ill. Loyola Universtly X X 4 Chicago, Ill. Southern Illinois University at .9* X x Y. x Edwardsville, L J mammous.01Mm...w. College of St. Francis X 'x ;x A Joliet, Ill. VIVININVIVi..mgo vVM.am.YIVINVBwOV,vvV./vVMIVVVMVVVVVVvVfVM/ Western Illinois University Macomb, Ill. IX Illinois State University x x ix X X X Normal, Ill. Quincy College X X 1 Quincy, Ill. VIMIVE1 Indiana - 1 Goshen College X X x 2 Goshen, Ind. disesVOVINIVva.mleVdmav Saint Mary-of-the-Woods College xx i x 3 Saint Mary-of-the-Woods, Ind. VIVIMEND. Iowa - Marycrest College 1 X X '1; Davenport, lova 4 Luther College X X Decorah, Iowa 12 Ciiiii7511ege X X X IX Dubuque, Iowa * Speech Courses in Radio and Television A10,,' . --, 0"- (Cont'd) 0 i Ii TABU: 121 i W d vi '0 0 O I)., 1414 O t w 0 0 'NSTRUCTIONAL MZERIZS O 14 0in 4.4 C/) 0 C 0 PHILOSOPHY SI 13ROGRAM OF :9 0) on P.' r-4 .4-; 4a .0 e 0 TH2 SCHOOL 14 I ri .0 U CD 03 °V 01) 11) 14 O IES>% ZW o .0 ...1.0 el C. 140 U re0 4b V1 C3' e4 4- 13 0 C 0 4) V) $4 r4 +b C 0'Q 0 r4 C V) U c 14 170 Institutions Offering 4- IV Li 0 o QJ CZ) 't) 1-I -1) U.....ergraduate Programs 0 a .4-e 0 a) Cd Miaor in Library Science 4) U U CL C 11 12-24 S. H. a) 0 14 1 0 4.1 e O < .0 .1-I cd 0 4-1 U .1-e :3 C O Z 44;1) C 14 0 rl0 11 4 0 0 4, *1 4) 14 14 $464 co I I ca ca ca 000 0 el C CO le. 0 0 .D 64 0) hP .1-1 40 States plus D.C. andPuerto Rico .0 4b 0 14 .re .44 I :2 X 0 013 I4 < 1/1 Z vm 41 re. 44-4 Iowa - (continued) Briar Cliff College Sioux City, Iowa X X X OMNI& WM. IMMIN.11 4110.. Morningside College x x X x 4 Sioux City, Iowa Kansas - Mount St. Scholastica College xxx x 1 Atchison, Kansas Bethany College Lindsborg, Kansas Ottawa University X X x Ottawa, Kansas awill,M Kansas State College of Pittsburg X X x x Pittsburg, Kansas Marymont College x Salina. Kansas Sterling College xx x Sterling, Kansas Friends University Wichita, Kansas Sacred Heart College Wichita, Xansas Saint Mary College Xavier, Kansas Kentucky - Berea College Berea, Ky. Urseine College Louisville, Kentucky Wesleyan College x Owensboro, Ky. * Speech Courses in Radio andTelevision 4) bo 0 '-4 -1 0 U Z ,-1 w 0) 4) U -1 Cd = V) ri 1 C 1 ".) tj 141 x .,,.. . Cl) 4.) c tu E 01 w ..-, W W c F-1 4.. Cd U P1 14.1 4.) 14 0) 1.) 1 elu) 84(I) 001 44-1 0 .ri 0 ri 43 V) 14 «1 G) 4-. :14 . ..4 14 > C 0 0 g-1 0 0 U a 0 ONri t/./ >1 W C tn 04-2. ::-..P., o . 44-) U 01 0) t'd0. +IC4 0) 0u Z14 t"Cl U 0 10 4 U 14.1V) 14$4 di0) 61 .0 0.r4 rI _.1* 11 1* 15* 3* '0 r W 4 b = 1:3 0 0a >C.) 14 4 43 0 .0 g c.) ZV) 1 2 3 7 3 1 2 1 1 1 i4 t'd $4 .0 .e-1 r-1 ri 01 .. .0.F4 M +IV c 0 4 01)E 0 U 4-) v) 01 =V) .014 rl 0 0 4 Ict x x r4 0 0 . U (/) 14 II 1.4 .0'0 .ri W C=411.10 ri0 .0 bl) = 01 4.) u) 0) 61) 14 =Z 0 U0 > 11 tl: "" . '1.) 41 14 ) a 0) 0) U C 0) V) cd -.4 r.1 Cl) 4.) r'l = on 0 +.= 0 >4 A 4-1 Q.4 4)0 c::1 Cl) .14 r-1 .0120 IA x x x x x x x x )44 0) 64 Cd 14 Q) rl 1.4 ,4814 C 0 4i C. 0) CI c 0 43 cd U 0 44 4 x c:3 4)* C. c./) 14 ' ------44 a 0 0) 14 cd .ri x x x x x x x x ..., 4.. U U x 0) 1.1 Z 0.) CVS 14 0) r4 11 C 4-) ta.ri v--1 on.0 V) - 0 14 .r5 r-1 .,4 .0 C.) +I 0) CZ 0) om .0 430 cdrl U Z 4141 x "4 co ,-1 s. 0) 4.. t'd 0 'CI 0) +) C .74 14 a 0 14 cda 0 0)ri 4-) 0) .ri0 14'e x x x U) r-1 0 P4 64 0) .1-. 4., C F-1 14 C c c ri'0 4.) U) 0 (1) 44'0 41 g WO x x r-1 el W0 0) 4) 0 E 4.4 0 cf) C) a PIaN 4.11 r40 ...4 it T., ' 1.4 c3 0 431.443 `O 0)0 4)4 a 0) ri 140 0 x x x x x x x x Rico Television Louisian College and College Puerto Louisiana Institute Offering Science and State College Radio OF Programs H. La. La. of Md. in C...... -... Southwestern La. La. College College S. D, La. Louisiana La. College State La. La. . Maryland Md. MATERIALS Library La. PROGRAM College La. of Louisiana College Polytechnic (Cont'd) 12-24 University La. La. State of Park, Union Park, Courses & SCHOOL in plus - Rouge, State Charles, University University :21 Institutions Orleans Orleans, - THE Undergraduate Minor States Hammond, Lafayette, Lake ;4onroe Natchitoches, New New Pineville, r.ston, Thibodaux, College Takoma TRUCTIONAL LOSOPHY Baton Grambling, Southeastern *Speech LP: 1 isiana Southern ;rambling University 4cNeese qortheast Northwestern Loyola Cavier Louisiana Louisiana Nicholls 'land Jniversity ::olumbia - TAT3 INS HI 40 Lou 1 Mar I-I ta +b C 0 E a) S.4 -rl 7 a a) $.1 C rl +b (a U r1 44 r1 4-b 14 a) >0 Acn CO -1-b IL 0xx(13 Z44.4 v. a ei eSa) VC .ri$.1 7V) 4'7)) ) 0 i+.0 .0U ba0.) ZIL CliCI +bC/) V) (1) 0co z1:3 0 0 "40 > 0 <4.0 L) 44V) >. 6484 03CU .0II 7rl Z"4 2 2* 3 3* 6 1* 1 2* 4-1 >. 4) 6 I14 .e.) In >% 84 al $.4 0 .ri - ..4 rI 4, 0 .0-r1 V) +.90 7 01C E E.0 III) zo +/(13ow in a) 7V) 7 o1'4 0U 0 I0 et CO V) I-4 0 0 4 U >. $4 m w .0 r1 C . -r1 0.) 14) ..-1u) Cl) >+7 0Ui Cd0 $4 I 'Id. x ci: ...A I4 7 ...* b.0 C z o > I i a 1,0 It B1 0 C cu C, tl) V) r1 ,-I C1-1,1 :A14 C, C) 4 W4 i ;; 1 1 +b ,-, a)AI C) C1 IO ri I +J 1at U 'CI a) cd rl cd a) 4) -r1 . cd 4) a) r1 1 r1 '14 +b 4) "-I $.4 O0 O . a ) 0 .. .4 I Rico Televisionollep. and Puerto College WINE OF Mass. Mich. College Offering Science and Bridgewater College Teresa Miss. Radio Programs H. Mass. College College College Minn. College Minn. Minn. College College in MATEIIi.LS PaOGRAM S. D.C. at Mich. Minn. (Cont'd) SCHOOL - Minn. Saint Library Union Mich. Missionary Springs, Michigan College State College Adolphus Minn. Minn. - & Lancaster, State of State Mountain, 121 THE in 12-24 plus College - Heights - Peter, Mountain Courses Institutions Olaf Bridgewater, Berrien Marquette, Bemidji, Minneapolis, Moorhead, Northfield, Winona, Winona, Blue UnIn;raduate Mi.,or South Adrian, St. States State Atlantic emIllaPar Siena Emmanuel Northern Bemidji Augsburg Moorhead St. Gustavus College Winona Blue TABLE: INSTRUCTIONAL PHILOSOPHY 170 Speech 40 Massachusetts Michigan Minnesota Mississippi * MI r4 (1) TAIITE: 123 (Dora* td? r-1 I-I 14 d 10 C,4 r1 (/) 4.) i4 4J 0 1 U 1.1-0 INSTRUCTION: S bD 0 v L MilTERI;LLS as 114 PHILOSOPHY & PilOGRAM OF 5 = I o 14' THE SCHOOL :2 Sc 4.) 1 W 1.0 P. C/) Cr 1 U) $4 .r4g C u 0 r4 .t C 14 (1) Ti 0 170 Institutions Offering 1.14 4) 0 %./ 4) Undergraduate Programs T1. bA ett C.) .-1 iU Minor in Library Science C 0 4.) 4.) 1 0 44 12-24 S. H. W 0 0. ri 5-4 14 4 4) (/) wU 14 .1-) i1 0 C 4) r1 U) 14 0 1414 *1 41 4) I-1 14 w S *ri 1 40 States plus D.C. and Puerto Rico W 0 .14C 1 4) 0 (4 0 t1,1 Z 44 Mississippi- Mississippi College xx 1 Clinton, Miss. 3* Alcorn Agricultural & Mechanical College - Lorman, Miss. xx Missouri- Culver- Stockton College CantonMo. x 1* Lincoln University Jefferson City, Mo. Northeast Missouri State Teachers College - Kirksville, Mo. x Northwest Missouri State College 1 Naryville, Mo. X Xx 3* Southwest Missouri State College xx 1 Springfield, Mo. x 2* Montana - Eastern Montana Collegeof Education 2 Billings, Mont. 2* Rocky Mountain College x Billings, Mont. x 1 Montana State College x x x 1 Bozeman, Mont. 22** Nebraska - Nebraska State Teachers College Chadron, Neb. x 3 Nebraska State Teachers College x x 2 Kearney, Neb. 2* Nebraska Wesleyan University x 1 Lincoln, Neb. 1* University of rebraska 9* Lincoln, Neb. 4*** Duchesne College of the Sacred Heart - Omaha, Neb. Nebraska State Teachers College x Peru, Neb. 1 *Speech Courses in Radio and Television ***Joufialism Courses in Radio and **Department of Film and Television Producttion Television 4 0 Ci) a) rl 0 U $4 a) 4. a) U Cd U) 1 0 x a) a a) r4 a) 0 44 4-$ Cd C.) r1 4.1 a) > ef.", 4-( 41) 0xa) 4.4 W 2 0 41) C1.4) 14 14 W 1.4 3* 5* x minor 2* 2** 8* (1) r4 M 4a z 0°, 44 .cU Ile Cd Cd 4-) -1.1) a) U)U 6c' >o 14o we. t4.4 0 84 W JO e Z 2 3 1 a 2 5 1 2 1* 1 1 3 1 1* 4-$ r$ a) 10 0.) i +) 0 $4 ri H aJ 0 4.21 4- $4.0 r 0 0 e4 x offer x x 9-4 > C.) 14 cd tri .A 3 .r1 E Cd Cd 4-) (1) 0 U0 1 x 0 0 (/) .0 4. u = 0 x x x x will x x r X XX x x x x 1:). 4.4 1L1 X 0) 0 r4 $4 all u or) x program, x (1) (I) C a) r4 (4 . U .C) -1 x AIM x x x new x Xx x x x x x x x x $4 4c1 $ 1 14 4-$ W x x X - x X x r$ 4) 44 'el a) 44 r4 (i) 'IC W W Starting X r4 Cd .14 4(1) .1 Cd S4-) r4 $4 fa 0 o 0a 44 4-) 0a) W ri W 0 (/) X x x x g I 3 Television) N.C. and Rico of Television (Radio College and Puerto Women M. iversity Dakota University Greensboro, L. Radio OP Offering Science and for College College J. University N. C. University - C. D. Programs H. Teachers Nevada J. College N. College D. North N. College D. College in Journalism S. J. Ng State N. J. Mexico M. Park, - N. N. State MATERIALS PROGRAM Library D.C. of N. State N. N. State - D. of N. D. of (Cont'd) 12-24 State Neb. Nev. - College City, State - New College College, Carolina College N. Forks, N. Courses & SCHOOL in plus - City Teachers Dakota Teachers Teachers 121 Institutions - Mexico Carolina Dakota THE Wayne, Reno, Caldwell, Glassboro, Jersey Trenton, Portales, University Greensboro North Misenheimer, Dickinson, Fargo, Grand Mayville, Minot, Undergraduate Minor States Nebraska University Jersey Caldwell Glassboro Jersey Trenton Mexico Eastern Bennett Woman's Pfeiffer State North University State State *Speech iILOSOPHY 170 New **Department TABLE: INSTRUCTIONAL 40 Nebraska Nevada New New North North 4 TWILE: 121 (Cont'd) MI 4) ri C cd U) ri &4 LI r1 4$ 14 RS 4) 0 4) r4 4.4 INSTRUCTIONAL HATEnIALS E4$ 14 0 cd 0.) TAILOSWHY & OF E 4-) X: U THE SCHOOL 0i E OD 4) U) ri ri Cd 0, 14 4-1 cl) 4-) I 4/) 170 Institutions Offering 4) I7.41 0 $.1 U) U.ldergraduate Programs 0. 14 0 C;) Miaor in Library Science U) 0 a 4$ 7.) ti U 12-24 S. H. U cd 4) v3 0 ri I 0 $4,4 0 4) 0 4-) $4 4-) (.) +1 O $44 so O o, A 4$ w14 cd N es.; C) .0 11 4$ 40 States plus D.C. and Puerto Rico 0 0ri 4) /4 11 0 '4 Z.14 W 0 V) Z X North Deta - State Teacher College xx Valley City, N. D. Ohio - 1 Ohio University x Athens, Ohio 4* Bowling Green University 1 Bowling Green, Ohio 6* College of St. Mary of the Sorings Columbus, Ohio xx 1 Ohio State University 8 Columbus, Ohio 1044 Hiram College x Hiram, Ohio Miami University Oxford, Ohio 9* x I...6.... 6.6 Wittenberg University xx Springfield, Ohio Oklahoma - 1 Southeastern State College 1 Durant, Okla. 2* Central State College x Edmond, Okla. 1 Northeastern State College x 2 Tahlequah, Okla. Oregon - Southern Oregon College X X xx Ashland, Ore. 1* Pacific University Forest Grove, Ore. Eastern Oregon College x LaGrande. Ore. X X Marylhurst College Marylhurst, Ore. X X X Oregon College (.1 Education Monmouth, Ore. X X x Edinboro State College X x x x 1 Edinboro, Pa. *Speech Bourses in Radio and Television r ON 121 (Cont'd) 14 TABLE: 0 il m 4.4 v1 4) cd ri 0.-' 44 v-f '0 0 14 ') U) V (1) >. ..-1 14 .. $4 "i 0 'NSTRUCTIONAL MATERIALS 4) 14 = 0 14 V) Z 44 0= Z'kJ 4 cd +) 0 0 AILOSOPHY & PROGRAM OF cw3 I) +1 44-; 0 14 Z 1 ") 44 0 .4 $4 Cd Cd U).0 0 C 0 THE SCHOOL 4.) ics 14 14 01) ..-1 .. (1) OD 4.4 .-,4 44 9-1 (1) 13) Z >.-1 +1 +1 4 E 'V 0 cd r1 +1 +1 = 64 ri.0 L) 'V v-I +a 0 ^'.-1 .40 Cd 41 WM 14 1 U) C 5 .4 a>4 14 'a -= 4) A 0 4) r1 CI .01-1 .0 cd 0.> Z U CL 14 01 .4 ti: + (4 I er 170 Institutions Offering . CL +1 144-) ,r, w = 41 44 . . . = 0 cn- w .14 4-1 ++ Undergraduate Programs 14 00 'Li 4) ri5 a a.,4 co c.) .ri 0 14 1--c 00. 0) cu .4. a) 14 = o 0 Minor in Library Science m A +1.1::: r =;:s to r1 +4 12-24 S. H. =0 .0bn d o 41 +1 0 io .l 'V 0) 4) ti)= 0 U V) cd CU L4 14 4.) 0 +a 0 Z Cd U 4 14 t) 0 Cd 44 cd CL Z 0, = cd +1 ID > 0 Z..4 C!) I) 44 0) 4) 44 4) +1 1-1 1 00 ti., 4 o 4) 0 CI 0...4 A CL r( U) 1 4 U4 cd 4 14 4 41 I) 4) 0 41 4) +1 C.) +1 Z 41/ Z CI 11) Z CI ri) V) V) = c4.4 cn 0 14 CO '0 +11,0 0 14 14 .0 0 0 41 CO I) 0 (I.) 'A .0.'A .0.== .40 > 4.) 0144 +) U) 14 +a CO 1-1 00 i 14 14 V) I I Z Z Cd ..4 Cd cd 14 Cd t)t) 0 CU 01 C U) .r. 0 r4 14 0 1.4 40States plus D.C. and Puerto Rico 4) 0) 4) t) 1..i 0 .0 5.4 CU + .-1 r4g'el 2 as,0 2 bp.0>>4 g-4:24 4-) CU I4 in 1-I 0 14 ' 0 'Pi %I C "ti 1 It) P .4 K or 0 = o V)0 CL1 gil 141 Li1 iIet 11'4 V) Z II 4I x 4 el Puerto Rico - The Catholic University of x x x x x 2 Puerto Rico - Ponce, P. R. South Carolina - Benedict College x xx x 1 ColumbiaS. C. South Dakota - Northern State Teachers College xx x 1 Aberdeen, S. D. hugustana College x x xx Sioux Falls, S. D. Tennessee - 2 East Tennessee State College x -x x xx x 3* X X ohnson Cit Tenn. * Lambuth College x x xx x 1 Jackson, Tenn. Memphis State University x . Memphis, Tenn. x x 1 Middle Tennessee State College xx x 1 Murfreesboro, Tenn. x Tennessee Agricultural and 2 Industrial State University x xx xx 3* Nashville, Tenn. Texas - 2 Sul Ross State College x lx x 1* Alpine, Texas Incarnate Word College xx x x 1 San Antonio, Texas Utah - Utah State University x x x x 1 Logan, Utah Brigham Young University a x x 2 Provo, Utah University of Utah x x x 5 x Salt Lake City, Utah ginia - Northern Virginia Center, University xx x x of Virginia - Arlington, Va. Longwood College , x 1 xxi x xx 2 Farmville Va. I *Speech Courses in Radio and Television = .14 4.1 Cd r4 r4 1 4=40 0W X(44 as c) 0) (/) 1.4 c.) I.ri "4 2* r4 0 .1.1 0 4 4 tt.0 z cd 'P 0) i:S0 0) 00) >0 10 -444 c4.4 ;4k 0) Z 1 1 5* >. CtS 90 r4 e0 r4 0'0 4-I O0 EI; too cda) ++H O (I) O0 0c.) .c re, x x x x x X X x X Xx x x x X X 4t (17 113 r4 0) cd "el 0) -14 .e..1 r4 C. CO "C) ci -1 X 1-1 ct3 r4 1.1 0) cel +) = r4 1.1 CI 1 0 O O r4 .44 0W 0) 41 I-1 0) 0 U) x x x x Rico Television College College Wisc. Puerto at and and Offering Science and State State Va. Radio OF Programs H. W. College College College College Wisc. College College College Milwaukte, Technology Wisc. in S. C. Wash, Va. Wisc. Wisc. Wisc. Wisconsin MATERIALS PROGRAM Library D. College Wash. Wash. - W. Wisc. Wisc. College - of Wisc. (Cont'd) Wash. College College Wisc. State State of State State State SCHOOL in 12-24 plus - Washington Washington State College Stritch Falls, Courses & Institutions - College 121 Claire, Names Family Platteville THE Undergraduate 170 Minor Bellingham, Cheney, Spokane, Spokane Virginia Fairmont, Shepherdstown, Ashland, Beloit, Eau LaCrosse, Manitowoc, Milwaukee Milwaukee Institute River Superior, States Western Eastern Holy Whitworth Fairmont Shepherd Northland Beloit Wisconsin Wisconsin Holy Cardinal University Wisconsin Wisconsin Wisconsin *Speech TABLE: INSTRUCTIONAL LHILOSOPHY 40 Washington West Wisconsin Xco ED XCI laX 0 r.4 I+.e+ 0 ID 0 1 0 CA 0 0 edAe+ M 0CI 0 14. M 1 9 edO Ca r+= cra a0 Oriented toward all types of material EducationCrientedSome interest towardsDept. in non-printprinted material material EnglishEducationLibrary Dept. ScienceDept. Dept. Children'sLiterature L-VEnglishLibrary course Dept. Science taught in Library School Dept.! YoungLiterature Adults for NumberA-Vschoollibrary courses of but school(Educ., taughtrecommended outside Speech,by libraryit Journal.) -V courses taught outside j MeetsccertificationExtensionAudio-visualfor A-V courses center in requirements A-Vin college DEGREES TABLE: 122 V I 1 14 Intro. Number of Hours Offered 49 Institutions OfferingUndergraduate Programs Less than a Minor 014 =d"b (14 $45an CourseLibrary to in Library Science Courses Offered and Arizona Grand Canyon CollegePhoenix, Ariz. - Less than 12 S. H. 12 States i4 V. $4 0 Offered 6 S. H. Utilizing theChildren's Library Literaturein the Elementary and Story School Telling Arkansas - Arkansas PolytechnicCollege Russellville, Batesville,College Ark.Ark. 6 12S. S.H. H. SchoolInInstructional the Library Education Management Materials Department for (5the courses) School Library California ChicoCitrus State College CollegeChico,Azusa, Calif. - x 8 12S. S.H. H. In the Education Department (4 courses) GeorgiaIllinois MundeleinTift College College Forsyth, Ga. - - 10 Q. H. Children'sIn the English Literature Department (2 courses) OlivetSaint NazareneXavier College CollegeChicago,Chicago, Ill. Ill. 89S. S. H.H. CatalogingReferenceIn the Education and and Bibliography Classification Department (3 courses) Indiana - Bradley UniversityPeoria,Kankakee, Ill. x x 8 12S. S.H. H. OfferedElectives in SummerOnly (4 Sessions courses) Only (4 courses) Iowa HuntingtonIowa State College UniversityAmes,-Huntington, of Iowa Ind. Science & Technology 128 S. S. H. H. (3(3 courses) courses) 2 Undergraduate & 1 Graduate Kansas Wartburg College UniversityWaverly, Iowa of Kz.ncas-Lawrence Kansas x x 5 6S.S. H.H. SchoolReference(2 courses) Library and Cataloging Administration Kansas State UniversityManhattan. Kan x x 1 11 S. H. (4 courses) Through Home Study Courses Only TABLE: 122 (Cont'd) DEGREES 44 V t4e t U) 14 Number of Hours Offered 1 49 InstitutionsUndergraduate Offering ProgramsLess than 12a MinorS. H. r1 ud etas01:1. "I+DO 04=d(1)12.0 114 CourseLibraryIntro. to in Library ScienceCourses Offered and 32 States z c.)e)41) a;14 C)o'''0 .X-1-,-:.; df4f4 vr... Offered Kansas - University of WichitaWichita, Kan. . ea z x 8 S. H. (3 courses) Kentucky - Kentucky State CollegeFrankturt,Ky. __ x x x 12 S. H. For school librarians Electives Only (4 courses) -4 - MaryMassachusetts - WesternRegis CollegeMaryland CollegeWestminster,Weston, Mass. Md. - 12 S. H. Electives(4 courses) Only for B.A. and B.S. (4 courses) Michigan - Ferris Institute Big Rapids, Mich. . x 21 Q. H. Library Aide or Technician Program (2 years) Minnesota - Concordia College Moorhead, Minn. . x 6 S. H. FunctionsMaterials offor the the School Secondary Library School Library Mississippi - TougalooDelta State Southern College ChristianTougaloo,Cleveland, College Miss.Miss. . x , 12 S. H. (3(4 courses) Missouri - Maryville College of the Sacred Heart . 4 S. H. (1 course) _ . St. Louis, Mo. . ., .. MontanaNebraska - - WesternMidland Montana College CollegeFremont,Dillon, of Education Mont.Neb. 1218 S.Q. H. (4(6 courses) New Hampshire T RivierHastings College C011ege Hastings, Neb. 8 6S. S. H. H. OrganizingLibraryIntroduction Orientation in Smallto Library School Materials Library New York - Ballard School of YMCANewNashua, York N. H. N. Y. 4 courses offered for Library Clerical Training Administration of the School Library DEGREES TABLE: 122 (Cont 'd) = v cu 49 InstitutionsUndergraduate Offering Programs 4644430d0 a054 4. g'4(0 CdV14 04 8405OD Intro. to Number of Hours Less than 12a MinorS.H. 32- States 4,4,'0,4s#84114 ri E4etal 4.).r1 CI0L.4,8o . at CourseLibrary Library Science Offered in . z Offered North Carolina.- Johnson C. Smith UniversityCharlotte, N. C. - 5 8 S. H. only in summer ReferenceAdministration OhioNorth - Dakota State Teachers CollegeEllendale, N. D. - X x 11 S. H. as portion of English major (5 courses) Book Selection or minor. MaryAshland Manse College CollegeToledo,Ashland, Ohic Ohio x 8 6S. S. H. H. Children'sSchoolCataloging Library Literatureand Admin.ReferenceClassification & Organization Oregon - . History of Books OregonLewis Stateand Clark University CollegePortland,Corvallis, Ore. Ore. x x x 12 Q,S. H.H. . Teacher-Librarian (4 courses) (4 courses) -, Rhode Island University of RhodeKingston, R. I. .7- Island (2) x 9 S. H. Extension courses only. South Carolina Bob Jones UniversityGreenville, S. C. - 6 S. H. . . (4 courses) South Dakota - . GeneralSouth BeadleDakota StateStateMadison,and Mechanic S. D. Arts College of Agricultur.Teachers- College Brookings, S. D. 1212 Q. Q. H. H. (4 courses) yanktonSioux FallsCollege CollegeYankton,Sioux Falls, S. D. S. D. 10-126 S. H. S. H. AdministrationCataloging and Classificationand Organization(4 courses) DEGREES 49 InstitutionsUndergraduate offering Programs Less than a ninor TABLE: 122 (Cont'd) LibraryIntro. to Number of Hours Offered in Tennessee Fisk University Less than 12 S. H. 32 States OfferedCourse 12 S. H. (4 courses) Library Science Texas - Mary Hardin-BaylorNahsville, College Belton,Tenn. Texas 6 courses offered in alternate years. Utah - CollegeWiley College of Southern UtahMarshall, Texas 6 Q.12 H.S. H. in L. S. to be Teacher-Librarian (2(4 courses) courses) Vermont - University of VermontBurlington,Cedar City, VermontUtah 6 Se H. offered during summer session. (2 courses) WashingtonWest Virginia - - Walla Walla CollegeCollege Place, Wash. 9 Q. H. CatalogingReferenceLibrary History WestBethany Virginia College State CollegeBethany,Institute W. Va. W. Va. 116 S.H. S. H. (2 courses) articulate vith graduate nrograms in library schools. Table 123 shows that two had one fun-time faculty person and three had four nart-tiie faculty. The majority had one 'art -time person offering the courses. The person most often in charge of the program was the college librarian. Table 124 indicates that sixty-nine Percent of these nrograms were traditionally book oriented, more of the courses in children's literature were taught in the Education and 7inglish denartments than by librarians, but that the twenty-five nercent that did offer a course in literature for young adults offered it in the library science program. One institution offered an audio- visual course and another institution recommended one in the library science Program although thirty-five institutions offered audio-visual courses on the cum.'s. Four of the institutions had an audio-visual center located on the college campus.The more limited the offerings of library science courses and the fewer the faculty members, the more traditional the program and the more book oriented it was found to be. 1,ewer of these nrograms were Planned to be articulated with graduate library science nrograms, and fewr- of the nrograms recommended the audio-visual courses that were available in their institutions than did other institutions already reviewed in this study. The Summary Table 125 listing states offering library science Programs at both the graduate and undergraduate levels indicates that there were eighty-eight graduate programs located and analyzed and two hundred and sixtythree undergraduate Programs or a total of three hundred and fifty-one programs of library science. These were identified through college catalogs, nersonal visits, and/or interviews with faculty members of these institutions. Four hundred and seventy-eight school librarians and supervisors checked the status Checklist giving the name of the school and degree or hours of library science obtained. Over half of these school librarians, or two hundred and seventy-six obtained their professional degrees from an accredited library school. 14ith the exception of those from Virginia, all who had accredited library degrees were employed in states that had an accredited library school in that state. Of the two hundred and two school librarians that had degrees from nonaccredited -417- >. 14 Pi U cd 44 44 14 (1) .0 4 1' cd +1 E-1 1 1 (S.S3 1 1 1 1 1 2 1 1 * 1 1 1 1 1 0 0 g o sent. 44 Cd 44 0.) .1-1 4-1 4-0 cd CI 444 1-I .. >' 0 U 0 4 o V .0 E = Z 1 1 3 1 1 1 1 1 2 1 1 1 1 1 4-1 iwmi U Cd 44 (1) .1-1 +a .-4 r-i (14 44 i-I V .0 = _ Z 1 0 0 Z catalog . a) E 9-1 40 E .4 "-I = 44 es 0 tr) 0 d r~ +I u) 0v) a) x x x x x x x x x x x x x x x w 9g 1 4-1 eml 1' 44 >. +I .-4 U cd 4-0 a) 14 14 Q I in x from 0 cd 0 CS .1-I ,-4 21:3 0 . Cd o +a 4-1 V) Z 14 (1)ri :4 oS.I .0 V) d a) wm x x x r1 r1 b.1)44 vi 4 C 1-1 .0 (00Z 14 4)04 ( 0C24 faculty 0$4 r3 14 .0 0"-I a 44 0 0 (13 Tho 0 ri4 = 0 4 a..>. $4 14 1-1 CQ.) V) .-4 I-4 cf) . $4 Cdcd 8.4 .0.0 1-1 wmi r 444. 0 4)'0 1).0c3 I-1 CI4 4 ou = ..4r3 Z 0 00 $1C a)u 04 x x x x x x x x x x x e) .1-1 4.1 z 44 V) CD +a 0 'CI ..1 vi part-time >. &4 cl 14 .0g 1-1 r.4 H4. rl0 CU CM S-I d 4 u > ri 0 0 0CA 414 ou ci4 x x x and and 123 full-timeof g Science Ia. H. College of number TABLE: Offerin Programs Minor S. a 12 States Ark. College Ames College the College Ark. College Ind. - Kansas University Kan. Wichita Ky. than than 32 Ariz. College Ga. College Ill, Ill. Ill. Ill. College University Ia. of Kan. of Kan. Polytechnic State College - College Calif. Calif. Nazarene University College State verify Institutions Less Less Canyon - State - Xavier - to Undergraduate - - College - State - 49 Phoenix, Batesville, Russellville, Azusa, Chico, Forsyth, Chicago, Chicago, Kankakee, Peoria, Huntington, Technology Waverly, Lawrence, Manhattan, Wichita, Frankfort, zona Grand ansas Arkansas Arkansas ifornia Citrus Chico rgia rift inois 4undelein Saint Dliveat Bradley Lana iuntington i- Iowa 0/a.rtburg ;as Iniversity Cansas University Lucky Centucky Ark Cal Geo Ill Ind Iow Kan Ken *Unable 1 1 x x 4) x E c'S 14 14 r3 Q.) r3 +.0 $4 11/ .0 COH -0 v-4X; x k0 rt ttf 14 r1 r110 rI0 44 0 014 cti 0'0,4 f-4 C0 rl 00 (/) 14 aito4 x ctlctl 14 .0 r1 r-1 44 0 11) al4 00 f-4 cdr1 0 V)0 .Z11 cut) (14 x x x x x x x x x x x x x it rI 0 4 G) w-4 0 14 es g.o r4r1 r-14.a -1 II0 14V) cd 0) +I 0O rl1:3 O0 0CO 84 arc.) aU Heart (Cont'd) H. College Education 123 Minor S. Sacred of Offering Programs a 12 the TABLE: than than States College Christian of YMCA University 32 Md. Mich. College of Y. C. College D. Less Less Minn. College Miss. Miss. Mo. Neb. Neb. - H. N. - Smith N. N. Ohio College Institutions - Mass. College Southern College Mont. College N. - Ohio Undergraduate - Montana College School College 49 Maryland College - Institute Rapids, - State - Louis, - College - York, C. Teachers Manse - - Carolina Dakota Westminster, Weston, Moorhead. Cleveland, Tougaloo, St. Dillon, Fremont Hastings, Hampshire Nashua, York New Charlotte, Ellendale, - Ashland, Toledo, Western Regis Ferris Big Concordia Delta Tougaloo Maryville Western Midland Hastings Rivier Ballard Johnson State Ashland Mary FACULTY Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska New New North North Ohio 2 2 22 1 fl1 1 2 x x X x x x x 1 x x x Cd $4 cd 14 sr( 1.4 a) 4.4 I 1.4 ri +4 .0 4 x > 140 r1 144° .0ri r4 01'4 e (l) CU b.1) w0 eS C.)IV C00 00 ca0 4W U P4in x W W 44.4 W U M x x x k Md W .0.0 r-i 44.4 0 W and .0 0 CrI .A 0 M0 1.4 W PW x x x x x x x x x x .1.4 r4 (/) 40 1:3 r4 k way 0.0 .1-1 -4' w1.4 0 Wt4.4 t.1) (-1 d 4 00 Ca) 0 0M 4W 0 x S.D. Agriculture College (Cont'd) of 123 Offering Minor S.H. Brookings, Programs a 12 Island - Teachers Utah College College College TABLE: than States D. Wash. Va. than 32 College I. C. Arts State S. Utah Vermont Vermont Va. State University Rhode S. State D. D. Tenn. Less less Ore. Ore. R. - College Texas Southern College Place, - W. W. Institutions Clark - of University - S. S. Texas of Undergraduate Beadle Falls, College of City, - College 49 State Dakota Mechanic Falls - College Walla and University Hardin-Baylor - Virginia - Island Carolina Jones Dakota Madison, Sioux Yankton, Nahsville, - Belton, Marshall, - Cedar Burlington, College Virginia Bethany, Institute, Corvallis, Portland, Kingston, Greenville, and College University Walla Bethany West FACULTY Oregon Lewis University Bob South General Sioux Yankton Fisk Mary Wiley Oregon Rhode South South Tennessee Texas Utah Vermont Washington 'Test AnV %or V v4 1'4 U C ..1 64 4) .t. = V U = Ui sr. > 1 0 r1 .4 x v 0"1'0 "4(41 °-) e. 44.0 .co OD0 ttA 44V) CA 411 COU =14 z1:3 t.) 14 o 1 U 44la > 1444 CdV .01.1 1 1 * 1 2* 1 1 1 9* 0 41) 0 > 14 0 g z+ 44 *A 5 44 a) U 4) A $4.0 .0 D' S "4 .1 .0..4 1/) 4410 V 0 44 4g bbg Cd0 44 (r)Z U0 0 a d 0 = 0 ++ :I 0 CA Z -0 > 14 .v1 .14 bA s 84 ri .0 t%)).t; )" RI .0 04 .0 c$ 44 Z U gA CO 0 OD 044 G. a) al U0 '94 U0 V) D. 01. CS 44 >.0 etv4:11 x fa C) o +Aa CA o 44 V 214 d 4 00 =44 II 40 0. log 0 01 o 4wi 444 RIevl vlU = A x 1 I Z4 +1 a 9 0V) 4t1 14 44 $4 4431 .v1 C. V m 0 U c +I .rt 0)0 > 14 /4 .94 v.4 OD.0 11 x ... = -i 0. CI 1 010 C 44' Ti 714 4 c) 40 a) C.1 0 A4 44) r3 U Z tziul x x i 42 1.1.1 1 11!) 0 V) PI eS , 2 00 141 no 41) $4 a 44 V a C 0) .r1 '4" x x 0 .1 Et$ A $4 W (oIC, it v...4 14i D. r1 +6 ra 4.10 34 C) 4.1 0 fp 4) ov) 1 .-( Z B 14 44 CO0 14 all 'CI (I) 44 (I) eel I m 14 V 6 a44 . r'l m e '0 '4° x d o I0 . gri V o i 0 o and Science Television H, College of Ia. and Offering OP Programs Minor S. Ames, - Radio a 12 Ark. College Xansas States College Ark. College Ind. - in College Ill. College University Xan. MATERIALS PROGRAM than than 32 Ariz. College Polytechnic Calif. Calif, Ga. College I11. Ill. Ill. College Ia. of SCHOOL - College Nazarene University & Institutions Less Less Canyon - State - Xavier Courses 124 - -" College - State - THE 49 Undergraduate Phoenix, Batesville, Russellville, Azusa, Chico, Forsyth, Chicago, Chicago, Kankakee, Peoria, Huntington, 4. Technology Waverly, Lawrence, Grand Arkansas Arkansas Citrus Chico Tift Mundelein Saint Olivet Bradley Huntington Iowa Wartburg University *Speech TABLE: "NSTRUCTIONAL HILOSOPHY Arizona Arkansas California Georfia Illinois Indiana Iowa Kansas 124 (Cont'd) 0.) TABLE: 1:1 0 ri 0 14 cd " 0 .0 STRUCTIONAL MATERIALS .14 PHILOSOPHY & PROGRAM OF ri .0 V THE SCHOOL Cd aJ z131) a) 1.4 , .0rl.0 CS Cld +0 c/) +0b IA 0 0. .H 0 0 ) 1.1 49 Institutions Offering biO E oa bD 0 (..) Undergraduate Programs (,) vi Less than a Minor ed 0 (.0 Less than 12 S. N. CU +1 U u) O U) &4 H.0 0 = 14 0 O 1'4 11 to 0 C)Cd 0 ,13 I4 > E.0 32 States ri 1 . -.4 44, University of Wichita xx 4* Wichita, Kan. Kentucky . Kentucky State College x xX X Frankfort, Ky. Maryland - Western Maryland College 2 Westminster, Md. Massachusetts - Regis College X X Weston, Mass. Michigan - Ferris Institute x 5 x Big Rapids, Mich. Minnesota - Concordia College x 2* Moorhead, Minn. Mississippi - 1 Delta State College 3C x 1* Cleveland, Miss, Tougaloo Southern Christian College 1 Tougaloo, Miss. Missouri - Maryville College of the Sacred Heart xx St. Louis, Mo. Montana - Western Montana College of Educationx Dillon, Mont. Nebraska - Midland College x Fremont, Neb. Hastings College Hastings, Neb. *Speech Courses in Radio and Television 4222 OD co C) ,..1 S4 Ci V) x C) es ri (1)4 0 (:), C 0., L.1 4) 0 0 0 r1 d 2 U) ri I.4 0 ri$4 .0 2*rt 4*-1 2* 2* e. CS0) 0 14 0U) 0+4 In .c 0 b.,1 W CIS .4-)U) W U) 214 NI t.) 4"0 o .0 0 t4. >. 1.I da) ,0 1 7* 1 2 9* 1 5* 2* 1 1 1 4 0 ri 2 0 444 .0 2 (1..) 'CI0' 05 W> 141 tt 4.) 0 .0 g 2 Zca 14 A . 'CI .0 '04-1 C 0+A tADE 0:11 U 44) U) 4) =(0 .0i.4 ri 0 0 0 wit * td4 LI 0'A ri 'I Cd14 0 .14 4 In 2 .= ri0 4g4) .= b.!) t3 VI 44 CD V) ut z 0 0 4> 1 rl 0 .8 .0 III 4-) W 0.) = C a) .1"1 17) >.H i4 0 14 >.0 11e4 etI-1 x x U) 44 r'4 '0 b.0 C . >4 a 0 4-8 04 0 rs1 w o %I.' W 04 0 rt4+ d 14 0+I .140 ina . +I A a) a) A N4ri 4.) t.)4 to CC 44 x x +4 W a) A U Cfi) 0 14 d 14 0 .r4 $4 x x W uf CD44 V3 14 ti) 4.k ',"4 )4 . a o 0 C 4.) CIri CD ... to etr-i 0.0.0 141 x x U) .. C0 14 '0 14 4 C.) ++ W A CA 0 .0 ..4 41) d 4t.) 0 C10 g.14 x x x 32 U) 9"4 CtS .A 14 4.., c3 'CI 0 44 C r1 i.i CI v) 'CI F4 ac1 0 +I 'CS W +1 C W ri 14 x x x x x 4 V) ...1 'r1 $4 W 4) 0 0 -1.4 C r4 I.4 A 0 C c .r4 61 -1-1 U) CD 44 W +4 C ri CD g 0 0(1) x Ea r4 d .14 14 0 41 d g 44, 0 U) C) .. PI .I t d .c al 0 +) '0 W 4) W 'v4 14 o S.D. c Agriculture College of Television , Brookings, and H. Island College - Teachers OF Offering Programs Minor S. YMCA University D. Radio a 12 States C. College D. College Rhode I. C. Arts . State S. of Y. University Ore. S. State D. Tenn. in H. - Smith N. N. College Ore. R. - .... College D. MATERIALS PROGRAM than than 32 - N. N. - Ohio Ohio Clark - of University - S. S. (Cont'd) College C. College State Beadle Falls, College Courses Teachers and Dakota Mechanic Falls university & SCHOOL Institutions Less Less - York, Manse - Jones 124 Undergraduate Carolina Charlotte, Dakota Bllendale, Ashland, Toledo, Corvallis, Portland, Island Kingston, Carolina Greenville, Dakota and Madison, Sioux Yankton Nashville, THE 49 Hampshire Nashua, York New - University General Yankton Fisic Rivier BallandSchool Johnson State Ashland Mary Oregon Lewis Bob South Sioux STRUCTIONAL North Oregon Rhode South South Tennessee *Speech TABLE: PHILOSOPHY 66 New New North Ohio ______TABLE: 124 (Cont'-6 li-0N 4) .1 IA ri '0 erl .$4 m '0 o > I NSTURCTIONAL ,MATERIALS 44 v 44.1°il) 0 14 Ca6 4.1 PHILOSOPHY & PROGRAM OF 4.4 +a 4 at zi cadC (1) es u) 0) 0) el U 14 4.4 .'4 14 7 C1) .1:3 0 d3 4) g g 1-4 an THE SCHOOL c'S C 7 7 lt, ort (4o E 'Fp a) +4 '14It.. D. 04 44 44 1 11) 14 ..4 0 44 14 1d CS r4 .0 --4 '0 14 14 1)1) ett 0 OD :.' IPA M 'a ri 41) 0) C 14 V >, 7 0 $3) ri 14 44 44 +) 7 .0 *14 .0 cd 4 U 49 Institutions Offering 0. 14 0. 4 ri .44 0 44 V) 412- la. C.) I-1 $4 I 114 +6 '0 VI.. 0 . 7 4.1 M *A Undergraduate Programs -la 1 M = .Cri 0 '0 a)6 Less than a Minor "4 0 14 z to = 14 r4 C d ++ 0 14 oc) (1) Less than 12 S.H. o 2- 4-b = g ;cY4 +0 c 0 . IR.0 0.0e 0 .... I b13 U a) '0ri 4-1 ! (1) 7 0 U ua +al U +a, , uz Cd C.) ri CIS 4-1 >, 0. r".., Cli IC Cd 4'4) > 0 CO 1'4 C1) 4.1 a) a) +1 0) +' 14 1 0 *4 0 4) C =1 0..-1 C) C..r1 V) "4 .0 03 4-) '4 0 41) C.) 4) ! C.) 4) 0) 41 U 7 a) I Caei) ei) co to c 4ret) to = c er4 44 01 t 14 14.0 0 V '0 0 ON 11) C C) 4 p.. r44 ' Z Z 14 0 *4 1414 1 +' 'rl ri4a 4"' v) /4 44 0 . 0 C Cd r4 RS rtS rt!et1u 0 e3 0 0 00 ,L3U. (1) 0) 0) Uri 14 U 1-4 ,14 0 r4 ..4 . ri ..:,0 7 t.') sA>>4 g 41 e "r1 32 States 6.1 o 1-4 .0 Z..1.4 '0 Cr1 t I U v4 o (/) o g34, -1 gi4 le.1 14tt Q ti) Z 14 Texas - Mary Hardin-Baylor College x x 1* Belton, Texas Wiley College Marshall, Texas Utah - 1 College of Southern Utah x x 1* Cedar City, Utah Vermont - University of Vermont Burlington, Vermont Washington - Walla Walla College x x xj 1 College Place, Wash. West Virginia - 1 Bethany College I x x Bethany, W. Va. West Virginia State College 1 Institute, W. Va. 4 TOT IL: 9 7 34 20 10 16 3 4 10 1 é *Speech Courses in Radio and Television TABLE: 125 Summary Table of States Offering LibraryScience Programs 111...1 States from wbich School Lsbrarians* Undergraduate Obtain Their Graduate Programs in Programs in Library Library Science Library Science Science Degree > .0 ed V 11/ .4 4-, 50 States plus 9-1 V V D.C., Canada and Puerto Rico 11/ 4.) 14 r1 U V) "i 4-1 H 41 0 o 0 0 V/ 0 s o U) 1.) 0 .0 Cd 0 Z Cf) 4 7 Alabama MP ik 4 Alaska No Library Scierice Degrees Offered** Arizona 3 Arkansas 2 7 1 California 3 I Canada 3 1- Colorado 1 Connecticut 1 Delaware 411 AM ORR No Library Science Degrees Offered 2 7 Discrict of Columbia 1 1 1 1 4 17 Florida 1 1 '3- 1 3 Georgia 2 2 7 8 9 Hawaii 1 Idaho 1 1 4 12 36 5 Illinois 3 1 10 7 Indiana 3 5 2 8 2 Auwa 1 9 3 13 1 Kansas 1 1 4 TABLE: 325(Continued) Summary Table of StatesOffering Library Science Programs States from which School Vhargraduate Librarians* Graduate Programs in Obtain Their Library Science LitnIfanierii2e Library Science Degree I 4 . 'CI ft .. 14 tai i4 Cd it NI° 50 States plus 4.4 Ld >. 4.4 14 i4 ..c r1 a . at r-s 0 D.C., Canada and Puerto Ric4ri cd and sr 0 0 14 0 4.4 1.3 cd a)14 'Ci cd .0 4, 021 0) cd g41,4$ 44 '0 In 4a1:3 ,.4 s ri Ca Z at a) 13 rrt 48 g °Q) -46 9-1 0 W 14 s."4 .1.4 a) 0 41) 0 U) WO al sr 0 64004 0 CdOD 0 o U .0 cs .0 0:1 u fI U) >o cd sr :104 0 c.) 11 sr O Ir w cr) 04 ci) ?..° As4 rs-1 $ 2 6 7 6 Kentucky 1 3 3 12 5 Louisiana 1 12 4mOmam441041ft DM 4ED MD Offered** Maine No Library :pcience Degrees 3 10 Maryland 3 2 2 Massachusetts 2 4 17 4 Michigan 10 10 6 Minnesota 7 4 Mississippi 1 2 8 2 Missouri 2 5 2 Montana 1 4EEDIII4444. .441 7 2 10 Nebraska 1 1 Nevada 1 1 New Hampshire 13 New Jersey 4- 4- 1 1 35 5 New York 2 Mexico I2 4 3 S 14 34 North Carolina North Dakota 10 Ohio TABLE: i25(Continued) Summary Table of States offering LibraryScience Programs States from ' which School Librarians* Undergraduate Obtain Their Graduate Programs in P o ram .in Libr rScience Library Science Degree a) V C ' >. 0 co a) t4 cJ ell 5n States plus f44I (1. u) .0 O I- -1 .0 V .4 ilD d 9-1 a) 0 and .r1 14 0 0 +I 0 luerto Rico W Ui44 .r1 4 C13 a) cn CI) o I 44 ui z 4-) : pi u> :1;1 03 o v .-4 0 ui a)0 c .-I 0 4 W 0 01 d i 14 ui 0 ed alval 1.4 0 t.) > 0 4-0 al U 0 4 Z .0 t.) O 1- 0 0 0 .r4 E-4ttln-1 .vC 0 Z t-1 Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah 72....mont Wee:: Virginia 'Wisconsin It.7oming 1 J:OTAL: SS IfutAratt.4~-4./ 36 10 m ms sr im 44 10, 49 263 271p202 Igo 157 7.-,411 School Librarians and Supervisors checkedthe Status puestionniare, giving the name of the school and degrees or hoursof Library Science (ihtained *--Colleges and Universities offering Library Science programs wereidentified through their catalogs, personal visitsand/or interviews. If 2 '7 they were employed at least library schools, all hadavailable in the state in which The vast majority an undergraduatemajor and/or minor nrogramof library science. had library science nrogramsavailable at all academic levelsin their states. of library Except for those institutionsthat offered less than a minor -rogran science, and a few other excentions,the programs did meet the needsof school librarians and offered courses that wererecommended by the regioneassociation and the state standards. If course descriptions can be relied upon as anindex to the philosophy of then the teaching and the coverage of tyresof materials included in the courses, graduate level and at the vast majority of theselibrary science offerings at the library serving as a undergraduate major level wereoriented toward the concept of a professional prenaration a school materials center. Thus the hi'-her the level of nualified to librarian had, the greater the chancewould be that the librarian was administer a school library at anylevel as an IAC program ofservices and resources. The final sampling of collegecatalogs was that of forty-eightother institutions in that did not offer library science coursesbut did offer courses for students Liberal ts nrograms that relate tothe teaching and school libraryfields. These were courses inchildren's literature, literaturefor young adults, audio-visual Table 126 courses in Educationand Speech department coursesin radio and television. children's literature, shows that thi.ity-nine of theseinstitutions offered courses in offered audio-visual courses in seven in literaturefor young adults, thirty-one Education and twenty offered Speech coursesin radio and television. Undergraduates field later and did have who plan a teaching careeroften enter the school library such courses available to them. In summary, then, a totalof three hundred and ninety-ninecollege catalogs science and audio-visual have been check,-d andfindings tabulated as to library nointed out between offerings in these institutions. Arelationship also has been ? te TABLE: 126 Nro C T QJ C 0 U ) ri . A S4 U) Z I1 *A 0 in > SAMPLING OF 48 =IDOLS AND UNIVERSITIES $4 C.) N...0 a) O Q./r-4 OFFEIINGRELATED COURSES ONLY FOR THE 4.110 9-4C 0w 4) M 0 S4 E-4 SCHOOL LIBRARY FIELD * tuv-( Z.r4 Z $4 Z a+4 O' *Ad 0a 4-, ca , > c.) etc 1 = ..c '4 bi) 0ml U 0 W C A4.I Wr4 4) C V Q./ 'V .10 C C 0. d o-1>4 tt .14 tI) g Alabama - Huntingdon College x x Montgomery, Ala. California - La Sierra College x 5 La Sierra, Calif. La Verne College x La Verne, Calif. Connecticut - Danbury State College 4 Danbury, Conn. University of Connecticut Storrs, Conn. District of Columbia - American University x 2 10 Washington, D. C. George Washington University x Washington, D. C. Georgia - Oglethorpe University AtlantaGa. Illinois - Illinois Wesleyan University x 2 Bloomington, Ill. Blackburn College x j x x Carlinville, Ill. Ref Carthage College Carthage, Ill. Millikin College x Decatur, Ill. Elmhurst College Elmhurst. National College of Education x Evanston. Ill. Knox College Galesburg, Ill. Greenville College x 2 Greenville, Ill. *College catalogs examined of representative schoolswhich offer no undergraduate or graduate courses in library science. ui cl- 2 ...... c 1 0.) 14 =1 CD C C ;.;.i.: :;26 (Cont'd) Ca .0 -la M e4e4 5-1 11 ( 5 M '.:. $4 Z eN r4 ! 0 0 0 Cn O 0 +0 14 () %.../0 SMPLING OF 18 COLLEGES AND UNIVERSITIES 1 b.0 .1-4 0 0 1 . 0 4 t.1.4 M - C M 0 1-:ERING RRITED C' T7..--,S:-_,;;LY FOR THE $4 -4 4-0 d 0 s-)E-I of '0 I-I u) 0 r'l. V ri Z 54 Z' (44-° 0 '0 SCHCOI Liki.e FIELG* 1 4-)0 C. ° c c s3, T4 d 0 C i z 0 4) - . (-) d I0 0 1-1 (-4 I C r-. , 0 .0 1:3 5-4 0.0 0 n 0 0 ' &-)4-) -I 0 C ri ., 0 ri i+J ,-1 Z II 1 C 0 .r-1 ..-10 CC C. d ! 1-44-) 0 -1 >4 . r4 tn 41e: 1S-. Iftskovill,_,. College x x Sriecsoll,4110, Il l. 3arat College of the Sacred Heart x x 1 Lake Forest, Ill. Lal:e Forest College x rake Forest, Ill. lk.:,nmouth College x x x 1 Monmouth, Ill. North Central College x Naperville, Ill. Rockford College x Rockford, Ill. At-3u3tana College x 2 Rock Island, Ill. Wh,..2ton College x 3 l'i.eaton Ill. ! Io;ra - St. Ambrose College x 2 n-venport Iowa Mane - Si:ate Teachers College x x x Farmington, Maine Mayland - Hoc:..1 College x F;:ederick Md. Mas...T.c'x,:setts - S,.a:.th College x 1 Northampton, Mass. Michigan- Aquinas College Grand Rapids, Mich. nesota - Carleton College x Northfield, Minn. Missour:: - Central Methodist College x x Fayette, Mo. No.',. C-...)lina - Dul:e niversity x Durham, i%.C. *Colleg catalogs examined of representative schools whichoffer no undergraduate or graduate courses in library science. >. ,... TALE:126 (Cont'd) 0 'Al i 44 ....., = = 0 c o 0.c 4- 0 14.rt i.4 r4 al 4 W = ...1 14 = . ri o 0 o 0 > OA .....,..:G OF 48 COLLEGES /*VD UNIVERSITIES ow k 0 s... (I) OFFERING REL'iTED C-T.T .-S ON LY FOR THE CA .4-1 0 W .-1 ..0 ....1 4.40 g-1C M0 SCHOOL LIBRARYFIELD* $4 .- 4-, cd o 14F-4 o ,-+ u) 0J g Z r4 Z 4-0 0 84 = U)4- 0 V -4 cd (..) C LW - Z o w Z C..)' -1-1re. >0 ..o e.) 1-4 M I Z .0 0 .a V 14 131:, 0 '11 0 0 :4 4-' -1 0 C ,-11:4 C.)r4 +-I ri -4' Z O (1) V C .0 ?-10 Z C C1. 1 /-0 4-' 0 I-1 >I rt .r4 ing Noth Carolina - i Guilford College x Guildford, N. C. i I t Lenoir-Rhyne College x x i Hickory, N. C. Noth Dakota - Jamestown College x x x 3 Jamestown, N. D. Pensylvania - Indiana State College x x 3 Indiana, Penn. Allegheny College x x x Meadville, Penn. University of Pennsylvania x x ohiladelphia, Penn. West Chester State College x x West Chester, Penn. Tenessee - Bethel College x McKenzie, Tenn. Teas - Southern Methodist University x x 2 Dallas, Texas Stephen F. Austin State College x x 1 Nacogdoches, Texas Viginia - Virginia Polytechnic Institute 2 Blacksburg, Va. Bridgewater College Bridgewater, Va. X University of Virginia x 1 Charlottesville, Va. Hampton Institute x 1 1 A-V center Hampton, Va. University of Richmond x ; 2 Richmond, Va. William and Mary College x I 4 Williamsburg, Va. *College catalogs examined ofrepresentative schools which offer noundergraduate or graduate courses in library science. states with I.IC t'oe of school library orograms identified by the study and that have nrograms of library science available at undergraduate and graduate levels of nrofessional education and those states that do not .,ave either.These findings should have value for state and national nlannlog of library education. CFLTER VIII SU,IMARY 2.ND CONCLUSIONS The expanding role and changing program of servicesoffered by school libraries in the United States is clearly evident through an examination ofprofessional literature during this century. It has been assumed that these changes have been influenced by (1) national, regional, and state standards nertaining to schools and libraries, (2) the leadership role of school library supervisors, and(3) the changing natterns of professional library education programs. A recent nublication 1 in Illinois in which the historical development of school libraries in that state was traced over a period of one hundred and twenty-five years,points up the in- fluences of regional and state standards, of state professional libraryassociations activities, and of the leadership role of library education programs upon the School libraries of Illinois. With the appearance in 1960 of national standards and evaluatingcriteria for Secondary schools in which was introduced a new and expandedphilosophy of a school library functioning as an instructional materials center, i.e., providingbooks, films, recordings, and other media for use by students and faculty,it was further assumed that this multi-media concept of library resources andservices would be reflected in existing school library programs. A status study to identify such school library programs which actually did function as IMC programs wasrequested in 1961 by the American Association of School Librarians,and was initiated during the latter part of that year under a U.. Office ofeducation contract. The method, plan, and limitations of the status study were detailedin Chapter I of this study. After completion of school library visits in May 1963,final tabulation of the findings of the first part of the study indicated that 472 schoollibraries in "History of School Libraries", Illinois Libraries, 50:853-972,November, 1968. -433- twenty-eight states participated inthe study and did function as instructional materials centers. The states involved are shown on Maps1, 2, and 3 in Chapter II on pages 16 to 18. In 1964 school library supervisorsin forty-one states and the District of Columbia checked thefindings of the study for their respective states and sent additional informationabout 259 more schools and school systems that 1 were not identifiedthrough the use of the Checklist. This information is listed on Table 16 in ChapterIII on pages 137 to 151. This makes a total of 731 schools or school systemsidentified through the study. Thus eighty-two percent of the stateshad made progress in developing school libraries with print and nonprint resources. Thirty-five percent of the states had examples of outstanding schoollibrary programs of services and resources tosupport quality education within the schools. These schools were found in all typesof communities and multimedia resource centers weredeveloping within all sizes and levels of schools rather than just at thedistrict level. At the district level were found the expensiveitems and coonerative purchasing andcataloging services. Only nine states did not list-any IMCschool libraries, while a total of twenty-two states did not participate in theentire study. These states were located mainly in sparsely populated and mountainous areasin New England, the great plains, the southwest, and Rocky mountain sections. These states also lacked the typeof library education programs that were foundin many of the other states. A study of Reading Instruction in New England'sPublic Schools, published in February1969 by the New England Educational AssessmentProject, points up for one of those areas the limited school library programsand services that were availablein the ele- mentary and junior high schoolsof New England. These findings sucoort theevidence of this study for that region. The holdings of school libraries werecompared with the recommendationsof national standards and on the basisof quantity of resources and qualityof programs 1See Appendix A. -434- of services identified, school libraries were grouped into five categories ranging from those of Type I that had at the time of the study outstanding resources and programs of services to those of Tyne V whose resources were much lessthan adequate, but whose programs were functioning as instructional materials centers.Some of the latter were new schools and schools with new programs of library service. The characteristics of each of the five types of school libraries identified were dis- cussed in Chapter III, with detailed tables identifying each school, in each city, in each state, and arranged by grade levels. Three sets of tables for each of the five types of schools are presented showing the library holdings of each school in 1962/1963 as well as the staff, budget, quarters, and special characteristics of each of the 203 school libraries visited by the investigator.The findings of this study, as pointed out in Chapter III, indicated that the trend in many parts of the country was for the school library of today to broaden its resources to include all types of instructional materials and to implement the recommendations of national, regional and state standards. Use of newer media such as tapes, films, and programmed instruction required more space, equipment, and production areas than was true of the book centered library. In Chapter IV was discussed the characteristics of quarters and resources found in school libraries that participated in the study. It was found that older schools were being remodeled and schools planned to make maximum use of all types of instructional materials. Preview and listening areas were found in each type of library as were production areas and individual study carrels for independent study. The skillfully integrated use of all types of learning materials gave evidence that resources were readily available and easily accessible in many of these schools. The availability of bibliographic guides and administrative practices and service manuals to hell, teachers, librarians, and audio-visual specialists to select and to utilize resources needed for teaching lurposes was discussed in -435- being devised and used in theseschools, but the Chapter V. Different methods were make them easily availablefor use. objective was to secure neededresources and to stumbling block that the schoollibrarians Lack of sufficientstaff was the greatest faced in developing efficientadministrative techninues. of the study, it could wellbe With the positivefindings of the first part librarians could be identifiedand that assumed that neededcompetencies of school professional education programs professional preparation wasoffered in library and analyzed in Chapters within colleges anduniver4ities. This aspect of the study was VI and VII. Elementary, junior andsenior high school librariansand supervisors partici- essential pating in the study were askedto check competenciesthey considered and to rate the courses for librarians serving asinstructional material specialists in audio-visual educationthat in professional education,in library science, and they recommended for thefuture they considered the mostvaluable to them and that preparation of media specialists. fi consensus of 548school librarians indicated in curriculum planning,reading a high prioritybeing given to education courses in methods, guidance andcounseling, audio-visual methods,and practice teaching teaching in a subject field orgrade the school libraryfield rat er than practice education,tut not necessarily level. School librarians highlyrecommended courses in They recommended, those that are nowfound in teacher certificationreouirements. work more effectively instead, courses that wouldenable a school librarian to students in the effective use with teachers in curriculumplanning and in guiding of all learning media. found useful in In the field of libraryscience, the traditional courses were for future school librarians were their work, but the coursesthey would recommend selection, services, and theadminis- those emphasizing themultimedia approach to those that would reflectthe tration of an I?4C program. They also recommended -436- communication role of the library, library automation and researchtechniclues. In the field of audio- visual education the emphasis was on the need for a back- ground in materials rather than on hardware or eauipment, and on administration rather than on the production or engineering aspects of the audio-visual field. The competencies that were rated by school librarians as beingcf utmost importance in their field are tabulated on Chart 13 on pages 316 to 317. The findings in Chapter VTI pointed up that over half of the needed competencies of school librarians came from course content offered in library science programs. The findings further indicated that a combination of Liberal Arts education, professional education with some audio-visual courses, and the library science program offered in the universities and colleges did Prepare school librarians as media specialists with needed competencies they considered of greatest imnortance. Implications of the findings of the study relating to the professional prepara- tion of schools librarians that was available in 399 colleges and universities in each state during the period of 1961 to 1964 were presented in Chapter VII. On the basis of college catalog descriptions, it was found that 351 programs of professional library science gOOMMii ranged from those with less than twelve semester hours of -._:,:graduai:e courses to a doctoral program in the field. Eighty-eight programs were at the graduate level offering a master's degree in the field, and two-hundred and sixty-three programs were at the undergraduate level. Over half of the school librarians participating in the study had degrees from one of the thirty-six accredited library schools, The findings of the study also showed that the greater the number of library science course offerings, and the higher the level of the degree nrogram, the more oriented then were the Programs toward preparing school librarians to be media specialists aualified to administer a school library at any level as an IMC program of services and resources. Table 17 on pages 152 to 154 showed that the states that had school libraries functioning as IAC programs of service were more ant to have -437- school library supervisors, to have graduate and undergraduate programs of library science available in the state, to have Programs that met regional and state certifi- cation requirements, and to have NCTE approved Programs in teacher education. The nine states that did not have IMC school library programs identified were states without school library supervisors and with limited programs of library science available for students at the graduate or undergraduate levels. In general, Table 17 indicated that the greater the range of availability of library science programs, the greater was the number of IMC programs iden+ified. The study does indicate, therefore, that there is a relationship between: (1) IMC programs of library service, (2) librarians holding professional degrees, (3) the availability of library schools, (4) state and school systems with library supervisors, and (5) the recommendations of national, regional, and state standards for school libraries. Detailed tabulations of these findings are given in Chapter VII and summarized in Table 125 on pages 425 to 427. new schools are being built throughout the country, the IMCconcept is being incorporated into most of the architectural plans, and the acceptance of the IMC as a program to provide quality service and resources for pupil and teacher use is growing each year. 4s Federal and state funds are made available to schools, it is seen that the richness of resources increases. This study made no attempt to survey all school libraries, butcnly to seek the identity of those in the public school system that were known to function as IMC programs and that were attempting to implement the recommendations of the 1960 Standards for School Library Programs issued by the 'cmerican :association of School Librarians. Such school libraries at all levels were found in forty-one states. There is no doubt but that there were many others that were not identified, but efforts were made to locate them as was indicated in the report. :ill school libraries -438-- identified did not have outstanding programs or resourcesbut all were attempting to develop quality programs andall of them met the criteria set forthin the study. Many outstanding programs werefound and these have been noted. The latter have continued to expand their programs and resourcesand have served as examples to school administrators and librariansseeking help in implementing similar programs in their schools. Library educators can also find foodfor thought in these out- standing programs in planning curriculumrevisions and certification requirements for the future. APPENDIX A Checklist and Interview Schedule Used to Identify School Libraries Functioning as Instructional Materials Centers Name of person filling in schedule Date: THE IDENTIFICATION AND ROLE OF SCHOOL LIBRARIES WHICH FUNCTION AS INSTRUCTIONAL MATERIALS CENTERS, WITH IMPLICATIONS FOR TRAINING AASL-USOE Status Study Alice Lohrer, Director Graduate School of Library Science University of Illinois Information Schedule 1.To be used by the Director during visits to schools. 2.To be used by state, city, town, or countysupervisor for schools not visited by Director. 3 To be completed by the school librarian incharge of Instructional Materials Center visited by 1, or 2. 4.To be returned when completed to: Miss Alice Lohrer, Director AASL-USOE Status Study Graduate School of Library Science university of Illinois Urbana, Illinois INSTRUCTIONAL MATERIALS CENTER Library and Audio-Visual State Background Information (Use separate sheet for each centervisited) A. Name of Materials Center B. Address of Materials Center (Street and Number) 4 roamer OS (City) (State) C. Name of School District D. Type of Instructional Materials Center: 1. I0M.C. Servicing One School Enrollment Elementary School (grades included) Junior High School (grades included Senior High School (grades included) 2. I.M.C. Servicing Other Than Its Own School How Many? Elementary Many? Junior High Schools...... How Macy? Senior High Schools Many? 3 of School Serves as Liason With District I.H.C. District I.M.C. Serves How Many Schools in System? Elementary Schools...0000 Many? Junior High Schools ...... How Many? Senior High Schools...... 000...... How Many? Name of Person in Charge of District I.M.C. WINSINXI (Title) 4. Instructional Materials Services in the school provided cooperatively by the school library and the Audio-visual Department.. Elementary School (grades included) Junior High School (grades included) Senior High Schooll (grades included) Name of Person in Charge School Library (Title) Name of Person in Charge of Audio-visual Department 44 (Title) Background Information (Cont d) B. Staff: 1. Name of Person in Charge of I.M.C. Title 2. Number of Additional Profession Staff Members Number Sharing Library and A-V Responsibility for Service Number Responsible for Library Service Only Number Responsible for A-V Service Only Number Responsible for Technical Processing Only Others 3. Number of Clerical Staff Members Number of Working With Both Library and A-V Materials Number Working With Library Materials Only Number Working With A-V Materials Only Number Working With The Technical Processing of Materials Others Instructional Materials Staff(Library and Audio-Visual) A. Chart Fill in the requestedinformation. Record the date thesefigures represent Number and Typeof Salaried Staff Members at theMaterials Center Staff Positions (3) (1) t2) Working WithWorking With Both Printed A"V Materials Materials and and Related Related Materials Activities Pull-time Librarians 1 Pull-time Audio-Visual 2 Specialists Pull-time Clerical or Secretarial Workers 3 (Other than paid student assistant) Part-time Librarians 4 1/4 tim (i.e. itinerant 1/2 tim librarians, part-time 5 6 3/4 tim- etc.) Part -time Audio-Visual 7 1/4 tim Specialists (i.:. 8 wia tim itinerant A.4 person, art.time etc.) 9 3/4 time Pa0-time Clerical or 10 1/4 time Secretarial Workers 11 1/2 time (Other than paid 12 3/4 time student assistant) 13 4 time Teacher-Librarians 11417i7I7; 115 3/4 time 16 1 4 time Teacher Audio-Visual 17 1/2 time Specialists 183771iiii Student Assistants 19 Other (specify) 20 21 -4- B. Size of Staff Pill in requested numerical data and evaluation. Record here the date that these figures represent * Evaluation in relation to standards How Satisfactoryimportance 1 2 3 4 3 1234 ALA Aecommendations Present Staff Size pl fl ) t/1 S C11 a R 0 . g Q Mf I . IA I.. p . a a a P t: A0111 1Enrollment up to 900; for . each 300 students 1 librarian 2Enrollment 900 plus; for each 400 students 1 librarian 3Enrollment 200; 1 half- time clerk Each 600 students; 1 clerk - * In the Evaluation columns write in the appropriate number (1-3)for How4atisfactor and (1-1,177Portance, 445 -5.. of the ProfessionalStaff: C. Training and Experience m ow 4.. c o o v a $4C:43 V d 14 X) V 124 1P40% .X ,4 X .... 4) 0 combination r4 W (indicate) , n 0 0 m 44 V 4. 0 ..4 6. Library P4 14v ak r4 . z Teaching w4 A -V o o Courses 44 o o 0 0 14 a ki) / V WOOV 14 ob I/1 2 4r Library 2:ct, & Science a in a C oco e v A -V rl 44 _ _ 1 tiIC/ V '4 "I Library w Teaching '0 raduate ti v v 5. a 4,44 Undergrad 42 C) ...,c1 o O Graduate ... a m1 0. Undergr es .o. ea0ci u IN oom Graduate V W'44 (List Ma 'or ...... 1 111 1414 o fl to ::.!:a Undergra ji if :2 (List Majo 44 atiVT o r1 V la 40 0 r4 N rl 44 0 A V W tr1 U a 't1 I/ iir . 4 0: r w% 4 . . ..6. Professional Preparation 1. Education Chart: To be checked by eachprofessional staff member. Courses taken (4) (5) Courses not offers (1) (2) (3) Courses which Courses fo Most Some No should have but recommended useful value value been taken IMC personnel c 0 o..a o1. 0 0 fa = 0 a Ps o a. ID MMMOM gn m gPoigElg S. lit 8, g g i...cc nc a ao ~CMCM PUR _ P 00 IV el PI rtel PP P1 eh n 1+ . . 1. . a n)a as . . . . P I+ I+ a+ 0 . 1 ] 1 Educational psychology 2Philosophy of education 3 Social foundations of , education 4 History of education Comparative education . 6 Child development 7Adolescent development 8Methods of teachingreading 9 Remedial reading 10 Tests and measurement 11Curriculum developmentand planning 12GuidanCe and counselling 13 Educational methods. courses 14 Practice teaching: Subject area fields 15 Practice teach; school library 16 Special education (Hard of hearing) Exceptional 7 Audio-visual methods 18 Psychology of learning 19Adolescent psychology Isft 20Child psychology 't4 21 Statistical Methods Professional Preparation 1. Education Chart:To be checked by each professionalstaff member. Courses taken (4) (SY Courses not offese. CourseS (1) (2) (3) Courses which Most Some No should have but recommended fo useful value value been takes. INC personnel CI 1..ci-c: C 0 C 0 g; Fal li 0 11 pl A0MP1 0 5. ei. IL E. ft S. ft S. a IL M m NMatil$de PI M 0 11 0 mi 01 P 00 P CP P Pa g rt. M M 1+ PI M' M ir (0 p.,) CD R A m B. 1 c r r o p P P P 0 I+ If If i a n m a ir '2 Elementary school curriculum 23 Secondary school curriculum 24 Others (list) 23 27 Library &Hence Chart: To be checked by each professionalstaff member. Courses taken (4) (5) Coursee (1) (2) (3) Courses whichCourses not offered Most Some No should have but recommended for useful value value been taken IMC personnel QJ 0. o-4 0 0 0 C) 0 m 5 z) s.iv g.m S. 0 r)iv mS. ro cl fit G. m n 1.+ PI1-4 G PI0 PI G 14 UltM aCI P ati A) ao 113 03 Pt r+ 114+ 11 r+ re PMPMPM m O. O. O. E. c c c 0 C c. p P P f+ rt I+ 1+ a m m m 6 .1 General library admin- istration 2Reference materials and services 3 Cataloging and classifi- cation 4 Selection and use of adult materials S Literature of the sciences 6 Literature o huma. t es 7 Literature of the social sciences 8Selection of materials, for teachers 9 Selection and use of print ed materials for children 10 Selection and use of Audio visual materials for child en 11Selection and use of printed materials for yours: adults 12 Selection and use of Audio- visual materials for young adults 13 Library in society 14 Library services to children 15 Library services to young adults 16 School Library administra- tion and organization 17 Administration of ins .uc- tional materials center 1&Commvnication roles and responsibilities of lib- raries Adult education m4 History of books and printing 21 History of libraries 22 Physical problems of libraries 4 1 23 Larger units of lib- . nary organization '. Library Science (cont.) Chart: To be checked by each professional staff member. Courses taken (4) (S) Courses not offered (1) (2) (3) Courses which for Courses Most Some No shoull have but recommended usefu valuevalue been taken IMC personnel El oac co o 0 9 0 5. ir (0 CO 1.4 al E A a Ps ft n 0 VI ''' aa 5 C;01. p 414 so PI Pi et PS et n o+ a a 0 ilt g g * g g. c c c c _It 4+ 4+ 4+ 4+ M ID m m 24 Library automation 25 Research methods 26 Documentation 27 Story telling 28History of children's literature 29Government documents 30 kudio -visual services and equipment 31Research studies in . reading 32Function of the lib. racy in the school 33Adult education 34 Library resources 35 Internship in the school library (credit course) 6 Praciraiwork or trair-- work (required but non. credit) Others (list) 38 39 -10- Audio-Visual professional staff member Chart: To be checked by each IS) Courses taken' (4) Courses not offered 1 (2) (3) Courses which Courses but recommehdedfor Most Some No should have IMC personnel useful value value been taken I.a 18.12a; M mmmoim.. = i-is m Pa C Pi C rt C CO co cm p CRI p E+ PI rh PI 14 g. (0 ro P M aSt) (t) C C C P P P rt I+ 4+ I. . I...... .1 History of audio-visual education 2Utilization of audio- visual resources 3 Selection of audio-visual materials 4 Administration of an instructional materials center 5 Selection of audio-visual eleiment 6 Pro_slammin- 7 Production of teaching materials 8 Photography 9 Radio production 10 Television production 11 Mass eommunications 12 Exhibit and display 1 techniques 131 The instructional motion _picture 14 Planning and equipping tinstructional areas rq Processinof materials 16 Operation, maintenance and care ofequi'ment 1.7 Others list L8 L9 -11 - Competencies of Instructional MaterialsPersonnel Chart: Check the information requestedfor chart. number (1-3) for In the Evaluation columnswrite in the appropriate HowGod3:1;371:4) for Importance. Evaluation Where secured? ow ood?Usortancef General Professional Experience preparation eflevration n o r o a o' a li g Mas Competencies Mg aA m p ? needed no rt. 4 t et ? 14. 0 4 0 oh o fA a co 0 0 1Have a broadfrgar-` Arts background 2 General backgrounda science 3 Education courses re- quired for teacher certification 4Succesaul,teaching experience Leadership skills Organization skills 6 71111." 7Background in personnel work 8 Knowledge ofchildren'I growth, developmentand 9 Understanding of students' needs, in- terests & abilities 10 Awareness of thebasic content of subject matter areas 1 Awareness of educa- tional trends and Eesearch 12 Knowledge of curricula Dractices 131 Xnowledge oflatestI I teaching techniques 14Understanding of the community and its iuportE.nce to the school curriculum 15 Knowledge and under- standing of how to utilize localresource 4 5 `,2 -12- Competencies pt Instructional Materials Personnel Chart: Check the information requestedfor chart. In the Evaluation columnswrite in the appropriate number (1-5)for How Good, and for Importance. WHWiriicured? Evaluation General 'Professional Experience How ood?I ortance Preparation 'preparation 1,345 3 O I'4 IM 1 1,6 Competencies rt. ii needed coo 6 ledge othe ad- N.,+.-.tration of the instructional mater- ials program rriCnowledge of the selection and secur- ing of printed mat- erials related to student needs 8Knowledge of the selea. tion and securing of printed materials re- lated to teacher need 19Knowledge of the sele tion and securing of audio-visual material related to student needs Knowledge othe sele tion and securing of audio - visual material related to teacher needs 21 Knowledge of audio. . visual equipment; its selection, maintenanc apq operation 227 Knowledgeo? the or- ganization of (Pr t) instructional mat- erials: cataloging, f v) classification, pro- cessingl_etc. Knowledge of thi-iii:7 tegrated use of var. ious types of in- 1structional materials .13- Competencies of Instructional MaterialsPersonnel Chart:Check the information requested forchart. appropriate number (1-5) for In the Evaluation columnswrite in the NowGoorm77:4) for Importance, on Where secured? how trapott of General Professional Experience 3E4 4'5 11213 4 Preparation preparation 8p E.2 ftI Competencies th. a ... 3 M. netded 0 glas ft ar VIa wiedge o ow to teach the use of ref. erence tools Knowledge o how to teach the use of lib. ran resources 26 :Wedgeorffrprod- uction of instruction. al materials 27Knowledge or skill in exhibit 81 display ... techni ues owledge o students readin difficulties LI_ -ILL Planningnewquarters remodeling existing 4.111.0.1111 ones n-service trafang orientation of faculty to facilities & ser- vice 31 Knowledgeof the functions of thepublic library as afounds. .tion for cooperative endeavorst__ Knowledge of publicity techniques 3 Knowledge ostory tellinA techniques 34 Knowledge of reviewing and book talk tech- RiSEVI MOD .1 B. Competencies of Instructional Materials Personnel (cont.) Chart: Check the information requested for chart. In the Evaluation columns write inthe appropriate number (14)for How Good, and (1-4) for Imortance. Where secured? EvakilatiOn General ProfessionalExperience Howgood?iImportancel 3 4 !reparation preparation 21 31 41 5 1 1 2 Competencies i.es m O 0 r o N ccc c ow noS o.so 0r a n Fen needed nlirt. 0. M. "ft 0i. to 0 p0wca) 0VP m 04 0 11) OD Pe ONO IIwe 5 Knowledge of techniques for evaluating library programs and services Knowledge of bibliogra- phic sources of mater- ials Knowledge co? objectives of the school program Successful internship in a school library or IMC Knowledge. of research techniques and methods Knowledge of guidance and counselling tech - nl ues Knowledge R group d namics Awarciess of profes- sional responsibili- ties'and obligations Understanding of stu- deat behavioral pat- terns and discipline techniques Knowledge of business techniques and record keePinS, 0*hers (list) 4 -1S- III. Instructional Materials A. Printed materials 1. Books Chart: Fill in requested numerical data and evaluation. Base these figures on inventory figures for the spring of 1961 or more recent figures. Record here the date that these figures represent In the Evaluation columns write in the appropriate number 065) for How Good, and (1-4) for Importance. Classifications Number of Number of Evaluation in relation td different volumes school needs titles HoLgood? Importance? 1 2 3 4i--.1-3"T" . !UI " 0 M aPI PI 1g ii i I-1 IA Ms aPa fta i 01 I, 4 r ; a'Id Reference books 2000999 ...... IN 3 Biography III ... 4 Easy reading and picture P,iction 6 Story Collection ...... 7Total ...... Check any of the following statements that apply: The number of books is: 1) not quite enough, but all that can be taken careof without additional staff. 2) not quite enough, but all that can be taken careof without additional space, 3) much less than needed, but all that can be takencare of withoutadditional staff. 4) much less than needed, but all that can be takencare of without additional space. Standards - books Chart: Pill in requested data and evaluation. In the Evaluation columns write in the appropriatenumber (1-5)for How Satisfactory, and (1-4) for Importance. Evaluation in relation to ALA recommendations Present holdings St ds I Maio actorT.,..Imaalle 3P4 12434 NO 1 ACAV 0 re, PIPI IR1i M 00. Mk A M M P NNd W a. 200-999 students... 6,000- 0 000 boo b. 1000 or more students... 10 books 'es student Periodicali and Newspapers Chart: Pill in requested data and evaluation. In the, Evaluation columns write in theappropriate number (1-5) for How SatnnacTr, and (1-4) for Importance. ALA recommendations Present holdings EValuation in relation tc Standards Howsatisfactory Importance 12345 234 c9(a I., t le . 00 p 4.1. i08p 1 a no g. M IA. 0 00. A M M P tr r ' a. Schools having Grades K-6 25 titles D. Schools having Grades1-8 r SO titles , ...- ... c. Junior high schools 70 titles A. High schools 120 titles e. 3-6 newspaper titles . __ . I minimum ._ -1?- Charts, HumanResources. Vertical Pile Materials - Pamphlets,Pictures, Clipping*, Piles, etc. Chart: Pill in requested dataand evaluation. number (14)for How In the Evaluation columnswrite in the appropriate Satisfactory, and (1-4)for Importance. Evaluation in relation to Type of material Present holdings: Number of file school needs Importaima drawers, boxes, How satisfactory' etc. (Describe) 10.1445 1 21 34 Number umber Number in schoolin otherborrowed 0Ind! collec- from n PtM Ic911e o P GliP. libraryit *a. school A collectiontions in a a school system m ti rt. A v central cr deposi- ...1fnrs I'1 Pamphlets 2 Maps (flat type) aClippings 4Charts r 1; Human resources ,file I 6 Picture collection 7Framed pictures Local resources . 9College catalogs 10 Vocational materials 11Others (list) 12 13 14 be used on field trips or at S. Check the sources ofinformation aviailable which may school. 1) Study trips to museums, dairy plants,fire stations, etc. 2) Resource people AID Surveys 4) ,School camping 5) Work experience 6) Community projects 7) Others (list) 4 3 Audio-visual Materials Chart: Fill in requested numerical data MIevaluation. Base these figures on inventoryfigures for the spring of 1961 or nor recent figures. Record here the date that thesefigures represent In the Evaluation columns write in theappropriate number (1-5) for How Satisfactory, and (1-4) forImportance. Evaluation in relat on Number Number in Number Number Types of material (titles) inother borrowed rented orto school needs school collection from schoolborrowed How Imlcrtance library in school system from out-satisfactory central side 11231 4 collection rt Pa dr cz En gr" depositorysources 113 0 0: during pipi o last ace- I t: o. co demic year g Pi a o 16mm Film &might& 3 Filmstrip (35mm) 4 Slides (2x2) 5 Slides (3/x4) 6 Microslides 4 7 Study print sets (Art reproduc- tions) =111=11101.11100...11=11. 8 Tape recordings 9 Disc recordings Transparencies foz overhead projectoz 11 Kinescopes (16110 12Microcards 13 Microfilms Stereo ra hs 1S Framed pictures 16 Posters 17 Charts 18 Diagrams -19- Audio-visual Materials (Con't) Chart: Pill in requested numericaldata and evaluation. spring of 1961 or morerecent Base these figures oninventory figures for the figures. Record here the date that thesefigures represent number (1-5) for In the Evaluation columnswrite in the appropriate How Satisfactory, and(1-4) for Importance. valuat on in relat on Number Number in Number Number to school needs (titles)inother borrowedrented or Types of material How school collectionsfrom borrowed satisfactory library in school school from out- collection system side 112 5 centralsources deposi-during 0 Pi tory last aca. sg demic year o-6 et 1 Maps (Wall type) 20Globes 21Pelt and Flannel Cut-outs 22Museum objects 23 Models 24 Dioramas 25Educational toys and :amen 25 Letter sets 27 Threedimensional effects 28 Realia nonliving specimens.' 29 Resourcekits (locally prepared) N)Program materials for teaching machines 31Materiali-Nr creating displays 32 Mock-ups and cutaways. 13 tiers (int) 34 35 ) -20-- C. Professional Materials Chart: Pill in requestednumerical data and evaluation. spring of 1961 Or more recent Base these figures oninventory figures for the figures. Record here the datethat these figures represent number (1-5) for In the Evaluation columswrite in the appropriate How satisfactorz, and(1-4) for Importance. Evaluation in relation to Number Number Number borrowed borrowed teacher needs Types of materials I (titles) in How school from school from Importance library system's outside satisfactory 3 4 15 1 2 314 collection professionalsources 12 collection during o V P611 Id CIg9r last aca- ne2pm 0 ri. nogg demic year (4.'1" "pgAm - et' 4Os M 0 0 P M 4 11 P ha Os aoil Professional books 2Professional maga. zines 3 Pamphlets 4 Published curriculum suides 5 Published courses of study ,...... *...... 6 Published resource units . 7 Sample textbook collection 8 kiblished research studies 9 Billiiomphies 10Cataldgs of equipmen materials supplies 11Publishers' catalo.s ixSchool building and, floor plans 1 13 Library professional .tools 14 Professional films for teachers 15 Professional film- stries_fur teachers 16 Educational professional tools 17 Locally produced resource units Locally prepared courses of study 19 Sample tests MINIM 20 Others( list) 21 1111=11111111 22 111 NMI 4 E; J-21- Textbook and supplementary collections for ciassrOcm use Check the following chart: (1) -(2. Multiple copiii-rorclassroomuse Free Rental (3) (4) (5) -w----(0-----'715 (8) eg) basicbooks 'upple-PaperDiction-BncyclOt-Refer-A-V Others text mentarybacks aries pedia ence mater- (describe) books isle . books texts sets 1. Administered by librarian Administered separately by clerical . staff _...... - _...... Housed in--- IMC 4 Housed in . other location (describe) 5 Buigeted as . part of IMC 6 Budgeted as departmental, encyclopedias, etc. (describe) 7 Budgeted as . part of text book budget 8 Cataloged and processed by IMC 9 Care and bind-. ..-...4.11.18.12YIMC 10 By whom selected? (describe) -22- Bibliographic tools used in the selection of materialilfer the instructional materials center Check the following chart: Basic tools Located inLocated inAvailable Checked regularly bystaff school some otherfrom dis- LibraryTeachiss A-V library area in trict INC school (describe) ICh ildren Catalog 2Standard Catalog for High School Libraries 3 Basic book .collection for glemen. tart' Oadul 4Basic book collection for 'junior high schools ...... mmmw 5 Basic book collection for high schools 6 Bulletin of the Center for Children's Books 7Strang: Gateways to relatable books 8Special biblio- graphies 9 Heaton: Reading ladders for human relations 10 Educational film guide ...... G waft B, Bibliographic tools used in theselection of materials for theinstructional Materials center Check the following chart (5) (6) (1) (2) (3) (4i * ecked reularl bstaff Basic tools Located inLocated inAvailable Teaching V school some otherfrom dis- rg scary library area in trct INC school (describe) 11 Filmstrip guide 12 £ooklist and subscription books bulletin 13 Paperbound books in print ....-..4.. 14Textbooks in print 15 Educator's guide to free curriculum materials e 16liducator's guide ' to free films 17 Educator's guideto free filmstrips 18Educator's guide to free tapes, scripts, and trans- criptions 19 Rufsvold: Guides to newereducational media; films, filmstrips, plono- records, radio, slides, television , Others (list) 21 22 .41, Bibliographic services provided by the InstructionalMaterials Center Check the following chart for types of sesource3included in the catalog(s): (8 (I) I (2 i (3) I 74) (3) (6) (7) A-V LibraryPeriodicalsiVerticll'Texts-Classroom Profess- Community books and file free &collectionsional re- mat- news. .ersmateriLIJrental materialssources eria 1 Dictionary card catalog 2Union shelf list (print, i A-V class- I room, etc) 3 Author catalog 4 Title catalog 5 Subject catalog . . 6 A-V card catalog 7 A -V printed catalog 8Others (describe) J 110 0.Purchasing. and -proceasingservices4)rovided-blifor-rite-IttelvactionalAAterialo-Corter CheCk the following chart: (2) (3) (4) (S) ProfessionalOthers Services ElementaryJunior high igh Bchoo:. District (describe provided school school materialscollection center IId P M A.M. al12 MAA O. 1 Centralized purchasing by DIMC* 2 Centralized p cessinB by tM 3Centralized cataloging by DIMC 4Printed cards (Wilson) 5 Printed cards (LC) allPrinted cards (BroDart) 7 Locally duplicated cards 8 Printed cards (others, describe) 9 Original classification using full Dew ororreromme ormoram# Iti Abridged Dewey 11 Local modifi- cation of Dey Classification taken from sel tion aids: AL Booklist, PW, 3C, CC, etc. Other Cdescri ) Center * DistrictInstructional Materials pookuting ta* for shelves: opening books, marking, 4' Preparing materials 4I; -26- Special handling for audio-visualmaterials Check the following chart: 1 2 CA (4) (s) (6) (8) 9 Films Film- DiscsTapesSlidesMaps aliaPicturesOthers stripe (describe) 1Accession number for location code ...... 2Manufacturer's serial number. . for locatio9, code 3Specially . prepared . . location . scheme . (describe) 4Others (describe) 6 . . 4 -27- IV Furnishings and Fixed Equipment Chart: Fill in requested data where itis applicable. Record here the Bite that thesefigures represent In the Evaluation columns writein the appropriate number (1-5) for Adesugsz and (1-4) for Importance. ...... Types of furnishings Number inNumber inNumber Evaluation in relation to and equipment library other available needs of school location in or from 'Adequacy Imortance in schoolDistrict 11231-4 5 1 2 34 Materials we)li ti$ ZC002 if g Center 254 p, F F. is 04. ggeI 1.4 P 0 14 ' + it 0 a P M I. I1 P mP.' Sections ofadjustable shelving for general books (standard dimen- sions) 2 Shelves for picture books (includes dividers) 3 Shelves for magazines 4,Tack or peg board ateas ...... 5 Vertical files (legal size) for pamphlets 6T bles of suitable heitir 7 Chairs of suitable hei hts 8 Circulation desk(s) 9 Card catalog case's for integrated materials 10 Desks for the librarian or assistants in the library 11One or more book trucks for instructional equip- ment 12Dictionary and atlas stands 13 Typewriters 14 Work counters 15 Sink running water 16 Electrical outlets 17 Intercom-PA system t 18 Layout tables 19Portable tables for transporting equipment 20Drawers for transparencies 21 Language laboratory ,22 Listening posts Portable and.wall pro- jection screen(s) 24 Radio (AM & PH) 25 Head phones for listening to recordings . 26 Record player(s) (3 speed and transcription) -28'. IV. Furnishing and Fixed Equipment - Chart(Con't) Number inNumberir---111War67WEIETTGWTriTh;-- tion to needs of Types of furnishings library other location available school and equipment in school in or from District AdenuacylImporitonce Materials 1 2 34 54213 4 tr Center opo0 oo n0 3 10 no0.tiPI 0v: 1) t'D 1-. rtrta m m 0 o 01 i-ti '14 27 Record player(s) (Hi Fidelity System) . . 4 i28 Tclephone(s) 29 16mm sound projector(s) 30 8mm sound projector s) 31 Projection stand(s) 4 32Filmstrip previewer s) a"+"" 33 Filmstrip 2x2projector(s) 34 Filmstrip and 354 slide projector(s) 35 Standard slide projector 36 Overhead projectORs) 37Opaquesprojector(s) 38Tape recorder(s) (Dual speed, dual track) 39Television set(s) and receiver(;) .4 40Teaching machines . 41Flannel board(s) . ...- 42Magnetic board(s) ---,.. ..--.... 43Electric board(s) . 44 Readers for microcards and microfilm 1...... 4 ...... , ---, 45 Microprojector(s) r 46 Dry mountinpress tackin iron 47 Laminating equipment 48Duplicating machines (mimeograph, multilith) ,----.r - 49Copying machines . 50Camera(s) 51Tachistoscope(s) and projected readin control devices 52 Cabinets for 2x2, 30x4 slides 53 Cabinets for filmstrips 54 Shelving, with dividers for recordings 55 Shallow drawers with slots for flat pictures, maps, and posters '56 Lockers 57 Stools (sitting and ste.) 1 Cabinets for realia 3-9-Racks for storage or materials (Maps, screens) 60Display cases 61 Electrical extedsion equipment 4 C) 11 .29 IV. furnishing and Pixed Equipment-Chart (Met) Number in Number in Number Evaluation in relation Types of furnishings library other available to needs of school and equipment location in or fromAdectuapy Important° in District 1 4 31 415 11 23f4 school Materials :1 pro 0 d.01 1: Center eon a 4. a0M0 0to r+ O. O e. 62Map cases 63 Blue print cases 64 Vertical file (jumbo size) for pictures 65 Micro hones with stand 66 Electric stylus orenc 1 67Electric eraser 68Paper cutter for IMC use 69Magazine storage area 70Portable storage dabinet for projectors, etc. 71Li ht control classroom 72Sc ence demonstration carts 73 Chalkboards 74 Others ?lis0 75 76 V. Quarters for the Instructional Materials Center Chart: Fill in requested numerical data and evaluation. Record here the date that these figures represent In the Evaluation columns write in the appropriate number (1-5)for How Adequate and (1-4) for Importance. Evaluation in relation ALA recommendations Seating standards Areas or capacity How adequate Importance rooms 112 34 5112 314 wgl 41 V Z III0.PI P i 14 iI Num- Square efP el.0la' mFA m berfeet P n Ima P 04 'T-OA 1 Reading room(s): Capacity: .200-550 students 45-55 students 2 550 students00010% of enrollment Maximum seating 80-100 students in one room Location: Centrally located for student and teacher useEasily accessible, quiet area Listening room s -sound roo Preview and video lab Conference room(s)(with movable artitions) Study cubicle(s) Library classroom s Office areas TAdminstrative and clerical Workrooms) Speechdrama oroduction studio Dark room(s) BY110111111, Materials production area l3 ...7p.studio and bria2castin area 14 (door readingspace adjacentto IMC Storaoe areas ormaorP Microfilm.reader space, 17 J4aintenance and service areas 18 Arlodical_storage area 19 Lamage Laboratory 20 PaculturiTessional librar 411411110, 21 Listeninfl stations 22 Dtmb.waiters, elevator 23 Circulation'area 24 Loun,e and display area 25 KitchenIN 11=0.NEM.~ facilities 26Rest rooms OtheriT.12a------28 I po 4 7' 1 -31- Budget A. Financial provisions for Materials Chart: Pill in requested numerical data and evaluation Record here the date that these figures represent for Adeovacv In theEvaluationcolumasviritein the appropriate number (1-5) and (1-4) for Importance. 4111...... on . . to EvalusLonin relation ALA Recommendations Budget provided in school standards. HowAdequiCi-g- Importance fr.school .weds Books: (4.200-249pupils AWD°4 t1212. tit 250 4. pupils S4-$6 per pupil 3 Audio-visual materialsNot less than of total per pupil instructional cost; $2-$6 7rIncyclopedias Additional funds as re wired 7URATETaPd dictionaries Magazines ff 6 if 7Newspapers 8 Pamphlets 77-17Ofessional collection $200-$800minipum aellPall4p lblii5Fries Additional funds 11Bquiement 4,Additionallaws 12 A-V equipment Additional funds 13 Rental of AV materialsAdditional61iis 14Care and repair of Additioniiiiiiiii7- ....1111 __.,equipment and materials 15 Institutional member- Additional funds ship in professional 1 organizations 16Professional travel Addiffailunds IT A-V supplies for the Additionalfunds ..production of materials funds 18Rebindfng 6? prin ed Additional materials Additional funds Supplementar texts funds Classroom re erence Add tiona materials Additional funds 21 Others(list) 22 am* a.0. 33 . oli coma, 4ENDIX B Itinerary from 1961-1963 of Instructional Materials Centers Visited forthe U.S.O.E. Status Study Dlus the Media ilorkshop and the :tmerican Library 'association Conference in St. Louis, June 1964 ITIg 'WY from 1961-1963 of Instructional Materials CentersVisited ior the U.S.O.E. Status Study November 27, 1961 Chicago, Illinois School Libraries Visited: University of Chicago LibrarySchool Chicago Laboratory School Chicago Board of Education November 28, 1961 Evanston, Illinois Visited: Evanston Instructional MaterialsCenter Glen Ellyn, Illinois Visited: Glen Ellyn Instructional MaterialsCenter January 18-20, 1962 Indianapolis, Indiana (area) School Libraries Visited: North Central High School Westlane Junior High School Lawrence Township School Libraries Visited: Brook Park Elementary School Harrison Hill Elementary School Indian Creek ElementarySchool Lawrence Elementary School Lawrence-Central Junior High School Oaklandon, Indiana School Library Visited: Oaklandon Elementary School February 10, 1962 Floy from Chicago to Miami, Florida February 12-13, 1962 - Miami, Florida Visited: Dade County InstructionalMaterials Center and Supervisor of Library Service School Libraries Visited: 3 - Elementary Schools 2 - Junior High Schools 1 - Senior High School University of Miami- Library School February 14, 1962 Fort Lauderdale, Florida Broward County Instructional Materials Center and Supervisor of Instructional Materials School libraries Visited: 1 - Elementary School 1 - Junior High School 2 - Senior High Schools February 15, 1962 Delray Beach, Florida - School LibraryVisited: 1 - Senior High School P.M. - Drove to Lake Worth, Florida School Library Visited: 1 - Junior High School February 16, 1962 Titusville, Florida A.M. - Brevard County Instructional Materials Center and Assistant Director of Instructional Materials P.M. - Melbourne, Florida School Library Visited: 1 - Senior High School February 17, 1962 Cocoa, Florida School Libraries Visited: 1 - Elementary School 1 - Junior High Schoo3 1 - Senior High School Cocoa Beach, Florida - Cape Canaveral (Cape Kennedy) February 18, 1962 Clearwater, Florida Pinellas County Instructional Materials Center and Supervisor February 19, 1962 Sar.7.ota, Florida Sarasota County Instructional Materials Center and Supervisor School Library Visited: 1 - Junior High School Februa:y 20, 1962 Gainesville, Florida School Libraries Visited: 1 - Laboratory School (grades K-12) University of Florida - Library School February 21, 1962 Lake City, Florida School Library Visited: 1 - Senior High School February 22-23, 1962 Tallahassee. Florida Florida State Department and Consultant on Instructional Materials Leon County Instructional Materials Center and Director School Libraries Visited: 1 - Elementary School 1 - Junior High School 1 - Senior High School February 24, 1962 Panama City, Florida 1T-0516ity Instructional Materials Center School Liorary Visited: 1 - Junior High School February 26, 1962 Pensacola, Florida '--RWEITIBia County :nstructional Materials Center School Library Visited: 1 - Senior High School February 27, 1962 Tallahassee, Florida Florida State University - Library School February 28, 1962 Atlanta, Georgia - Flew from Tallahassee iFigia State Department and State Library Supervisor School Libraries Visited: 1 - Elementary School 1 - Senior High School March 1, 1962 Atlanta, Georgia Fulton County Instructional Materials Center Atlanta University - Library School Emory University - Library School March 2, 1962 Flew from Atlanta to Chicago, Illinois March 14, 1962 Flew frem Chicago to Wilmington, Delaware School Library Visited: Supervisor March 15, 1962 1 - Senior High School Dover, Delaware State Department - Director of Research andPublications Rehoboth Beach, Delaware School Library Visited: 1 - Senior High School March 16-17, 1962 Baltimore, Maryland Baltimore Public School Instructional Materials Center Maryland State Department - State LibrarySupervise.: Wheaton, Maryland - 1 - Senior High School Kensington, Maryland - 1 - Elementary School Chevy Chase, Maryland - 1 - Junior High School March 18, 1962 Frederick, Maryland Frederick County Instructional Materials Center -County Libr7ry Supervisor School Libraries Visited: 1 - Elementary School 1 -- Junior High School -4- March 20, 1962 Rockville, Maryland Montgomery County Instructional Maternal Center Washington, D. C. Catholic University- Library School March 21, 1962 - Prince George County, Maryland Prince George County Instructional Materials Center March 22, 1962 - Arlington, Virginia Arlington County Instructional Materials Center School Libraries Visited: 1 - Elementary School 2 - Senior High Schools March 23, 1962 - hichmond, Virginia Virginia State Department- State Library Supervisor Richmond Instructional natcrials Center School Library Visited: 1 - Senior High School March 24, 1962 Attended School Library Association meeting March 26, 1962 - Norfolk, Virginia Norfolk Instructional Materials Center School Libraries Visited: 2 - Elementary Schools 1 - Junior High School Portsmouth, Virginia Portsmouth Instructional Materials Center March 27, 1962 - Raleigh, North Carolina North Carolina State Department of Public Instruction Raleigh public School Instructional. Materials Center School Libraries Visited: 1 - Elementary School 1 - Junior High School 1 - Senior High School March 28, 1962 - Columbia, South Carolina South CarOlina State Department of Public Instruction State School and Audio-Visual Supervisors School Library Visited: 1 - Junior High School March 29, 1962 Knoxville, Tennessee Knoxville Schools Instructional Materials Center School Library Visited 1 - Elementary School University of Tennessee- Library School -5- March 30, 1962 Nashville, Tennessee State Department of Education - State Supervisor of Libraries and Instructional Materials Davidson County Instructional Materials Center Nashville Public School Instructional Materials Center School Libraries Visited: 3 - Elementary Schools 2 - Senior High Schools George Peabody College - Library School March 31, 1962 Murfreesboro, Tennessee Instructional Materials Center Middle Tennessee State College - Library School April 2-3, 1962 Chattanooga, Tennessee Chattanooga County instructional Materials Center School Libraries Visited: 1 - Junior High School 2 - Senior High Schools April 4, 1962 Frankfort, Kentucky State Department of Education - State Supervisor of School Libraries April 5, 1962 Lexington, Kentucky 11Inzversity of Kentucky - Library School Could not visit Schools in State because allwere anal -F51 Spring vacation. April 5, 1962 Cincinnati, Ohio City Supervisor and Cincinnati Public Library April 7 1962 Philadelphia, Pennsylvania School Libraries Visited 1 - Junior-Senior High School April 9, 1962 Pittsburgh, Pennsylvania Pittsburgh Public Schools Instructional Materials Center School Library Visited: 1 - Junior High School ;pril 10, 1962 Uarrisburgh, Pennsylvania State Department of Public Instruction ;April 11-12, 1962 New York City, New York New York City Educational Television Center and Instructional Materials Center School Libraries Visited: 2 - Elementary Schools 1 - Senior High School Lexington School for the Deaf April 13, 1962 Kutztown, Pennsylvania School Library Association Meeting Kutztown State College - Library School April 16, 1962 New York, New York Columbia University - Library School April 17, 1962 Newark, New Jersey Newark Public School Instructional Materials Center Hanover, New Jersey School Library Visited: 1 - Senior High School Mahwah, New Jersey School Library Visited: 1 - Junior-Senior High School April 18, 1962 New Brunswick, New Jersey Rutgers University - Library School April 19, 1962 Garden City, New York School Library Visited: 1 - Senior High School April 20, 1962 White Plains, New York Audio-Visual Instructional Materials Center School Library Visited: 1 - Senior High School April 23, 1962 Albany, New York State Department of Public Instruction - State Library Supervisor April 24, 1962 Syrcuse, New York Syracuse University - Library School April 25-28, 1962 Cleveland, Ohio Western Reserve Meeting Western Reserve University - Library School April 30, 1962 Montgomery, Alabama State Department of Education - School Library Consultants and Educational Television Bessemer, Alabama Schcol Library Visited: 1 - Senior High School Birmingham, Alabama School Library Visited: 1 - Senior High School May 1, 1962 MB Little Rock, Arkansas Arkansas Library Commission School Library Visited: 1 - Senior High School Philander Smith College - Library School. May 2, 1962 Minden, Louisiana Webster Parrish Instructional Materials Center School Libraries Visited: 3 - Elementary Schools 2 - Senior High Schools Mary 3, 1962 Houston, Texas Houston Public School Instructional Materials Center School Libraries Visited: 1 - Elementary School 2 - Junior High Schools Bellaire, Texas School Library Visited: 1 - Senior High School May 4,1962 Austin, Texas Texas Education Agency - Library Services Consultant School Library Visited: 1 - Elementary School University of Texas - Library School May 7,1962 Phoenix, Arizona Phoenix Elementary School Instructional Materials Center Osborn School District Phoenix High School and College School System May 8,1962 4WD San Diego, California San Diego City System Instructional Materials Center La Mesa, California Spring Valley District Instructional Materials Center May 9,1962 WM Torrence, California Torrence Unified School District Instructional Materials Center Los Angeles, California Los Angeles City System Instructional Materials Center University of California at Los Angeles - Library School University of Southern California - Library School May 10, 1962 OMB Ba ON. ",eld, California L. County High School District- Instructional Materials Center and Junior College Library Visalia, California Tulare County School Library- District Instructional Materials Center May 11, 1962 OMB Palo Alto, California Palo Alto Unified School District Instructional Materials Center Oakland, California Oakland Public School System Instructional Materials Center School Libraries Visited: 1 - Elementary Schools 1 - Senior High School May 14, 1962 Berkeley, California University of California- Library School May 15, 1962 OMB Sacramento, California State Department of Education- State Consultants onSchool Library Education and Audio-Visual Education May 16-17, 1962 Washington, D. C. - (Conference) May 18, 1962 OM Hartford, Connecticut State Department of Education- State School library Consultant Attended Connecticut School Lib. Association meeting May 21, 1962 00 Boston, Massachusetts State Department of Education- Consultant on School and Public Libraries Simmons College- Library School Newton, Massachusetts Instructional Materials Center School Library Visited: 1 - Senior High School May 22, 1962 Concord, New Hamphire State Department of Education- Director of Secondary School Services Laconia, New Hampshire School Library Visited: 1 - Senior High School Manchester, New Hampshire School Library Visited: 1 - Senior High School May 23, 1962 La Grande, Oregon Eastern Oregon College- Library School May 24,1962 NIS Salem, Oregon State Department of Education- Consultant on School Libraries School Libraries Visited: 1 - Elementary School 1 - Junior High School 2 - Senior High Schools Audio-Visual and Curriculum Instructional Materials Center May 25,1962 MID Portland, Oregon Portland Public School System Instructional Materials Center School Libraries Visited: 1 - Elementary School 2 - Senior High Schools May 28,1962 MEI Be levue, Washington BellevuePublic School Instructional Materials Center School Libraries Visited: 1 - Senior High School Edmonds, Washington Edmonds Instructional Materials Center School Libraries Visited: 1 - Elementary School 1 - Junior High School 1 - Senior High School May 29, 1962 Seattle, Washington School Libraries Visited: 2 - District Instructional Materials Centers 2 - Senior High Schools University of Washington- Library School May 30, 1962 Memorial Day - Seattle World's Fair- Library 21 May 31, 1962 Tacoma, Washington Tacoma 'ublic Schools Instructional Materials Center School Libraries Visited: 2 - Senior High Schools Olympia, Washington State Department - State School Library Supervisor June 1, 1962 OW Denver, Colorado State Department of Public Instruction- State Library Supervisor University of Denver- Library School June 4, 1962 - University of Illinois Campus, Champaign, Illinois June 9-10, 1962 - American Library Association Conference, Miami, Florida September 16 1962 - Flew from Chicago to Minneapolis, Minnesota -10- September 17, 1962 Minneapolis, Minnesota State Department of Education - State Supervisor of School Libraries University of Ainnesota - Library School St. 2aul, Minnesota School Libraries Visited: 1 - Elementary School 1 - Senior High School 1 - District Instructional Materials Center September 18, 1962 Hastings, M:i.nnesota School Libraries Visited: 1 - Elementary School 1 - Junior High School Roseville, Minnesota School Libraries Visited: 1 - Junior High School 1 - Senior High Olhool White Bear Lake, Ainnesota School Library Visited: 1 - Junior High School September 19, 1962 jilkin, Minnesota School Library Visited: 1 - Senior High School Duluth, Minnesota District Instructional Materials Center Proctor, Minnesota School Library Visited: 1 - Senior High School Hermantown, Minnesota District Instructional Materials Center School Library Visited: 1 - Junior High School September 20, 1962 University of Illinois, Champaign, Illinois ^vtember 24, 1962 Gary, Indiana District Instructional Materials Center School Libreries Visited: 1 - Elementary School 1 - Senior High School Lafayette, Indiana School Libraries Visited: 1 - Junior High School 1 - Senior High School September 26, 1962 Lebanon, Indiana School Library Visited: 1 - Senior High School Carmel, Indiana School Library Visited: 1 - Senior High School Indianapolis, Indiana School library Visited: 1 - Senior High School Bloomington, Indiana Indiana University - Library School September 27, 1962 Terre Haute, Indiana School libraries Visited: 2 Elementary Schools September 30, 1962 Leave Champaign, Illinois for Kalamazoo, Michigan October 1, 1962 Kalamazoo, Michigan City Supervisor School Library Visited: 1 - Senior High School Western Michigan University - Library School Holland, Michigan School Library Visited: 1 - Senior High School October 2, 1962 Lansing, Michigan State Department of Public Instruction State Library Instructional Materials Center Lansing Public School District Instructional Materials Center School Libraries Visited: 1 - Elementary School 1 - Senior High School Michigan State University - Materials Center October 3, 1962 Midland, Michigan District Instructional Materials Center School Libraries Visited: 1 - Elementary School 1 - Senior High School October 3-4, 1962 Ann Arbor, Michigan Public Library - District Instructional Materials Center School Libraries Visited: 1 - Elementary School 1 - Senior High School University of Michigan - Library School -12- October 4, 1962 Upsilanti, Nichigan School Libraries Visited: 1 - Elementary School 1 - Senior High School October 5, 1962 Birmingham, Michigan School Library Visited: I - Senior High School Livonia, Michigan School Library Visited: 1 - Junior High School Royal Oak, Michigan Scho 1 Library Visited: 1 - Senior High School October 6, 1962 University of Illinois Campus October 15, 1962 Covington, Kentucky District Instructional Materials Center School Libraries Visited: 2 - Elementary Schools Erlanger, Kentucky School Library Visited 1 - Senior High School October 16, 1962 Lexington, Kentucky School Libraries Visited: 2 - Senior High Schools 1 - Junior High School October 17, 1962 Lousiville, Kentucky Jefferson County Instructional Materials Center School Libraries Visited: 2 - Elementary Schools 1 - Senior High School October 28, 1962 Leave Champaign, for Baton Rouge, Louisiana (by air) October 29, 1962 Baton Rouge, Louisiana State Department of Education - East Baton Rouge Parish Instructional Materials Center Louisiana State University - Library School October 30, 1962 Lake Charles, Louisiana School Libraries Visited: 1 - Elementary School 2 - Senior High Schools McNeese State Teachers College - Library School -.13- October 31, 1962 Monroe, Louisiana rt District Instructional Materials Center School Libraries Visited: 2 - Elementary Schools 2 - Senior High Schools West Monroe, Louisiana School Libraries Visited: 2 - Elementary Schools 1 - Junior High School Sulfur, Louisiana School Library Visited: 1 - Elementary School November 1, 1962 Returned to Champaign,Illinois December 2, 1962 Flew from Chicago to Greensboro, North Carolina December 3, 1962 Greensboro, North Carolina District Instructional Materials Center School Libraries Visited: 3 - Elementary Schools 1 - Junior High School Women's College - Library School December 4, 1962 Charlotte, North Carolina Charlotte-Nechlenburg District Instructional Materials Center School Libraries Visited: 2 - Elementary Schools 2 - Junior High Schools 5 - Senior High Schools December 5-6, 1962 ..Columbia, South Carolina Gave two speeches at the State Department of Education Workshop December 7, 1962 Columbia, South Carolina School Libraries Visited: 2 - Elementary Schools 1 - Junior High School 1 - Senior High School January 12, 1963 Flew from Chicago to Pittsburgh, Pennsylvania January 14, 1963 Pittsburgh, Pennsylvania Worked with Alice Harrison on College catalog materials for Consultants Meeting in Chicago January 15, 1963 Pittsburgh, Pennsylvania University of Pittsburgh - Library School -14- January 16, 1963 Butler, Pennsylvania Speech - Tri-State School Board Conference School Libraries Visited: 1 - Senior High School January 17, 1963 Pittsburgh, Pennsylvania Pittsburgh Public School Instiuctional Materials Center North Hills School System Instructional Materials Center School Liorarles Visited: 2 - Elementary Schools 1 - Senior High Schools Returned to Champaign, Illinois January 18, 1963 Pittsburgh, Pennsylvania Baldwin-White Hall Instructional Materials Center Worked with Alice Harrison on College catalog material School Libraries Visited: (Baldwin-WhithallDistrict) 2 - 7,1elentary Schools January 29, 1963 Chicar Illinois Consultant's Meeting - Pearson Hotel March 12, 1963 West Lafeyette, Indiana Purdue Univiersity - Library School March 15, 1963 Springfield, Illinois State Department of Public Instruction State School Library Consultant State Superintendent March 18, 1963 Champaign, Illinois School Library Visited: 1 - Senior High School March 21, 1963 Highland Park, Illinois School Library Visited: 1 - Senior High School Winnetka, Illinois School Library Visited: 1 - Senior High School March 22, 1963 Oak Park, Illinois Elementary School Library Supervisor School Library Visited: 1 - Senior High School March 25, 1963 Plossmoor, Illinois School Library Visited: 1 - Senior High School Joliet, Illinois School Library Visited: 1 - Senior High School -15- March 29, 1963 Peoria, Illinois School Library Visted: 1 - Senior High School April 8, 1963 Petersburg, Illinois School Library Visited: 1 - Senior High School Wood River, Illinois School Library Visited: 1 - Senior High School April 9, 1963 Oak Creek, Wisconsin School Libraries Visited: 1 - Elementary School 1 - Junior High School 1 - Senior High School April 10, 1963 Milwaukee, Wisconsin School Libraries Visited 1 - Junior High School 2 - Senior High Schools University of Wisconsin at Milwaukee Library School Hales Corners, Wisconsin School Library Visited: 1 - Senior High School April 11, 1963 Pewaukee, Wisconsin School Libraries Visited: 1 - Elementary School 1 - Junior High School 1 - Senior High School May 9, 1963 Villa Park, Illinois School Library Visited: 1 - Senior High School Northlake, Illinois School Library Visited: 1 - Senior High School May 17, 1963 Urbana, Illinois School Libraries Visited: 2 - Elementary Schools Mary 20, 1963 Urbana, Illinois School Libraries Visited: 3 - ElemenTary Schools 1 - Junior High School May 27-29, 1963 Chicago, Illinois National Workshop - "Implications of the New Media for the Teaching of Library Science." BIBLIOGRAPHY AmericanAssociation ofSchool Librarians.Standardsfor Sonool Library Programs. Cicago: American Librdry Association,1960. "History of School Libraries", Illinois Libraries,50: November, 1963, Kennon, llary Frances, and Doyle, Leila Ann.planning Schcol Library Development. Chicago: American Library Association, 1962. Mahar, nary Helen, ed. The School Library, as a Materials Center. Proceeding of a Conference. U.S. Department of Health, Education, and lelfare, Office of Education. Washington, D. C.: Government Printing Office, 1964. National Education Association of tne United States.Department of Secondary Education. Committee on Library Organization and Equipment. Standard Librax Organization and Equipment for Secondary Schools ofDifferent Sizes. 4ashington, D. C.: National Education Association, 1918. National Study of Secondary School Evaluation. Evaluative criteria. la Edition. Washington, D. C. : National Study of Secondary SohoolEvaluation, 1960. The New England Educational Assessment Project. Heading Instruction in New England's Schools. Providence, &lode Island: 1969. U.S. Department f Hehlth, Education andWelfare. Office t' Education. Library Services Branch.School Libras Statistics, 1962-6J, Washington, D. 0.4." Government Printing Office, 1 ANY 489