Special Libraries, Fall 1986

San Jose State University SJSU ScholarWorks

Special Libraries, 1986 Special Libraries, 1980s

Fall 1986

Special Libraries Association

Follow this and additional works at: https://scholarworks.sjsu.edu/sla_sl_1986

Part of the Cataloging and Metadata Commons, Collection Development and Management Commons, Information Literacy Commons, and the Scholarly Communication Commons

Recommended Citation Special Libraries Association, "Special Libraries, Fall 1986" (1986). Special Libraries, 1986. 4. https://scholarworks.sjsu.edu/sla_sl_1986/4

This Book is brought to you for free and open access by the Special Libraries, 1980s at SJSU ScholarWorks. It has been accepted for inclusion in Special Libraries, 1986 by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. special libraries Fall 1986, vol. 77, no. 4 SPLBAN 75(4) 263-362 (1986) ISSN 0038-6723

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Fall 1986 Vol. 77, No. 4 SPLBAN 75(4)263-362 ISSN 0038-6723

Introduction and Overview Hollace A. Rutkowski Graduate Education for Special Librarians: What Special Librarians Are Looking for in Graduates Miriam Tees Developments in Special Library Education: Implications for the Present and Future Edwin M. Cortez Mixed Signals and Painful Choices: The Education of Special Librarians Marion Paris Herbert S. White What Corporate Librarians Will Need to Know in the Future Mary J. Culnan Changes in Library Education: The Deans Reply The Scholarship Program: Still a Good Use of SLA Funds? Muriel Regan Accreditation: A Blueprint Cover design by Carol Crosby Black for Action Vivian J. Arterbery

On the Scene - Rosabeth Moss Kanter Speaks at the SLA Boston Conference Editor: ELAINEHILL The Salary Survey in Perspective Mary Frances Malone Publisher: DAVIDR. BENDER 1986 Salary Survey Update Special Libraries is published by Special Libraries Association, 1700 Eighteenth St. NW,Washington, D.C. 20009 (202) 234- Actions of the Board 4700. Quarterly: Winter, Spring, Summer, Fall. Annual index SLA Winter Education in Fall Issue. Conference '87 @ Copyright 1986 by Special Libraries Association. Material Letters protected by this copyright may be photocopied, with credit, for the noncommercial purpose of scholarship or research. Reviews

Second class postage paid at Washington, DC, and at additional Instructions for Contributors offices. POSTMASTER: Send address changes to Special Annual lndex Libraries Association, 1700 Eighteenth St. NW, Washington, D.C. 20009. lndex to Advertisers

fall 1986 Back Issues & Hard Cover kep*nts (1910-1965): Indexed in: Book Review Index, Computer Contents, Cum- Inquire Kraus Reprint Corp., 16 East 46th St., New ulatioe Index to Nursing and Allied HeuW Literahre, His- York, N.Y. Hardcopy, Microfilm & Microfiche torical Abst?acts, Hospital Literahre Index, International Editions (1910 to date): Inquire University Micro- Biblirphy of Book Reviews, International Bibliography of films, Ann Arbor, Michigan. Microforms of the cur- Pmb rml Llterahre, Library Literature, Management Index, rent year are available only to current subscribers and Science Citation Index, to the original. Abstracted in: Cambridge Scientific Abstracts, Information Changes of Address: Allow six weeks for all Science Abstructs, INSPEC, Library 6 Information Science changes to become effective. All communications Abstracts, and Public Affairs Information Seroice. should include both old and new addresses (with ZIP Codes) and should be accompanied by a mailing label from a recent issue. Members should send their communications to the SLA Membership Department, 1700 Eighteenth St. NW, Washington, D.C. 20009. Nonmember Subscribers should send their communications to the SLA Circulation Department, 1700 Eighteenth St. NW, Washington, D.C. 20009. -. Claims for missing issues will not be allowed if received more than 90 days from date of mailing plus the time normally required for postal delivery of the issue and the claim. No claims are allowed Membership because of failure to notify the Membership De- partment or the Circulation Department (see above) of a change of address, or because copy is "missing DUES.Member or Associate Member from files." $75.00; Student Member $15.00; Retired Special Libraries Association assumes no responsibility for the statements and opinions advanced Member $15.00; Sustaining Member by the contributors to the Association's publica- $300; Sponsor $500; Patron $1,000.

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INTERNATIONAL PUBLISHERS Taylor & Francis Ips Philade& bia fall 1986 American Men & Women of Science Administrators use it to identify candidates is a comprehensive biographical directory for open staff or faculty positions. And the of the men and women whose work has list goes on. put them at the top of their fields. Seven For the most complete and authoritative hard-cover volumes list and describe their source of information on America's leading accomplishments. The eighth volume of scientists, there's only one choice: the set alphabetically lists entrants by their American Men & Women of Science. specialties. Order yours today. The new 16th edition of AMWS has been September 1986 ISBN: 0-8352-2221-7 completely updated and expanded. More Order #: 2221 -7s than 7,000 new entries have been added, $595.00 (8-volume set) and all entries from the previous edition SAVE Soh - STANDING ORDER PRICE: have been updated to reflect the latest ONLY $565.25 biographical information available. Each TO ORDER, CALL TOLL-FREE entry contains: name birthplace/date 1-800-521-8110* field* educationeexperience* concurrent or write to: positions honors/awards professional memberships research statement mail- R.R. Bowker, Order Dept., ing address 205 E. 42nd St., New York, NY 10017 'In Canada, call toll-free 1-800-537-8416 As a research and reference tool, the In NewYork, Alaska and Hawaii call collect (212) 916-1676 uses for AMWS are almost endless. Con- sulting firms use it to find experts in s~ecificfields. Scientists can contact col- RR BOWKER leagues with it. THE INFORMATION COMPANY TRUST

SOFTWARE ABSTRACTS FOR ENGINEERS

A unique new timesaving concept for locating engineering software and retrieving articles about engineering computer applications --all this in an up-to-date quarterly journal. Invaluable to the engineering librarian. This database will also be available shortly on CD-ROM disk together with our other databases: INTERNATIONAL CIVIL ENGINEERING ABSTRACTS INTERNATIONAL BUILDING SCIENCE AND CONSTRUCTION ABSTRACTS INTERNATIONAL STRUCTURAL ENGINEERING ABSTRACTS Please write for details of printed or electronic versions to: ClTlS LTD. Attn: Ms. Elizabeth Conway, Irish Export Board, 28th Floor, 10 E. 53rd Street, New York, NY 10022. fall 1986 23A Just when you thought you had a hand&!on all those periodicals, somebody added over 3500 new titles and made over 100,000 changes FDR introduces the 2nd edition of THE DIRECT'ORV OF PERIODICAl ONLINE: INDEXED, ABSTRACCED & FULbTEXT, Volume 1: News, Law & Business

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The Genuine Article THE can get any item from now offers special docu- Genuine over 8,000 journals pub- ment delivery services to lished from 1982 to the special libraries-like Article.. psent . . . journals in vows. It offers vou full- the sciences . . . social ktdelivery of articles in,just thirtv sciences . . . arts and humanities. minutes-r less-via FAXPAK: Plus, The Genuine Article takes That's speed you can't beat. And care of royalties--so you don't The Genuine Article provides three have to. special contract options for high- So if you've been searching for a volume users. All save you money document delivery service that . . . and time. meets your special needs, the search But there's more to The Genuine just ended. For more information Article than speedy delivery and on The Genuine Article, write us money-saving contract options. It at the address below . . . or call us also provides great coverage. You toll-&ee 800-523-1850, extension 1352.

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Serials Control

Why should libraries settle for anything less than state-of-the-art serials control? They shouldn't. That's why OCLC now offers SC350, a microcomputer-based serials control system that augments and enhances our existing serials control services.

full range of capabilities A your library of the best support for the best in The SC350 system supportsa wide range serials control: the SC350 system. of technical services needs: bibliographic record selection and transfer, automatic The LS/2000 link check-in and claiming, routing, binding, OCLC's powerful LSl2000 Local Library financial control, report generation, and System will provide a link with the SC350 more. svstem. The link enables libraries to transfer Round the clock accessibility &%nary and detailed holdings information into the LS12000 Online Catalog and Circula- SC350 software is designed for use with the tion System in order to maintain an integrated OCLC M300 Workstation, enabling libraries to combine the advantages of microcomputing with a direct link to our Online System. With the SC350 system, you have greater flexibility and increased processing options, including operation during those hours when the Online System is unavailable.You and your staff can access local serials records 24 hours a day, seven days a week. State-of-the-art support OCLC offers SC350 users the same high level of support provided to all Online System users. OCLC's computer expertise, combined with that of network staffs; assures

For details, call your network office, or Online Computer Library Center get in touch with OCLC at the toll-free 6565 Frantz Road numbers listed below: Dublin. Ohio 43017-0702 (800) 848-5800 or (800) 282-7306 (Ohio) (614) 764-6000 fall 1986 28A special libraries ABSTRACTS ON CAS ONLINE" You know the value of' alxtracts Remember-<:A abstracts can be hu~itlin <:HF.MI<:AI. AHS'I'RA<:'I'S searched ancl clisplayecl on (;AS (CA). We've matte then1 even more ONI,INE:, the online database valuable in electronic f0rnl: from <:hemica1 Abstracts Sel-vice. (:A abstracts can be displayed o...... on (;AS ON1,INE CA al~stracttext can be searched on (:AS 0NI.INE By searching the abstract text, you can find information in CAS ONLINE difficult to get anywhere else - including physical properties given irl the abstract I~utnot iridexed in <:A. CAS ONLINE"

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30A special libraries ABSTRACTS AND INDEXING ON TYPESET FICHE READERS' GUIDE ABSTRACTS The Wilson Company now offers high-quality abstracts for its best-known index, Readers' Guide to Periodical Literature. Combining abstracts with indexing on easy-to-read typeset microfiche, Readers' Guide Abstracts makes research faster, easier, and more efficient than ever before. QUALITY INFORMATION Retroswctive Coverage SPECIAL OFFER! IN A QUALITY PACKAGE Indexing and abstractmg coverage No-Risk TPial Subscription High-QualityAbstracts beainnina Se~tember1984 1s cumu- With your no-risk trial subscription Weil-wrltten, accbrate abstracts latGd wit6 recent material in every to Readers' Guide Abstracts, you accomDanv the entw for each issue of Volume 1 (1986). will be invoiced after the inltial article indexed. . shipment, but payment is not due MICROFICHE READER for 30 days. If you are not com- Readers' Guide Indexing AND READERIPRINTER The full cross-referencestructure pletely satisfied, simply return the and indexing for each of the more AVAILABLE invoice marked "Cancelled" and As a special offer to Readers' there will be no financial obhgation. than 180 peiodcals covered In Guide Abstracts subscrlbers,Wilson Readers' Gu~deare offered In The fiche you have received prior is offering high-quality Bell + Howell to cancellation are yours to keep. Readers' Guide Abstracts. mcrofiche readers and reader1 Readability Your subscription to Volume I printers at reduced rates. (1986) of Readers' Guide Abstracts Readers'---- - Guide~ Abstracts retains The Micro Design 895 (48x) the format and typography of brings you eight cumulations microfiche reader is available to Issued approximately every six Readers' Gu~de,uslng bold face subscribers at $188, non-sub- and ~tallctvDe to distmaulsh the weeks, beginning May 1986. Each scribers pay $288. cumulation of Volume I contains componenis of each ehy. The Micro Copy 10 (48x), reader1 easy to Display and Store retrospective coverage beginning in printer IS available to subscrlbers at September 1984. An annual sub- Each cumulation is delivered $399; non-subscriberspay $499. alreadv filed in a durable dis~lavkit. scription is priced at $675 U.S. and ~urr6ncy Canada, $750 other countries. Readers' Gu~de To Order Call Toll-Free Abstracts IS 1-800-367.6770 updated and In New York State, call cumulated 1-800-462-6060; e~ghttlmes in Canada, call collect each year 21 2-588-8400.

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. . . a management training program for special librarians and other information professionals designed to bridge the educational gap between library school and the requirements of a mid-level position in library/infonnation management . . .

Goals Programming Faculty sharpen decision-making G The MMI includes 75 total hours Herbert S. White;Dean, problem-solving skills of interactive instruction School of Library G Informa- increase knowledge of segmented into five 2% day units. tion Science, Indiana University organizational behavior One unit will be devoted to each Emily Gallup Fayen; Assistant strengthen strategic planning of the following topics: Director for Library Systems, G anamcal skills Management Skills University of Pennsylvania improve effectiveness of Analytical Tools Shirley Hallblade;Associate marketing G public relations Human Resources Director of Libraries, Vanderbilt University techniques Marketing G Public Relations Christine Olson; Principal, Technology G Applications Chris Olson G Associates

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32A special libraries "Fourteen reasons whv DataTirnes can workw for your newspaper."

ewspapers large and small have found a Amen'aa's N cost-effective way to electronically store their Newspapers clipping files. They use DataTies to install, support Online. and market their electronic library. Some of these liiraries are in-house systems, others run on service bureau 818 NW 63rd Street computers. A11 utilize BASIS? Oklahoma City, OK 73 1 16 the industry's fastest, most 405-843-7323 comprehensive search and retrieval software, developed mwtr;eiRormbrgm by Battelle Laboratories, Snn 3rancisro Qroniclt the world's largest research and development organization. DataTies is designed to interface with almost any Houston Chronicle editorial system including DEC, THE DAILY OKLAHOMAN Atex, SII, CSI and Hastech. DataTimes even offers optical disk technology for maximum Sun-Times cost saving of clipping file storage. The DataTies , electronic library allows reporters and editors to retrieve THE JOURNAL RECORD information in seconds from own THE DAILY TEXAN their desks. These newspapers have found BATON ROUGE DataTimes to be more cost- MORNING ADVOCATE effective, reliable and usable STATE TIMES than their old clipping files. A better newspaper is the result. 4) Associated Press ~ointhese prestigious 4: newspapers and become one of samfwlmNE))SWR&rm: America's Newspapers Online. How a modern library solved a traditional ~roblernwith easv-access microforms.

In the midst of downtown Miami's skyscrapers is a complex of low- rise stucco structures collectively known as the Metro-Dade Cul- tural Center. The occupant of the largest of these structures, the Miami-Dade Public LibraryIMain Branch,just celebrated its first anniversary at the site. When the new library was being planned, provisions were made to update evervthing from the card catalog - now online - to the heating and cooling svstem. One svstem, however,was carried over from the old Main Branch: storing periodicals in a remote location. "Remote storage doesn't provide the best access, but it worked well enough in the old libraw so we thought we'd trv it her;," savs Head Librarian ~dward~ilroi. "Within months, we discovered a problem." Kilroy explains: "Our downtown patron- ply people with the information age grew dramaticallv when we thw needed. That's when we moved here. More pairons put began to think seriously about more pressure on our staffand converting most of our periodical on our periodical retrieval e uip collection to microforms." rnent -a conveyor-tvpe bo% - Business and Science Librar- lift. During some busy lunch ian Edward Oswald led the hours, the book lift broke down conversion drive by contacting entirelv, leaving us unable to sup- University Microfilms Inter- national. "UMI was alreadv supplying us with 200 sub: scriptions to periodicals in micro- Edward Oswald and Edward Kilrov, form. We felt confident they Miami-Dade Publ~cLibra)?. could help us select and manage tional svstem. We can help you even more." A thoughtful solve your institution's acce& purchasing program, using pop- problems, too; why not call or ular indexes as buving guides, re- write us to find out how? sulted in 1600 new subscriptions; these were then installed with the librarv's existin microforms and freq"ently-use3 bound eriodicals in an inviting, new kbby-level reading area. Today's Miami-Dade patron University Microfilms International enjoys improved access to a wider A Bell €iHowell Information Company 300NorthZeebRoad range of periodicals because Ann Arbor. Michigan 48106 the library staff - with UMI's 1-800-521 -3044 help -rethought their tradi- (In Canada, call 1-800-343-5299)

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special libraries Introduction and Overview

One hundred years ago Melvil Dewey In the pages that follow, leading ed- designed a course of study which has ucators and practitioners address these evolved into our present structure of li- various objectives of the Long-Range brary education. Such centennials are Plan. times of celebration and reflection on the Edwin Cortez's article traces the his- achievements of our past. It provides an tory of education for special librarianship opportunity to look at the present and and raises serious concerns over library evaluate it in terms of the past. More education today and its ability to answer importantly it gives us an occasion to de- the needs and reflect the "visions" of termine needs and develop plans for the special librarians. future. Miriam Tees' article discusses what At the same time we are celebrating special libraries are looking for in grad- the centennial of library education, the uates as a result of a survey designed to Association is in the process of imple- indicate which abilities and knowledge- menting various objectives related to its practicing special librarians expect of Long-Range Plan adopted in 1985. One new graduates. Along a similar vein Mar- of the six top priorities of the plan relates ion Paris and Herbert White present re- to Graduate Education and Accreditation. sults of a comprehensive study of special The aim of this priority is to develop librarians' o~inionsand attitudes about curriculum objectives for graduate library library education, again providing lists of education and to become a full partici- priorities. Both of these articles provide pant in the accreditation process for grad- a good start toward defining the com- uate library education. The Association petencies required for special librarians feels a need to insure the graduates of now and in the future. our library schools will be equipped with Mary Culnan's article on "What Cor- the necessary skills and knowledge porate Librarians Will Need to Know in needed to function successfully in the en- the Future" looks at skills / ca~abilities vironment of the special library. required of future special librarians in the Other objectives which make up this more specific area of the corporate world. priority include developing means to She em~hasizesour need to understand identify and predict the future needs of and respond to the rapidly changing en- information professionals and determine vironment and technology which sur- the ways library education could best round us but emphasizes that this meet these needs. The Association in- challenge can be met with the creative tends to develop guidelines for educating application of our traditional "tools of the and training special librarians and to trade." present them at a future conference of An article on accreditation by Vivian library school deans in 1988. All of these Arterbery addresses the issues involved objectives are being developed through in SLA's participation in this complicated the work of the Association's Profes- and controversial process. It also provides sional Development Committee. information on the major recommenda-

fall 1986 tions from the Committee on Accredi- advisory boards, recruiting and in- tation (COA), which is funded by the teracting with students, providing US. Department of Education, and SLA's meaningful internship and practi- response to the COA Report. cum experiences, and accepting par- Mary Frances Malone discusses the tial responsibility for the product of history of the Association's Salary Sur- the educational process via the pro- vey and its importance as a research tool vision of sound on-the-job training on which to base some of our future de- and mentoring? cisions relating to library education curriculum and recruiting and its effect on Can the dilemma regarding the focus the status of salary levels. of library education between a The state of the Association's Schol- sound theoretical knowledge in the arship Program is presented by Muriel properties of information versus Regan, who concludes that the success or subject expertise in specific types of failure of the scholarship program is libraries be solved? inextricably tied to the issue of special How to practically teach and keep librarians' career opportunities and sa- up with a rapidly changing tech- laries which obviouslv are linked to the nology in the face of an information profession's educational programs. explosion and questioning relating A selection of deans from ALA ac- to the basis of the profession itself? credited graduate library education programs discuss what they consider to be Perhaps the most common issue found the most dramatic changes in library ed- in the articles to follow was the one of ucation. recruitment. Each author raised the ques- Although each article has a unique fo- tion in some aspect. Concern about the cus, the concerns and issues raised in the level of quality and qualification of stu- discussions are frequently interrelated. dents entering the special library profes- Many of the issues raised have not been sion is being voiced by many throughout effectively dealt with by the Association the profession. In a recent dialogue con- and present its membership with a sig- cerning library education at the Annual nificant challenge. Conference, a practitioner stated the Some of these concerns include: maxim of what makes a piece of real estate a good investment-"location, lo- Is close to 80 years of progress in cation, location," analogous to that which special librarianship reflected in the makes for a sound and successful future present system of library education? for the profession-"recruitment, re- Is special librarianship a visible and cruitment, recruitment." However, re- proactive part of the education of its cruitment is not the sole responsibility of future participants? the library educator. It is a process and activity the entire membership must em- Can we practically define for the ed- brace. Only by attracting the "best and ucators our needs in terms of cur- the brightest" can we insure a future for riculum and educational programs? us all. Is a level of consensus possible? A second unifying thread evidenced in Is SLA prepared for the necessary library education is the principle that commitment (both in time and learning is a life-long endeavor and that money) required to become a partner formal library education is but a part of with other library/information sci- that process. Claugh & Galvin suggest ence organizations in the accredita- "that the line between the end of edu- tion process? cation and the beginning of employment Are practicing special librarians pre- ought to be less sharply and permanently pared to accept responsibility for the drawn." (Special Libraries, Jan. 84, p. 7). future of library education by be- This feeling coincides with a time in the coming involved on graduate school Association's history when the concept

special libraries of continuing professional development dialogue. The authors of the following was determined by the membership to be articles have raised many issues, some the Association's top objective of its controversial, that can provide a basis for Long-Range Plan. In the face of a rapidly continued and productive discussion changing environment a life-long com- leading toward a brighter, more clearly mitment to the educational process was directed future for special librarians and clearly envisioned by the membership. library education. Another line we should attempt to draw less sharply is that between educators and practitioners. We must move Hollace A. Rutkowski toward more meaningful and frequent Concept Director of The Franklin Mint

fall I986 Graduate Education for Special Librarians: What Special Librarians Are Looking for in Graduates Miriam Tees

A survey, sponsored by the Special Libraries Asso- ciation, was conducted among 452 special librarians to attempt to identify what they want new graduates to know. High on the list were communication skills, reference skills, and an attitude of service. A need for ongoing dialogue between educators and practitioners and for recruitment of dynamic, intelligent people into the profession was evident.

he Long-Range Plan of the Special SLA was among the associations invited Libraries Association identified to take part in this study, which has now six priorities for the Association. been completed and will probably lead TPriority E deals with Graduate Education to closer involvement in the accreditation and Accreditation: "Develop curriculum process by SLA. This seemed to take care objectives for graduate library and in- of that side of Prioritv E. Involvement in formation management education and curriculum development interested the become a full participant in the graduate Professional Development Committee, library/information management educa- but it was not entirely clear as to how it tion accreditation process." At the time should begin. What do special librarians, that these priorities were announced, I members of SLA, want in the curriculum was chairing SLA's Professional Devel- of library schools? I applied to the SLA opment Committee to whom the imple- Board for a research grant to investigate mentation of this charge was entrusted. this, and in October 1984 the grant was It happened that, at that moment, the approved. American Library Association, long the body responsible for accreditation of li- Background brary school programs, was embarking on a study of accreditation backed by a grant Most literature on education for special from the US. Department of Education. librarians provides general rather than

special libraries specific information. In the past few the information skills and management years, there have been many articles on skills of librarians, the valuable theoret- the deficiencies of graduate library ed- ical foundation obtained in education for ucation and the need to upgrade it, move librarianship, and skills in organizing in- it into the computer age, abandon or formation." @. 110) strengthen the accreditation process, In a valuable study published in The graduate fewer students, change the ori- Library Quarterly, Herbert S. White and entation of the curriculum, and so forth. Marion Paris examined "Employer Pref- As previously mentioned, most of these erences and the Library Education Cur- articles deal with library education in riculum." (4) Among other types of general, not specifically with that of spe- libraries, they reported on 56 large (8 or cial librarians. The King report (I) covers more professional staff) and 52 medium special libraries, but the questionnaire (3 to 7 professional staff) special libraries. was structured in such a way as to be Managers responsible for hiring new extremely difficult to answer by special graduates were asked "to react to a list librarians with a small staff, since King of [87] specific courses presently offered assumed that the staff consisted of a large at the master's level and to indicate how number of both professional and support important these courses are as a prereq- individuals with clearlv defined duties. uisite for anyone they would consider Indeed, most studies do not seem to hiring for any entry-level position, or for have much bearing on the situation of anyone they would consider hiring for the small svecial librarv that we under- certain specific beginning positions." (p. stand to be the norm. Perhaps most use- 4) White and Paris found that "special ful is Michael Koenig's article "Education libraries are indeed special" in that their for Special Librarianship" in the April managers recommended fewer courses 1983 issue of Special Libraries. (2) Koenig than did those in the academic and public conducted a survey among the infor- libraries surveyed, and no clear curricu- mation staff of 28 major firms covering lum track could be identified. The some 500 to 600 information workers. courses identified as important for large This implies an average of 17 to 21 per- special libraries were "Basic reference," sons per library-not your typical special "Advanced reference," "General online library. He found respondents to have searching," "System-specific online rated certain courses they had taken as searching," "Advanced cataloguing and important or very important: online classification," and "Cataloguing of non- searching, 83%; specialized reference, book materials." For medium special li- 76%; general reference, 69%; program- braries, suggested courses were "Basic ming, 56%; and management/adminis- reference," "Advanced reference," "Col- tration, 55%. Respondents with M.L.S. lection development," "Literature of sci- degrees wished they had taken such ence and technology," "Database courses as programming (45%), online selection," "Special libraries," "Introduc- searching (37%), computer science (30%), tion to information science," "General and management (22%). Not all respon- online searching," "Organization of ma- dents had the M.L.S. degree. Those with- terials-Dewey," "Advanced catalogu- out tended to wish they had taken such ing and classification," and "General courses as abstractinghndexing and ref- technical services." (p. 8-9) Like the erence. Koenig article, this paper identifies some In a study of librarians working in in- valued courses and competencies, but is formation-related positions outside the confined to special libraries with three or conventional library setting, Betty-Carol more professionals, a situation that the Sellen and Susan J. Vaughn (3)looked at authors acknowledge to be atypical. educational background. They found that 70.67% would advise such individ- The Questionnaire uals to get a library degree. "Positive responses in the comments section noted The Professional Development Com- fall 1986 mittee encouraged me to try to identify largely on "ability" and "knowledge" whether or not suecial librarians did in- and began by asking respondents to iden- deed have any consensus of opinion to tify the type of library, the number of offer on the subject of the library school employees, the education of employees, curriculum. My SLA grant permitted me and the subject specialty of the library. to send a questionnaire to all SLA mem- Questions were asked as to the im- bers who had held office in the Associ- portance (essential, very useful, useful, ation at any level-Association, Chapter, unimportant) of various elements in the or Division-over the past three years. knowledge of the new graduate: lan- Preparation of the questionnaire was guages, computer languages, typing, and not easy. Various articles decried listing ability to use audiovisual equipment. competencies and asking if they were General information skills were grouped useful. However, at the same time, our into sections: The organization of mate- faculty, under the leadership of a con- rials section included cataloguing with sultant from Bell Canada, was struggling AACR I1 or other methods, indexing, ab- with curriculum revision. Using as a stracting, use of subject heading lists, use guide a publication entitled "Stating Ob- of thesauri, and ability to develop such jectives for Classroom Instruction," by tools. Reference skills included knowl- Norman Gronlund, (5) we began break- edge of sources, ability to search online, ing down our curriculum into small ability to prepare a search strategy, and pieces. What we were looking for were knowledge of various types of mate- outcomes. What must our graduates be rials-maps, records, films, and technical able to do? and at what level? reports. Questions were asked about se- The equation LR (Learning Require- lecting, evaluating, and using circulation ments) = CP (Competency Performance) and acquisition systems. Computer - ER (Entry Repertoire) was used by knowledge included ability to use and Gronlund to assist in curriculum devel- evaluate computers-mainframes, minis, opment. In other words, our curriculum micros-and the use of software. Com- would be based on our objectives for munications skills included ability to competencies less the entry requirements write, speak, conduct a reference inter- we would identify as essential for ad- view or a user survey. Management skills mission. included planning, budgeting, motivat- Gronlund used Bloom's taxonomy of ing, staffing, controlling, interviewing, educational objectives to define the level and handling public relations. The ability of outcomes or competencies. At the low- to state a problem, analyze situations, est level one must have knowledge; at and make decisions was included. Ques- the top level one can evaluate. But before tions asked about professional skills and you can evaluate you must be able to knowledge included such issues as ethics, synthesize; before you can synthesize history, freedom of information, and pri- you must be able to analyze; before you vacy. Finally I asked whether special li- can analyze you must be able to apply; braries thought it more important that before you can apply you must be able new graduates be competent in manage- to comprehend; before you can compre- ment or in information skills. and I asked hend you must be able to know. respondents to list the five most impor- Our first thought was that of course tant qualities, as they saw them. our students would be able to evaluate- The questionnaire was tested on a ran- but gradually we came to realize that dom sample of members of SLA from the what we are really looking for in new Eastern Canada/Section de l'est du Can- information professionals is an ability to ada Chapter. In revised form, it was then know, understand, and apply. Higher sent out to 852 members of SLA; 495 levels may come later; but, except for a were returned (58%), but only 472 were very few items, knowing and doing are usable (55.4%). the competencies we hope for. Of the 472 librarians responding, I based the questionnaire, therefore, 16.9% worked in libraries with 1 full- or

special libraries part-time person, 31.1% with 2 or fewer, Since we hear so often that information 39.3% with 3 or fewer, 54.3% with 5 or professionals need two masters' degrees fewer, and 71.7% with 10 or fewer per- to work adequately in subject specialties, sons. In 15.3% of the libraries involved, I asked about the need for subject doc- no one had a degree in library and/or torates, masters', and bachelors' degrees. information work, in 25.3% there was one Responses were as follows: 3.4% thought person with such a degree, 16.6% had the doctorate was essential or very useful; two, 10.2% had three. This means that in 74% thought it was unimportant; 42% over two-thirds of the libraries there thought the master's degree essential or were three or fewer professional librar- very useful; 60.9% felt that the bachelor's ians. Also, 66.2% respondents had no degree was essential; and 74% thought other master's degree; 20.3% had one. experience was necessary. Should special librarians have a knowledge of languages other than English? Apparently it is not a priority; although, What Was Important in New 17.9% opted for French, 17.2% for Ger- Graduates? man, 9.5% for Russian, and 11%for other languages. What about computer lan- Perhaps the most interesting response guages? Although 17.9% want BASIC, the others rated under 10%. for me was that in answer to the final question "Do you consider management The need for typing and keyboard knowledge and skills to be more impor- skills has once again excelled in important than information knowledge and tance. A total of 73.5% considered typing skills?" A total of 52.5% of the respon- important. Only 33.2% were interested in dents said they considered them equal. ability to use audiovisual equipment. Another 36.9% thought information was more important; while 8.1% felt management was more important. Respondents were asked to rate abili- The Top Ten ties and skills as essential, very useful, useful, and unimportant. In analyzing the What knowledge and skills had the responses, I decided to group together the highest rating? The top ten based on "es- essential and very useful categories to de- sential" and "very useful" replies are scribe most accurately the categories con- shown in Table 1. Unquestionably, com- sidered important by the respondents. munication skills and reference skills

Table 1. Knowledge or Skills Rated as Essential or Very Useful

Knowledge or Skills Percentage Ability to communicate orally Knowledge of basic reference sources Ability to conduct a reference interview Ability to develop a search strategy Ability to write well Ability to communicate with staff Have an attitude of service Ability to make decisions Knowledge of subject sources particular to your library Ability to state a problem fall 1986 193 rank very high on the scale of the new Knowledge of computer capabilities graduate's needs. was rated important by 81.7%, but only 20.2% required ability to evaluate mainframe computers, 37.4% to evaluate min- icomputers, and 61.1% to evaluate Other Responses microcomputers. As for use of microcomputer software, 59.5% rated highly word The questionnaire was grouped into processing; 60.1%, database management; general categories. Cataloguing and clas- and 37.0%, spread sheets. sification and traditional subject work On the other hand, human interface generally fell in the middle range of im- skills were rated highly. Ability to write portance. Responses indicated that 58.6% well, communicate orally, speak in pub- considered knowledge of AACR I1 im- lic, and work effectively in committees portant, 62.0% selected the L.C. classifi- were all over 80%. The reference inter- cation, 30.7% chose Dewey, and 35.5% view, the search strategy, the promotion opted for the ability to devise a scheme. of the special library, and instructing in Analysis of documents and use of subject the use of the library also rated over 80%. heading lists and thesauri were in the In spite of the overall high rating given high 80%, but constructing lists and the- to management skills, the importance of sauri, indexing, knowledge of vocabulary individual skills was less clearly marked. control were in the 60% range, and only Organizing work, scheduling, and eval- 51.5% thought abstracting was impor- uating progress-all over 80%-over- tant. Although 88.2% opted for knowl- shadowed planning, preparing user edge of information retrieval systems, studies, and delegating. Problem solving only 46.2% required ability to create and decision making rated highly, but databases and only 58.1% required the financial management was not seen as ability to use cataloguing utilities. very important: identifying costs, 63.4%; Knowledge of reference sources was at developing a budget, 56.0%; controlling the top of the list in importance. Partic- expenditures, 66.2%; and accounting, ular subjects such as business or arts re- 67.1%. Space planning and furnishing flected the interests of the different were also judged of little importance. respondents. A total of 74.8% emphasized Human resource management skills the ability to evaluate reference books. were judged moderately important on the Knowledge of special forms, such as whole: interviewing, 65.5%; selection of maps, films, or patents, rated very low employees, 57.3%; training subordinates, with the exception of microforms, 75.8%; motivating, 78.3%; performance (51.7%) and technical reports (57.2%). appraisal, 71.8%; but employment laws, US. government documents were con- labor relations, and union-management sidered important by 80%, but Canadian interface were in the twenties or below. government documents were considered Only communicating with staff (92.5%) important only by Canadian respon- was in the highest category. dents. Research skills-stating a problem, Online searching, as suspected, was collecting, analyzing, and interpreting important to 85.6%, and evaluation of data-were highly regarded (81.9% to machine readable data files to 74.8%, but 89.3%) but knowledge of statistics was a knowledge of the production of books, not (33.7% to 37.8%). serials, databases, and audiovisual ma- Professional ethics rated 83.1% and an terials rated very low. attitude of service, 92.3%, but history of The areas of selection and acquisition libraries rated only 24.8%. The place of were of moderate interest-in the 70% libraries and information in society was range. Circulation systems and policies in the 40% to 60% range, and issues such were judged rather less important, and as copyright (73.7%), freedom of infor- conservation and preservation were mation (60.6%), intellectual freedom judged unimportant by more than 45%. (52.6%),and privacy (57.7%)were on the special libraries low side. Knowledge of library literature ability to understand and use it. Still oth- was rated 65.7% and of library associa- ers emphasized the need for subject spe- tions, 74.9%. cialization in the fields of interest to the library. A fairly large group saw an internship/ practicum as an essential part of the ed- Comments by Respondents ucation of the special librarian either as a requirement or as an option for those A most interesting aspect was the fact with no working experience in infor- that many people wrote letters adding mation work. This might be achieved their comments. I analyzed forty letters through part-time work or summer jobs and was able to identify concerns that for those in two-year programs. Library came up again and again. schools should set standards for this, and First, many people commented on the SLA might make recommendations along fact that the type of person is more im- these lines. portant than the skills and knowledge A number of people commented on the that individual learns in school. This is need for students to be aware of the "real reflected in the answers to the question- world and to be able to deal with upper naire, particularly, for example, in look- management on its own terms. One per- ing at the "top ten" items. These son suggested that the graduate needs respondents call for people who are able "an ability to understand the organiza- to work with others-the public as well tion for which one works and the role of as staff-and who exhibit an outgoing information in that organization," as well personality, flexibility, curiosity, and the as be a "constant communicator with key attitude of service. "Emotional maturity people in the organization and know how . . . practical intelligence . . . communi- to sell professional librarianship skills in cation skills . . . motivation/dedication" terms upper management and users un- was the way one person put it. Another derstand." said, "Send me an energetic, willing, out- Lastly, many suggested that there is no going (not mousy), and PRACTICAL in- way the new graduate can be completely formation graduate." Others commented ready for the job. The graduate will have on the need for a commitment to excel- much to learn on the job, and will always lence. Respondents urged schools to be need to take advantage of opportunities more careful in screening students for ad- for continuing education in order to mission. grow, keep up to date, and be effective. Secondly, a number of people talked about teaching "the basics." Library skills such as how to select, acquire, organize, retrieve, and disseminate infor- What Emerges from All This? mation were called for, and some people added management and computer skills. In looking at the data from the survey, Since each job is different, it is not pos- we can draw a few conclusions, though sible for a graduate to be fully prepared very few surprise us. It is interesting that for everything, but if they have the so few respondents thought it important "basics," they can work from there. One for special librarians to have doctorates person said, "For a new graduate in the or even masters' degrees in their subjects, library field I would emphasize library but not surprising that a bachelor's de- skills and knowledge; but, to grow, the gree and experience are highly rated. management/communication skills are It is interesting that the communica- essential." tions skills are considered so important. Many stressed the importance of learn- Speaking, writing, communicating to ing concepts and knowledge rather than staff, and conducting reference inter- skills, and others suggested more em- views came at the very top of the list. phasis on the new technology and the These have long had lip service in pre-

fall 1986 vious library education literature, but in models. Are you the model who can at- my reading I have not found them tract the right people? stressed so strongly. Secondly, several articles recently have I was not surprised that management urged more collaboration between prac- skills were considered so im~ortantbv titioners and librarians, especially special special librarians. I was surprised, how- librarians in education. Herbert S. White. ever, that planning and finance, includ- in many articles, but notably in an article ing budgeting, were not more highly in American Libraries (6), September 1983, rated. Those who have been struggling pleads for dialogue and discussion on an to emphasize research skills will have ongoing basis between educators and their ideas reinforced by the high rating practitioners. M. Evalyn Clough and given to the research method. Thomas J. Galvin, in "Educating Special The "basics," especially those related Librarians: Toward a Meaningful Prac- to providing information service-orga- titioner-Educator Dialogue," (7) empha- nization of materials, knowledge of size the increasing importance of special sources, ability to interview a client, abil- libraries as employers of library school ity to retrieve pertinent information, and graduates and siggest that good dialogue ability to use different technologies- between educators and practitioners is were rated highly. It may be surprising essential. This may include special li- that knowledge of production rated so brarians offering field experience to stu- low, and that, in these days of emphasis dents, visits by educators to special on conservation and preservation, very libraries, consultancies by faculty, ad- few people saw a need for these. "This junct teaching by special librarians, and is a special library," wrote one person consultation by faculty with special li- scathingly. But not all special libraries brarians on curriculum design. deal only with current materials. If SLA is to be involved in graduate It is encouraging that professional eth- education, this kind of ongoing discus- ics and an attitude of service are consid- sion is essential, so that both groups can ered of top importance by so many understand and communicate with each people, but surprising that so few would other and improve both the quality and emphasize the ethical issues of copyright, the preparation of new graduates for the freedom of information, and privacy. profession.

Can the Schools Respond? References

Will this information be of use to ed- Griffiths, Jose-Marie and King, Donald W. New Directions in Library and Information Science. ucators or to special librarians involved White Plains, Knowledge Industry Publi- in accreditation or curriculum develop- cations, 1986. ment? Can management, communication Koenig, Michael E. D. "Educating for Spe- skills, an attitude of service, a dynamic, cial Librarianship." Special Libraries 74 (no. flexible personality be taught in library 2):182-196 (April 1983). schools? Let me make two points. Sellen, Betty-Carol and Vaughn, Susan J. First, if schools are to admit people of "Librarians in Alternate Work Places." Li- the caliber that SLA members are asking brary Journal 110 (no. 3):108-110 (Feb. 15, for, SLA members will have to help. How 1985). often do you encourage the dynamic White, Herbert S. and Paris, Marion. "Em- ployer Preferences and the Library Edu- young people you know to enter the in- cation Curriculum." Library Quarterly 55 (no. formation profession and enroll in library 1):l-33 (Jan. 1985). school? The schools can only admit the Gronlund, Norman E. Stating Objectives for people who apply. Recruitment is a re- Classroom Instruction, 2nd ed. New York, sponsibility of the profession as well as Macmillan, 1978. of the schools. Special librarians are role White, Herbert S. "Defining Basic Corn-

special libraries petencies." American Libraries 14 (no. 8):519- acknowledgment^ 525 (Sep. 1983). ~lou'~h,-M. ~v&nand Galvin, Thomas J. The survey described in this paper "Educating Special Librarians: Toward a Meaningful Practitioner-Educator Dia- was financed by a Research Grant in logue," special ~~b~~~~~~75 (no, 1):1-8 (J~~,Aid from the Special Libraries Associ- 1984). ation.

Miriam Tees is an associate professor at the Graduate School of Library and Information Studies at McGill Univer- sity in Montreal, Quebec.

fall 1986 Developments in Special Library Education: Implications for the Present and Future Edwin M. Cortez

A history of education for special librarianship is presented within the overall development of library education. The 70 years of progress in special librarianship has had little impact on the traditional methods and philosophy of library education in general. Atten- tion is given to the integration of the principles of information resources management with special librarianship in order to present a model that is adapt- able for future library education.

he sum and substance of 70 years ister in the best and most economical way of progress in special librarian- any collection of books, pamphlets, or ship have had little or no impact serials." This was a period of growth for Ton the direction of library science edu- library education that continued through cation in this country. More than half a 1) the identification and implementation century of casual attention or just plain of a generalized core curriculum in the disregard from the library schools has in- 1930s and 1940s; 2) the development of hibited the special library movement the master's program in the early 1950s; from having its vision put into reality 3) the growth in number of Ph.D. pro- when it comes to educating librarians. grams in the late 1950s and throughout After an early history of growth, library the 1960s; and 4) the increase in number education entered into an unhealthy pe- of library schools during the late 1960s riod of stagnation resulting in an inability and early 1970s. During this growth pe- to meet the educational challenges of an riod the methods of instruction and information world economy. course deliverv became streamlined so as to offer the program of library instruction Growth and Stagnation in the space of one year; capital investments were made in technology and new, Melvil Dewey, in designing an aca- more up-to-date images were shaped demic program in "library economy," set around school name changes and non- library education in a direction with uni- threatening innovations, such as the de- versality in training students "to select, velopment of undergraduate, joint buy, arrange, catalog, index, and admin- degree, and advance certificate programs.

special libraries Outwardly library education was ad- portunities to develop fresh ideas vancing; however, in reality it was build- concerning curriculum design and pro- ing a wall around itself and entering into gram objectives. Entrepreneurial risk tak- stagnation. When any group or organi- ing was suppressed because it was zation enters a period of stagnation, perceived as a threat to the status quo. changes in both attitudes and methods This is no more clearly evident than with tend to be incremental. Bureaucracy sets the special library movement and the in, infrastructures are shaped, and people tenacity with which library education has find their route to advancement by ma- resisted learning from its innovations, nipulating the system, not by improving traditions, and accomplishments. it. Throughout a somewhat tumultuous With no deviation from the principles history, there has been a particular phi- of Dewey's "library economy," library losophy that remains constant with spe- schools went on teaching library tech- cial librarianship. This philosophy is best niques at the shop level, more or less reflected through the Special Library As- preparing students to enter a labor in- sociation's motto "putting knowledge to tensive economy, with little regard being work," first coined in 1916 by Dr. John given to the rapidly approaching knowl- A. Lapp, editor of Special Libraries. This edge-intensive economy. Many of the same philosophy is at the root of what same schools would sacrifice flexibility today is called information resources to avoid disruption brought about by management (IRM). IRM is seen as a dy- change. Core curriculums continued to namic process of managing discrete occupy roughly one third of the year's pieces of information for the purpose of academic program and rarely included helping individuals and/or organizations anything outside of cataloging, book se- meet their mission. IRM views infor- lection, and reference. Instruction contin- mation as an organizational resource with ued to be by major type of library: public, intrinsic value. An early and firm foun- academic, school, and-for image sake- dation in IRM has characterized the de- sometimes a course in special librarian- velopment of special librarianship for ship. (I,,?) over 50 years. It has given the special For a time such strategies seemed to library group a professional identity work. Library education was meeting the which has distinguished it from other needs of an employment market where types of library groups. It is the belief of librarians could go to work in schools, this author that librarians in general can colleges, universities, public libraries, and benefit by adopting this approach to in- in a wide assortment of information cen- formation service, and by familiarizing ters in both the public and private sector. themselves with the history of the special Reputation for quality fell much more library movement and of the principles slowly than quality itself. Brand loyalties of IRM. If this were to happen, new im- persisted and accreditation gave its stamp plications for library science education of approval. would emerge. ~heseimplications would The various library schools, but par- include the deliberate effort by library ticularly the older "smokestack" ones, schools to shar~enthe awareness in stu- began to discover that they had a large dents that they are entering a highly spe- investment in the status quo. As a result cialized profession where its members they were, in general, reluctant to make hold a unique expertise in managing in- major innovative changes in methods or formation for personal, corporate, and philosophy, and they looked to the future national use. in terms of the past. It is not possible within the limitations of mace and the reader's forbearance to The Entrepreneurs give but a snapshot picture of the history of special librarianship. For this reason With stagnation having firmly embed- and for the sake of balance the history ded itself, the library schools resisted op- that follows is segmented into three eras: fall 1986 early, middle, and modern. Description unthreatening since SLA was not all that of each of these three eras will focus on significant in those early years of devel- education issues and the emerging phi- opment. In retrospect it is clear that the losophy concerning the role of the special emerging philosophy of the special li- librarian as an information resources brary group was one which emphasized manager. the importance of subject knowledge over library techniques. While some ar- The Early Period gued, however, that knowledge of subject specialty areas was the principal necessary qualification of the special li- The Special Libraries Association was brarian, others argued that a different formed in 1909 by John Cotton Dana and type of knowledge was paramount: a band of followers who split off from knowledge of how to put information to the American Library Association (ALA) work in order to hel~individuals or or- in the belief that the ALA was not fully ganizations achieve their goals regardless responsive to the information needs of of the environment in which information the specialist. At the time of his death, services were being provided. the New York Herald Tribune was to The first formal attempt in special li- venerate Dana as the "liberator" of brary education to fly in the face of Dew- knowledge. ey's principles of the "library economy" He hurled no ultimatum at the state and of the orientation of library schools Nor led a revolution out to cry to teach at the generalist level was a four- An empty creed against the empty sky. week course in "The Business Library" Nor ever did he play upon the hate offered in 1919 by the Library Service Of poor for rich, or ignorant for great. School at Riverside, California. However, And since his slow revolt was fine and high For him no banners dip along the sky, it was the course offered at Columbia No cannons roar, no millions venerate. University in 1926 to 1927 by Linda Mor- ley that is more traditionally cited as the His deed was not a sudden, blaring thing; present-day prototype for special librar- It was a lifework, patient, unacclaimed. ianship in library schools. It is also in this And now before the searching mind of youth course that we see the first strong asso- The serried thinkers of the ages fling ciation with the principles of information Their gold. This man made knowledge resources management. Morley writes: free, unchained; He loosed the slow invading tide of the special librarian in the private corpo- truth. (3) ration, association or governmental organization does not have the clear cut subject In contradiction to the teaching of the limitation of the special department of a principles of "library economy," the 1911 public or academic library. The former is SLA conference resulted in the following the information center for the organization announcement: with which it is affiliated and must supply any information needed by individuals in It might be desirable to place in charge carrying on the day's work. Probably no of a special library, one who has no one who has not worked in such a library library training but who has extensive has any conception of the variety of sub- training in the problems and the jects on which information is needed by scientific literature of the special any working group. (5) library or business served and who has an aptitude for the reorganization of Morley goes on to say, ". . .special li- information, and who therefore may be braries are organized on a functional or relied upon to learn and apply the operating basis determined by the activ- necessary library methods. (4) ities of the organization and the resulting It is not altogether surprising that the information needs." (6) established library schools looked upon In order to know what to teach, Morley this kind of thinking as controversial but made a study of a variety of special li-

special libraries braries and attempted to discover the A large amount of practical work in a gen- common denominators for special librar- eral professional course of one year is open ies as a group. What she found was that to serious questions on several counts. The knowledge of the organization, what it primary purpose of the school is to lay a did, and how it operated were of highest broad basis for skill in some type of professional work, not to develop that skill and importance, followed by knowledge of certainly not to impart skill in the routine how information could best be ~utto processes which belong to the clerical work in order to achieve a specific goal grades of library service. The latter is a very or objective of that organization. (7) important consideration. It is the function Still, the tendency of library schools of the training class to give the student was to interpret the suggestions of the skill in the performance of the duties of Special Libraries Association for special some particular position in a particular li- library education as education in subject brary. . . . The large part which the prac- specializations. Josephine A. Rathbone tical work has hitherto played in the presented what was probably the view professional course is additional evidence that no clear distinction has yet been made of most library schools at the time. "Each between professional training and clerical special library is a special problem in- training. (10) volving special knowledge of a special subject"; and though she might have ad- mitted that special librarianship appeared It is clear that Williamson was talking to be growing in demand, she felt that about a need for library education to lift the market was still too small to justify itself up from its shop-level methods of an extensive program requiring subject instruction. In 1927 with Williamson as specialized education. (8) dean, Columbia University's library In the meantime, the basic program in school launched the first master's degree "library economy" would have to con- program in librarianship with plans for a tinue to do what it could to prepare the sequence of study dealing directly with special librarian. After all Dewey's cur- the problems of special librarianship. riculum, as most library science faculties However, by 1934 Ernest J. Reece of Co- believed, was essential for any kind of lumbia University was reporting failure library practice, and the needs of the spe- of the program as evidenced by the fact cial librarian were no exception. This de- that not a single student had taken in- termination to recognize "library terest in pursuing a master's degree in economy" as a professional unity in li- special librarianship. The reported failure brary education in effect was depriving at Columbia undoubtedly gave the li- librarv education of much of the intel- brary directors of other schools the con- lectual content that it might have gained fidence to hold to the status quo and by integrating more of what the expe- continue their programs in isolation from rience of special librarianship had to the new ideas being developed by special share. This experience pointed to the librarianship. Ironically it was Reece view that librarianship was interdepen- himself who best articulated the central dent with other disciplines and that the theme of this new approach ". . . if the "essential unity of librarianship" had librarian is to be more than a caretaker more to do with "putting knowledge to and purveyor, he must assemble material work" rather than "putting knowledge which he cannot know, uncover data he on the shelf." (9) cannot recognize, and organize facts he cannot interpret.. . ." (11). Indifference on the part of most library The Middle Period schools to the needs of special librarians was certainly not due to any absence of In 1926 the library educators were still pressure from the special librarians them- reeling from the rather serious indictment selves. As one strategy, the special li- delivered to them by Charles C. William- brarians attempted to educate the son in his now famous report: educators by instructing them on the na-

fall 1986 ture of special library work. "In a special on the fact that these courses were iso- library," one individual wrote: lated from other courses in the school as though the principles of information re- the material of the most vital importance is not in books-often not in print; infor- sources management were irrelevant to mation is already gleaned, made up and other aspects of the curriculum. (13) concentrated into portable parcels, by the In 1948 a conference was held at librarian, and is already to be delivered to Princeton. New Jersey, which was spon- the special worker too busy to investigate sored by the Council of National Library for himself; one finds a clearing house of Associations and the Carnegie Corpora- live ideas on live problems, many of the tion of New York. The purpose of the ideas being still in a formative stage; one meeting was to enable faculty represen- finds a utilitarian establishment calculated tatives and practicing librarians to con- to serve the worker too busy to take time sider six major issues in library education, for scholarly investigation. Often such scholarly attainments as are involved in the among which "specialistic" education investigational work must be furnished by was given an important place. The Prin- the librarian. The special librarian becomes ceton Conference was dominated by a in fact a bureau of investigation. . . . (12) highly vocal conservative group who believed that library schools were already At about the same time, the SLA con- doing as much as they should with re- tinued its efforts to influence library ed- gards to the needs of special librarian- ucation using a different strategy. Under ship. the chairship of Rebecca B. Rankin, SLA Nevertheless, there were areas of appointed a Committee on Training agreement that can be noted: 1) special- whose charge was to identify the edu- ized subject bibliography was being ne- cational needs of special librarians and to glected; 2) the number of specialized propose specific topics of study that courses demanded by special librarians would address these needs. There were was unrealistic; and 3) workshops, short 18 topics in all which included theory, courses, and similar activities could have business, economics, statistics, applied value, but were dangerously limited in psychology, typing, editing, special bib- their effectiveness and should be care- liographies, principles of classification, fully planned with only highly restricted subject indexing, filing, information objectives. (14) sources, research, public relations, ac- To its credit, perhaps the most impor- quisitions, and administration of special tant result of the conference was the at- libraries. The committee delivered their tempt to help library education break out recommendations to Williamson at Co- of stagnation by recommending: lumbia for implementation. Faced, however, with the response that the . . . that if and when a joint committee on likelihood of putting such an ambitious education for librarianship is appointed, a program into operation was unrealistic, thorough survey be made by the committee to determine the most desirable edu- the committee compromised on Linda cational preparation for special librarians, Morley's course. For the next few years, to serve as a guide to library schools in the committee continued to work with developing programs of training. (IS) Ms. Morley's course while at the same time drafting a set of "minimum stan- The Joint Committee on Library Edu- dards" for special library education. cation, of which 5 of the 12 members These standards, together with other as- were special librarians, identified 10 areas pects of the committee's work served as of special librarianship for which library the basis of several short courses given schools should be responsive. These areas by local SLA chapters designed to meet included finance, law, science and tech- the needs of special librarians. nology, medical, theater, journalism, ge- Slowly the accredited library schools ography (map), art and architecture, and began to offer a single course in special theology. By singling out specific subject librarianship, but a deficiency still rested areas and thereby giving vent to the vast

special libraries differences of opinion as to the amount cluded the following: problems of and kinds of special library courses re- organizing, administering, staffing, and quired, the Joint Committee on Library budgeting for a small library in which Education only managed to give further salary and operating expenses were bud- proof to Wyer's dictum that the librarian geted from the same treasury as those of of each variety of special library "thinks the library's clientele; techniques for the that training for his type of work should discovery and selection of ephemeral ma- be different from the training of every terial, including pamphlets, surveys and other type." (16) research reports, non-commercial publi- In the end, the Committee's action cations, photostats, etc.; methods for de- added to the confusion as to what it was termining types of catalog and cataloging that the special library group was seek- procedures adapted to the organization ing. Was it specialized knowledge of sub- and coordinated to the information needs ject areas or specialized knowledge of of the groups served; methods for solving information handling? problems involving cataloging non-book material frequently issued without title page or obvious author, title, or imprint The Modern Period information; techniques of evaluating classification schemes or vocabulary lists The period after WWII and the de- to prove the adequacy or inadequacy for velopment of the first stage of modern various forms of media and subject con- technology during the 1940s and 1950s tent; techniques for organizing special brought about several important internal files or groups of materials, including and external reviews of library curricu- methods of filing; methods of informa- lums. Many of the old bibliographic so- tion gathering, beyond the traditional lutions and library techniques were reference techniques, which include found to be ineffectual in dealing with a methods of discovering organizations and new form of literature, the technical re- individuals who were authorities in spe- port. The ephemeral nature of the tech- cial fields; etc. (17) nical report altered almost all aspects of During the early 1950s, the massive what hitherto were considered universal growth of scientific and technical liter- bibliographic laws. This new media had ature, and the need to store and retrieve to be acquired, classified, arranged, and this literature rapidly, resulted in new disseminated in ways different from the ways of indexing and abstracting docu- traditional methods. The ability to get a mentation. One of the first groups to rec- handle on this new information container ognize the utility and make use of these came more easily to the special librarians methods for small,. s~ecializeddocument since they had for so long instructed collections was the special librarians. themselves in the processing, control, and As business and industry turned to dissemination of elusive information. technology in the 1950s and 1960s, the It is no surprise, therefore, that when special librarians were expected, like all the information center conceDt was cre- other staff. to make effective use of this ated to store and make available this and new resouice. While there may have been other new forms of literature, staffing initial resistance in learning the appli- naturally fell to the special librarian. cation of the modem technologies, it is Many years before, perhaps planning in safe to say that knowledge and use of anticipation of need, the special librarians them came early to special librarians as had addressed the administrative and compared to their colleagues in other technical aspects of running this type of fields of library practice. (18) "special library." In 1938 Special Libraries When library schools began to instruct published an article that reported the ac- students in the application of informa- tivities and problems common to many tion technology during the 1970s, it is special libraries but with inadequate li- unclear as to how much of the special brary school attention. The article in- library experience with technology was

fall 1986 considered in defining the objectives of creative process that requires highly de- this new area of instruction. The accu- veloped skills in planning and coordi- sation, however, is that many "Atari" ac- nation. The model will be "that of the ademics on library school faculties, information counselor and the indepen- without benefit of consultation with dent information broker, which combines practitioners, or a clear vision, began to knowledge of subject areas with that of throw technology at the curriculum only contemporary information technology." to have it bounce around before finallv (20) settling into the information science In general, as an industry that is be- component of the instructional programs, coming firmly lodged in the private sec- where in many schools it remains today tor, the information field will need in isolation from the rest of the curric- individuals who understand the "busi- ulum. ness" of information: how it works, how The 1980s have introduced a number it is marketed, and how it realizes profit. of challenges for the library profession in The challenges for all librarians will be general, with certain specific implications fiscal, technological, and political. The li- for the special librarian. If stagnation of brarian of the future must be prepared library education continues throughout to assume a new expanded role within this decade, we can expect fewer and society that is dependent on the effective fewer bright, dynamic, and inventive in- management of information. The tech- dividuals to be attracted to our profes- niques of information resources manage- sion. Whv should a creative and ment seem to be the best available tools ambitious young person want to enter a for new librarians to assume a leadership profession whose prestige is not only in role in the larger world of information, question but where the lack of proper be it inside or outside a traditional li- financial remuneration only reinforces its brary. poor status? It is time for the library profession to take dramatic countermea- Conclusion sures because the word is out: the information profession is falling into the In recent interviews with two promi- hands of a different group of people, who nent special librarians, one an educator have little regard for library education and the other a practitioner of long stand- and who call themselves information ing, now retired, the historical and mod- managers by virtue of their MBA de- ern role of the special librarian was grees. discussed. (21) There was consensus of The special librarians face an addi- opinion that the special librarian has al- tional challenge: they must succeed as the ways strived "to gear all aspects of the high-wire performers of the profession. library's operations to achieve the day- Because of the environments in which to-day goals of its parent institution." they operate special libraries are not self- There was also agreement between the evidently good. They must constantly interviewees on the manner in which this justify themselves to their parent orga- is done. The description-applied to the nizations by demonstrating that they mission of information resources man- contribute more than they cost. This re- agement by Evelyn Daniel-fits what the quires individuals who are assertive in interviewees described. "The first mis- articulating what it is they know as in- sion of information resources manage- formation professionals and how this ment is to integrate the internal knowledge can be applied in helping in- information resources-both physical dividuals and corporations achieve their and intellectual-to make them efficient mission. (19) Also, a different and egal- and effective in supporting the work of itarian challenge for special librarianship the organization. The second is to filter will be to stand as a model for the profes- the external knowledge base in order to sion, demonstrating that "putting knowl- bring in only that which is relevant and edge to work" is a dynamic, fluid, and useful at the time and place for the pur-

special libraries pose of advancing the effectiveness of the their academic program. The integrative work." (22) aspects of the curriculum seem to fade at As information managers, special li- this point. A subject or type of library brarians have become part of the cor- approach diminishes the substance of porate management team. In addition to what we claim librarianship to be. This dispensing information services to any- claim suggests that information handling one in the organization who needs skills are universal, which transcend sub- them-including the company's nurse, ject or type of library. The corollary to lawyer, accountant, or market analyst- this claim is that graduates of library special librarians assist top management schools are qualified to seek employment with strategic decision making. This lat- in any aspect of library or information ter function has made the special librar- work. The claim is further supported by ian indispensable to modern managers the nature of a generic degree that fur- and executives who need current, accu- nishes graduates with the "principles and rate information upon which to base de- procedures common to all types of li- cisions. The growing complexity of braries and library practice." (25) In light organizations coupled with advances in of what many library schools actually information systems and technology teach, I believe that the aforementioned have begun to test the validity of many claim is invalid. One hopes that gradu- classical forms of organizational struc- ates of accredited library programs have tures and managerial techniques. (23) By gained sufficient prerequisite skills in the providing digestible information, the organization, classification, storage, re- special librarian has introduced new trieval, and dissemination of information. methods by which management makes However, these skills are not practiced in observations and, as a result, arrives at a vacuum. They are practiced in real en- decisions. McLeod illustrates: vironments, with real people and live problems. It is not sufficient to teach The manager of a small newsstand of a about the public library. Any public li- hotel can manage by observing tangible brarian will tell you that no two public ingredients himself or herself, his or her libraries are alike. There is a theoretical merchandise, the cash register, the room basis for the study of the environment and the customer flow. As the scale of op- in which information services are per- erations increases to the size of a firm with several hundred or thousand employees formed. It involves, for example, the use and operations scattered over a wide area, of information audits to determine the the manager relies less on observation of framework and flow of information, and the physical operation and more on infor- how humans interact with information mation representing that operation. He or in the context of work or recreation. "We she uses reports that reflect the firm's con- have to understand what our field is fun- dition. It is easy to imagine the almost damentally. It is not librarianship but in- complete reliance that the chairman of the formation. We need to understand the board for General Motors or IBM or Sears properties of information, how humans must place on information. These execu- process it, and the environments in which tives probably regard their information as their most valuable resource. (24) it is used. Each professional librarian needs to understand the theoretical base There is a tradition in librarianshi~that as well as the shared values and philo- segments the profession by type of li- sophic orientation of the field." (26) brary: public, academic, school, and spe- There is nothing inevitable about stag- cial. Library schools perpetuate this nation. Nor does it have anything to do tradition by how they have structured with the personalities, size, or age of our their curriculums. After students have library schools. There remain many lively completed a common core of courses, individuals in our profession with vision, they are usually encouraged by their ad- and not all of them fall within the ranks visors to select an "area" of librarianship of special librarianship. We must give in order to structure the remainder of these individuals the means of resisting

fall 7986 the cannibalism of the profession's stag- N.Y., Council of National Library Asso- nant sectors. We must give them an op- ciations (1949). p. 53. portunity to put their vision into reality. 15. Simon, B.V. "Subcommittee on Library Education." Special Libraries 40: 335-337 References (October 1949). 16. Wyer, James I. "The Training of the Spe- ciai ~ibrarian."Special ~ibrarie>.?:342 (sep- Shera, J.H. "Specials: The Status of the tember 1932). Library Schools." Special Libraries 28 (no. 17. Morley, ref. 7. 9): 317-321 (November 1937). 18. "Desk Set." 1957 Movie with Spencer Cortez, Edwin M. "Special Library Edu- Tracy and Katherine Hepburn, directed cation Study." Special Programs Fund Grant by Walter Lang. for 1985, Special Library Association, 19. Cortez, ref. 9. Washington D.C. 20. Daniel, Evelyn H. "Educating the Aca- "Special Librarians John Cotton Dana demic Librarian for a New Role as Infor- Fund." Special Libraries 29 (no. 5): 146 mation Resources Manager." fie Journal of (May-June 1938). Academic Librarianship I1 (no. 6):363 (Jan- Special Libraries 2: 66: (September 1911). uary 1986). Morley, Linda. "Training of the Special 21. Cortez, ref. 2. Interviews with Miriam Librarian and the Present Curriculum of Tees, Associate Professor, McGill Uni- the Accredited Library Schools." Special Li- versity, and Elizabeth Ferguson, retired braries 29 (no. 7): 221 (September 1938). special librarian and educator. (March and Ibid. (p. 222). April 1986). Morley, Linda and Eileen E. Lever. "Prob- 22. Daniel, ref. 20. lems Involved in Considering Adequate 23. Cortez, Edwin M. and Edward J. Kazlaus- Library School Courses for Special Li- kas. Managing Information Systems and Tech- brarians." Special Libraries 29 (no. 5): 141- nology. Neal-Shuman, New York, 1986. 144 (May-June 1938). 24. McLeod, Raymond. Management of Infor- Rathbone,. J.A. "Library School Courses mation Systems. Science Research Associates as Training for Business Librarianship." Inc., Palo Alto, 1979. pp. 14-15. Special Libraries 8: 133-135 (November 25. American Library Association 1972 Stan- 1917). dards on Accreditation. Curriculum Standard, 1. Cortez, ref., Interview with Herb (P 5). White, Dean, School of Library and In- 26. Daniel, ref. 20 (p. 364). formation Science, University of Indiana. (June 1986). Williamson, C.C. Training for Library Service: Acknowledgments A report prepared for the Carnegie Corporation of New York. New York (1923). p. 91. This paper is partially a result of the Reece, E.J. Programs for Library Schools. New Special Libraries Association's Special York, Columbia Press, 1943. p. 11. Programs Fund Grant, which was Savord, Ruth. "Training for Special Li- awarded to the author in 1985. The brarianship." Special Libraries 29 (no. 7): 207 entire results of the study, which ex- (September 1938). Shera, ref. 1. amines the historical development of Lancoure, H., ed. Issues in Library Education: special librarianship, will be presented A Report of the Conference on Library Education at SLA's 1987 Annual Conference to Princeton University. December 11-12, 1948, be held in Anaheim. California.

Edwin M. Cortez, Ph.D., is an associate professor of library and information science at The Catholic University of America, Washington, D.C. His principal area of teaching and research is in the management of information systems and technology.

206 special libraries Mixed Signals and Painful Choices: The Education Special Librarians Marion Paris Herbert S. White

As part of a comprehensive study of academic, public, and special librarians' opinions and attitudes about library education, heads of 108 special libraries and information centers completed a survey instrument designed to elicit their expectations regarding such issues as the existing library education curriculum, continuing education, and on-the-job training. Little evidence for a unified core special libraries curriculum could be found. On the whole, the special librarians appeared to support continuing education to a greater extent than respondents from either academic or public libraries. On-the-job training, however, was perceived as a luxury that most special librarians could ill afford.

he education and training of li- (1,Z) An article by Koenig published two brarians have long inspired con- years ago in Special Libraries aired special T troversy. A century ago there librarians' views on the same subject. (3) were undoubtedly those who took ex- Most recently, a major study sponsored ception to Melvil Dewey's prescriptive by the US. Department of Education, teaching methods, designed not to create and contracted to King Research Inc., had social and intellectual leaders but good as its objective the identification of com- workers. By 1923, with the publication petencies needed by information profes- of the Williamson Report, disagreement over sionals now and in the future. (4) A library education had become institu- similar effort focused on special librar- tionalized. Now 63 years later, given new ians has been funded by SLA and is un- demands on the profession and new ho- der the direction of special librarian and rizons for it, the debate rages on. educator Miriam Tees. The issue received renewed attention Although those surveys have provided in the 1970s and 1980s in the form of much useful data, we found them want- research by Marchant, who sought to de- ing for a number of reasons: their failure termine curriculum preferences first from to take into account the limitations im- academic and then from public librarians. posed by the length of the one-year mas- fall 1986 ter's degree as it is currently offered by preparation for the first professional po- library schools in the United States, the sition, the two-year master's program cost of the degree both to educational and other options for enriching the cur- institutions and to students, and even the riculum, and continuing education. Re- values common to graduate professional spondents and their institutions were education today. Previous studies re- distributed as shown in Table 1. sulted in what amounted to little more Complete results of the study were re- than wish lists, since the respondents ex- ported as "Employer Preferences and the pressing an ideal preference needed to Library Education Curriculum," by Her- take responsibility neither for putting bert S. White and Marion Paris, in The those preferences into practice nor Library Quarterly (55(1): 1-33), January weighing their merits against other 1985. The purpose of this paper was to course offerings in terms of costs, dif- review and to analyze the 108 partici- fering priorities, and time. pating special librarians' responses. As educators as well as special librar- Special libraries were identified by ians, we recognized that earlier ap- means of the classification system of the proaches ran the risk of proposing American Library Directory, and two cate- unilateral implementation agendas and of gories were established by size of profes- undermining the potential for their suc- sional staff: "large," more than eight cess by failing to take into account the professionals, and "medium," three to implications that, by itself, a "best of all seven professionals. Most special librar- possible worlds" curriculum would inev- ies, of course, are not that large; fewer itably have on other aspects of the mas- than three professionals-and often only ter's program. Among those implications one-would appear to be the norm. We were longer (and more expensive) degree omitted those smallest libraries from our programs, removal of portions of the study not, however, because we were un- present curriculum, deferral of some in- concerned about them. but because we struction to postgraduate continuing ed- sought information about what librarians ucation, and reservation of other look for in hiring junior professionals. instruction for on-the-job training. Ours Staff in very small special libraries are was, as one respondent ruefully noted, a typically selected and hired by non-li- tough questionnaire. Nevertheless, rates brarian managers-the head of R&D, the of response were uniformly high-one vice president for administration, or a indicator of how seriously librarians re- personnel manager, for example. We also gard this issue even if most are uncertain omitted non-traditional information as to what to do about it. managers functioning outside the library Thus we surveyed directors of aca- setting: such persons, while also of great demic, public, and special libraries in the interest to us, were simply too difficult United States concerning library school to locate in large numbers.

Table 1.

The Population Respondent Groups

Academic libraries with > 60 professional staff Academic libraries with 20 to 59 professional staff Academic libraries with 4 to 19 professional staff Public libraries with > 60 professional staff Public libraries with 20 to 59 professional staff Public libraries with 4 to 19 professional staff Special libraries with > 8 professional staff Special libraries with 3 to 7 professional staff

Total N=382 Rate of response 72.4%

208 special libraries In the most extensive vortion of our What does all of this mean? First, the questionnaire, we sought to ascertain pattern of preference among respondents special librarians' views on the curricu- from the larger special libraries is diffuse; lum by presenting them with a series of only six courses had medians of 2.5 or 87 courses commonly included as part of less while the number of courses given a the M.L.S. program. Those ranged from mode of 7, unimportant, was high. Re- basic reference and other required spondents' written comments indicated courses to such electives as bibliometrics, that subject background was regarded as computer programming, research meth- far more important than anything taught ods, rare books, library history, and in library school. In fact, we found that trends and issues in librarianship. Re- the professional staffs listed in the Amer- spondents were asked to rate each course ican Library Directory for many large special on an importance scale of our own design, libraries consist primarily of subject spe- a value of 1 being essential for all new cialists whose credentials do not include hires and a value of 7 being unimportant. a library degree at all. That is as true in Values 5 and 6 represented "can be humanities as in science and technology. learned on the iob" and "should be ac- Something quite different would ap- quired through continuing education," pear to be the norm in the medium-sized respectively. special libraries. What we found was a We arrived at an overall vreference cri- clear preference for training for im- terion that we termed "recommended mediate job competency rather than courses," or those that respondents gave on education for satisfactory future per- a median score of 2.5 or less, indicating formance in a competitive environment. that over half the respondents deemed The courses selected appear aimed at the course essential for at least some of developing specific, immediately usable their new hires. Those courses are listed skills as opposed to long-term profes- in Table 2 and Table 3. sional orientation. We posited that heads of smaller libraries believe they cannot afford time spent on on-the-job training Table 2. of new professionals, which in some organizations requires months to accom- Recommended Courses plish, and many special librarians have Large Special Libraries (N=56) - - confirmed this impression. Basic reference While core curricula for both the ac- Advanced reference ademic and public library groups were General online searching identified and appear in the published System-specific online searching Advanced cataloging and classification study, we were unable to define a core -- for special libraries: responses were simply too diffuse and aggregates, where evident at all, were too small. The subject Table 3. specialties of the universe of special libraries are too diverse for a random sam- Recommended Courses ple of special librarians to agree on a Medium Special Libraries (N=52) standardized core curriculum for the Basic reference preparation of junior professionals. Advanced reference The timing of our study coincides with Collection development SLA's resurgent interest simultaneously Literature of science and technology in the accreditation process and in the Database selection Special libraries educational preparation of special librar- Introduction to information science ians. Those interests appear to recur General online searching about once every generation, as practi- Organization of materials-Dewey tioners vent their frustrations on visible Advanced cataloging and classification and highly vulnerable targets, our library General technical services schools. They coincide today with similar fall 1986 stirrings, not only in organizations like predict with ease what the librarian the American Society for Information would be doing. And that has little to do Science but also in a variety of other with educational preparation; rather, it professional disciplines, as accreditation relates almost exclusively to vocational standards become increasingly prescrip- training. tive. At the other end of the spectrum, spe- Not long ago, two accreditation teams cial librarians-like other librarians- were asked during midvisit to leave the recognize the clerical trap, where clerical major professional schools they had been tasks take priority over all other work. dispatched to evaluate. While no ALA In the absence of a sufficient number of team has ever been dismissed by a uni- clerks, professionals assume that func- versity administration, it has been sug- tion. One special librarian respondent gested by more than one library chided library educators for filling stu- educator-and several vice presidents of dents' heads with grandiose ideas of large universities-that if the accredita- professional work, which then made tion process becomes too prescriptive, ex- them less willing to accept and to carry pensive, and intrusive, library schools out the mundane clerical tasks that to the and their parent universities can well do respondent characterize much of a special without it. librarian's activity. Given increasing prescriptiveness, There is a difference between educa- however, what do practitioners desire to tion for a profession and training for a prescribe? Will they make profession- job. Accountants, chemists, and engi- wide recommendations? If so, how are neers fully understand that difference. the common denominators for such a di- Individuals hired are professionally pre- vergent and diverse area as special li- pared, although not trained to work in a brarianship identified? Or rather, will the specific organization. Training typically would-be prescribers assume the famil- occupies from another several months to iar, specific, and perhaps narrow vantage a year, during part of which time the new points of their own libraries and their hire is not only not fully productive, but own problems? he or she may even be unproductive. The In addressing the specific concerns of extent to which librarians may not un- special librarians, our study points to a derstand that fact of life has serious im- number of problem areas. The most dis- plications for the professional status of turbing of those is of course that there is the special library. Many special and no consistency or pattern in what indi- medical librarians, along with academic vidual special librarians say that they de- librarians, have argued that small staffs sire from the educational process that do not permit them the luxury of time prepares new professionals. What prac- spent on training. New hires, they insist, ticing special librarians appear to want is must be fully productive at once, and people to work productively in their li- some of those librarians even claim that braries, immediately taking up the slack they are prepared to pay experienced and reducing the backlog. A major find- candidates higher starting salaries rather ing of the study is that when large special than train new professionals without ex- libraries hire, they are more concerned perience. Those administrators' argu- about subject expertise than library ed- ments evade the painful truth that ucation. Some members of our original imbalances in staffing are ultimately sample, in fact, indicated that they were problems of the administrators' own unable to participate in the study be- making, betraying their failure to com- cause, although their libraries employed municate realistic needs and to achieve many professionals, few were librarians. strong, adequate management support. Smaller libraries were more pragmatically That argument also leads at least poten- oriented. A desired concentration on ref- tially to a redurtio ad absurdurn: If all can- erence, literature of science and technol- didates must have initial experience in ogy, and online searching enabled us to order to get a job, no new graduates will

special libraries be able to acquire experience and none throughout the profession to be contin- will ever be hired. uous. We must begin to differentiate In the typical one-year M.L.S. pro- among the initial period of education in gram, students take 12 courses or 36 library school, early on-the-job training, credit hours. At least some of those are continuing education acquired through required of all students, leaving them free experience, and formal continuing edu- to select perhaps seven more courses out cation provided by a variety of sources of an array often six times as large. That including vendors of products and ser- isn't many courses. Renewed interest has vices. It is only after all of those respon- been demonstrated, of course, in increas- sibilities have been differentiated and ing the degree requirement beyond one assigned that satisfactory solutions will year, but if the responses to that portion be reached. The key word is responsi- of our study are any indication of support bility-everyone's. Asking employers for such a plan, it is doubtful that en- what they want without asking them at thusiasm for the two-year program in the the same time to identify and order their United States will turn into a major priorities has been tried before with no ground swell. success, nor will it work any more ef- Nancy Van House has already pointed fectively in the future either. Although out that library education programs lose as individuals, special librarians clearly a good portion of bright and assertive articulated their needs and preferences to candidates because those individuals are us, their responses as a group were so also bright enough to recognize that re- widely scattered that no pattern was dis- wards are greater in other fields, and they cernible. Students are confused, and what are assertive enough to seek them. (5) If educators and practitioners are doing the length and the expense of the M.L.S. does little to help matters. Most students program were increased without a con- would prefer not to specialize too early. comitant increase in the rewards for Indeed, many do not even know what a holding the degree, we might very well special library is when they enroll at In- have stronger programs populated by diana University, but by graduation some weaker students. Special librarians can- 35 students will have joined the SLA stu- not solve this problem alone, since most dent chapter. Not all of them, however, potential special librarians make career find initial employment in special librar- decisions during the course of library ed- ies, while some who never took the ucation, and some even later. If Van course or joined SLA do. House is correct, then the strategy of of- Why were those latter students hired? fering higher starting salaries must be How rigid was the search process? What employed across the board, even in the was the employer looking for, particu- starting salaries of librarians working in larly if that individual was a personnel the small but very visible public and director or head of administrative ser- school libraries, which play a generally vices? Which of the scores of courses unrecognized but nonetheless critical role available in library school should stu- in recruiting for the profession as a dents take? The students are unsure, and whole. Special libraries hire from a pool the data provided by our study offer few of students who have first decided they answers. want to be librarians, and if potential stu- Let us not confuse educational prepa- dents do not decide to be librarians based ration with vocational training. Most ed- on evidence provided by ill-paid profes- ucators would, we believe, prefer to sional role models, fewer candidates will emphasize the former, but they also feel present themselves for special library po- pressured to respond to forces that give sitions. training for specific jobs a higher priority. Another problem area identified by our For educators to attempt to do both, how- study concerns what people will learn ever, is not feasible within the structure and when they will learn it, a process of time and cost that constrains us. In which must be assumed-and assured- order to staff their libraries with capable

fall 7986 professionals and to achieve visibility 4. King Research, Inc. "New Directions for and respect within their parent organi- Library and Information Science Educa- zations, special library administrators tion." Contract report to be submitted to the U.S. Department of Education. 1984. must find the time and obtain the re- 5. Van House, Nancy. "The Return on the sources needed to support postgraduate Investment in Library Education." Library training programs. Meeting the need will and Infarmation Science Research 7(1):31-52 be especially difficult for small special (Jan.-Mar. 1985). libraries, but larger organizations may be able to lead the way. This article is based on a paper presented at SLA 's 76th Annual Meeting, Winnipeg, inlune 1985. References

1. Marchant, Maurice P. and Smith, Nathan M. "The Research Library Director's View Marion Paris, Ph.D. candidate at the of Library Education." College and Research School of Library and Information Sci- Libraries 4.?:437-439 (November 1982). ence, Indiana University, is an assistant 2. Marchant, Maurice P. and Smith, Nathan professor at the School of Library Ser- M. "The Public Library Director's View of vice, University of Alabama in Univer- Library Education." Paper presented at the January 7,1984, meeting of the Association sity, Alabama. for Library and Information Science Edu- Herbert S. White is dean of the School cation, Washington, D.C. of Library and Information Science at 3. Koenig, Michael E. D. "Education for Spe- Indiana University in Bloomington, In- cial Librarianship." Special Libraries 74:182- diana. 196 (April 1983).

special libraries What Corporate Librarians Will Need to Know in the Future Mary J. Culnan

Changes in technology and the external environment will continue to alter the context for corporate library services as dramatically in the future as they have in the past. This changing context also provides new opportunities for the corporate librarian of the future to apply familiar skills. In order to capitalize on these new opportunities, future corporate librarians will need to 1) be trained to take a broader view of traditional skills (reference and cataloging), 2) understand the new technologies, 3) develop basic quantitative skills, and 4) understand the unique role of the corporate library in meeting the information needs of its parent organization versus other types of libraries.

Introduction tinue to provide the foundation for the future. The challenge will be to adapt these basic skills to a changing environ- he world in which the corporate ment. library functions continues to In this paper, I use the term "corporate T change and is likely to do so into library" quite broadly to refer to any spe- the forseeable future. Dramatic changes cial library that serves the day-to-day in. technology and general changes in the "business" information needs of its par- external environment brought about by ent organization-whether this organi- energy crises, deregulation, and increased zation be private for profit, government, foreign competition, for example, will public sector, or not for profit. Generally, continue to provide new opportunities these observations are likely to be more for the information professional. In order relevant for libraries that serve a large to serve effectively in this new environ- organization. In the remainder of the ar- ment, special librarians of the future will ticle, I will describe how both techno- need to develop some new skills. logical changes and external events The underlying premise of this article change the corporate information envi- is that the more things change, the more ronment and provide new opportunities they stay the same. The fundamental for the special librarian. The article will skills that have kept information profes- conclude with implications for special li- sionals in good stead in the past will con- brary education. fall 1986 Changing Technology Anyone who works in an "automated office" soon finds that without some plan Advances in technology have revolu- their "electronic file cabinet" becomes tionized the context for the provision of unmanageable. Often, responsibility for special library services. Personal com- managing collections of documents cre- puters have moved the organization's ated using word processing may fall to computing capability out of the "glass the secretary. Without some plan, the house" environment of the computer likely outcome is a large pile of diskettes, center and onto the desks of the users. all labeled "Bob's letters." Helping in- Advances in communications technology dividuals or organizations to develop provide for greater interconnection methodologies for indexing their internal within the organization and for wide- documents is a natural extension of cat- spread end-user access to external infor- aloging. In the future, new storage and mation services through this single scanning technologies are likely to in- device, the PC. The costs of electronic crease the demand for trained individuals storage continue to decline, while capac- who can manage large collections of doc- ity increases. Taken together, these ad- uments and make their contents retriev- vances continue to change the corporate able in a rapidly changing world. computing environment from one of cen- The end-user computing environment tralization to decentralization. resulting from the proliferation of PC's will continue to provide a second op- Changing External Environment portunity for the application of traditional library skills. Often, PC's are External events also continue to have installed to allow users to develop their a major impact on the corporation. For- own ad hoc computer applications using eign and domestic competition have corporate data and standard application made information a more important re- packages, such as a spreadsheet. In order source to organizational decision making. to manage this process, many organiza- The corporate appetite for infor- tions have created information centers, mation has been fueled by the new tech- which are staffed by people who help the nologies, which increase the availability users identify what they really need and of information. In this new environment, then develop a customized solution to information is viewed as providing a this one-time need. In reality, the people competitive advantage to organizations. working in this new type of information Those who don't use information effec- center are really serving as reference li- tively will be the losers. While it is im- brarians who provide their service using possible to forecast what external events computer software packages rather than will emerge in the future, it is certain that books or online databases. these changes will continue to occur and that information will remain a critical re- Curriculum Implications source in responding to these events. It is hoped that the above examples New Roles for Old Skills provide support for the main thesis of this article-that massive curriculum re- Special librarians will continue to bring form is not the answer to providing the a special competitive edge to this chang- skills needed to effectively serve corpo- ing corporate information environment rate information needs in the future. in the form of the traditional skills of Rather, educational programs at all levels cataloging and reference. The changing should focus on adapting the traditional information environment provides op- skills to the new environment brought portunities for applying these familiar about by technological and external en- skills in new contexts and for perhaps vironmental changes. While courses in extending the reach of the special library. business or administration couldn't hurt,

special libraries the main focus should be on sharpening effectively in this environment, it is es- the core skills that provide the special sential that the corporate special librarian librarian with a competitive advantage in has a good working knowledge of how providing information services. In my information is used by decision makers view, this should include courses in four in corporate settings. While the context general areas: traditional skills with a and the environment of the corporation broader focus, technology, analytic skills, will change, these basic information and the role of information in "business." needs and roles are less likely to change. Traditional skills wifha broader focus. As was Given this understanding, it is less of a stated above, the basic skills of reference problem then for the corporate librarian and cataloging have applications outside to adapt to the changing external envi- of libraries. Library curricula need to be ronment because the basic organizational broadened to include these non-biblio- needs remain relatively constant by com- graphic applications as well. Training parison. should be provided for indexing and or- The main role of the corporate library ganizing office documents as well as has always been to serve as a boundary MARC records, and for using numeric spanner by providing a formal link be- and non-bibliographic online databases tween the organization and its external in addition to the traditional biblio- environment. By monitoring the external graphic databases. environment and selecting only relevant Technology. The computer revolution information, the library helps its clients shows no signs of slowing down. As a avoid information overload. (I) result, technology will remain an impor- While the changing technological en- tant component of any educational pro- vironment and the accompanying rise in gram. In order to function effectively in end-users making direct access to com- the new information center, training mercial databases may be viewed as a should be provided in typical business threat to the viability of the corporate applications using end-user packages, library, in reality this is unlikely to be such as spreadsheets and database man- true. The need for information by cor- agement systems. porate decision makers will increase in Analytic skills. The corporate librarian the future. While a small proportion of should be able to deal with numeric in- individuals who make regular use of a formation as well as text. Reference few databases will find it convenient to courses provide the skills for identifying do their own searching, the majority of and retrieving the information, while users will find it easier to turn to a trained skills in statistics and accounting provide intermediary to navigate the information the ability to manipulate, analyze, syn- jungle for them. (2,3) thesize, and evaluate non-bibliographic information after it has been retrieved. Conclusion These quantitative skills are necessary not only for dealing with new types of In conclusion, changes in the context information requests, but for providing for corporate information services will the basis for effective library manage- provide increased opportunities for spe- ment through planning, budgeting, and cial librarians to apply the basic tools of evaluation activities as well. the trade. Library education for corporate

The role of informafion in "business. " Special librarians needs to emphasize the unique libraries exist to serve the ongoing in- information roles found in corporate set- formation needs of their parent organi- tings as well as the fact that library skills zations. As a result, corporate libraries are too important to be limited only to differ dramatically from other types of library applications. The role for contin- libraries in that their collections are likely uing education will be to focus on the to be more current and highly specialized, changes in the context of information use and they provide highly customized or resulting from new technologies and ex- personalized services. In order to serve ternal events. References cations for the Delivery of Information Systems and Services." Journal of the American 1. Culnan, Mary J. Organizational Information Socie/y for Information Science 36:302-308 (Sep- flows and the Industrial Library. Unpublished tember 1985). Ph.D. Dissertation, UCLA, 1980. 2. Culnan, Mary J. "Chauffeured versus End- Mary J. Culnan is associate professor User Access to Commercial Databases: The and director of the Business Manage- Effects of Task and Individual Differ- ment Information Systems Program at ences." MIS Quarferly 7:55-68 (March the Kogod College of Business Admin- 1983). istration, The American University, 3. Culnan, Mary J. "The Dimensions of Per- Washington, D.C. ceived Accessibility to Information: Impli-

special libraries Changes Library Education: The Deans Reply

The year I986 marks 100 years of library education in the United States. To honor this centennial, the Special Libraries Association sent requests to deans of ALA accredited graduate library education programs and asked them, "What do you consider to be the most dramatic changes in library education that have occurred during your professional career?" We include those responses here in this special issue.

The inclusion of interpersonal relations skills in the curricula of a few farsighted library schools is a most significant event in library education. The dramatic impact of technology has overshadowed the significance of interpersonal relations education in librarianship. The widespread use of wordprocessors, electronic mail, and integrated library systems has been a marvel and a joy. Library schools have felt the impact of technology and have responded by including courses about the new technologies in their curricula. But few library schools presently require or even include a course devoted exclusively to interpersonal relations skills. And yet interpersonal relations skills are given a top ranking among the skills wanted by library directors in an entry-level librarian. The incursion of these skills into library education during the last 10 years is a significant event that will continue until it reaches its full fruition, perhaps in the next 10 years. Nathan M. Smith Dean of the School of Library and Information Sciences Brigham Young University

fall 1986 I consider the most dramatic changes that have occurred in library education to be the change of librarianship from a labor-dependent to a technology-dependent profession and the change in library education from being low-unit cost to high-unit cost programs. The latter has produced far reaching consequences, including the demise of a number of library schools.

F. William Summers Dean of the School of Library and Information Studies Florida State University

I consider the most significant development in library education, particularly over the last 15 years, to be the institution of specific courses dealing with issues faced in special libraries. Some of these are courses with management orientation, some deal with the specific uses of technology, and still others with subject approaches and user interactions to be found in specific types of libraries. Dual master's degree programs strengthen this approach. The rate and level of implementation vary considerably from one library school to another, and prospective special librarian employers must advertise and select carefully, certainly from a national pool and not just from an advertisement in the local Sunday paper, if they expect to achieve the benefit of the talent that is available. There is also the need for an understanding that what is being hired is a junior starting-level professional and that employer- provided opportunities for continuing education must be ongoing. There is no doubt in my mind that the quality of potential student graduates for special libraries is better than ever, and their insistence that professionals should do professional work and clerks should do the clerical work is only further proof of that contention. Herbert S. White Dean of the School of Library and Information Science Indiana University

I consider the most dramatic changes in library education that have occurred during my professional life to be as follows: the emphasis on theory as opposed to practice-which has resulted in more attention in the classroom to the "why," rather than the

218 special libraries "hown-as well as the growing awareness on the part of library educators and students regarding the need for research in the field by library practitioners and library school students. Both of these changes are illustrative of the growing maturity of the profession. Cosette N. Kies Chair of the Department of Library Science Northern Illinois University

When I received my library degree, the MLS had just recently been established as the basic professional degree. There were only 3 schools offering the doctorate-now there are 23. During these past 35 years, there have been great advances in library education. The quality of faculty, students, curricula, and research has improved greatly. The greatest impacts have come from the advent of non-print media and the computer as well as the introduction of information science into the programs of library schools. George S. Bobinski Dean of the School of Information and Library Studies State University of New York at Buffalo

When I entered the field of education for librarianship, the library was the library school student's laboratory. Now the microcomputer laboratory has replaced the reference collection as the most popular site for completing homework assignments. The book as artifact has seen the substitution of the bibliographical record as surrogate. The book as an information source has found non-print media a fierce competitor. A major research thrust in our school currently is videodisk technology. When I first became a librarian, my investigations were in the history of printing! The future has replaced the past as the focus of our attention; the present becomes increasingly evanescent.

James D. Ramer Dean of the Graduate School of Library Service University of Alabama

fall I986 In a large sense, librarians have always served the same functions. They have gathered information together, put it into a retrievable form of storage, and provided some form of access to it. The arrival of the "information age" does not change those functions. The tools are simply different. Library school education must adapt to integrate and include the new technologies, but must not lose the focus on service and concepts of information organization that have served us so well in the past. As the term "librarian" is replaced by new terms, such as information manager, library education must hold on to its turf; otherwise, these jobs will be filled by graduates of business or computer science programs. The opportunity is there; it has concomitant risks, but all opportunity does. We are in for some fun.

Robert C. Berring Dean of the School of Library and Information Studies University of California, Berkeley

The gradual changes that introduced intellectual vigor to library education were brought about through upgrading of educational requirements for admission to graduate programs in library and information science. The intellectual stimulation that swept professional education came because of the high quality of teachers invited to join faculties. Not only did younger faculty members bring with their competencies technical know how, but a deep understanding of the role of librarianship in an information-driven society. More recently recognition of the need for linkages with other related fields, e.g., telecommunications, management, and behavioral sciences, has set the scenario for library education for the coming decades. Miles M. Jackson Dean of the Graduate School of Library Studies University of Hawaii

I believe that there has been a lack of dramatic change in library education. I began as a library educator in 1971 and taught seven sections a year of a course entitled "Current Issues in Librarianship." The issues we discussed included the following: How does infor-

220 special libraries mation science relate to librarianship? To other disciplines? Is librarianship a profession? What is the difference between a profession and an occupation? How can you tell the difference between a librarian and a social worker? Between a librarian and a curator? What is a library? How do you know the difference between a library and a YMCA? Between a library and a museum? What is a library's community? What is the difference between information needs studies, user studies, and collection use studies? I need not go on. We have clearly learned more about these questions. We may have more answers. There has been more systematic research about users and about library systems. We have also obviously changed the ways in which we do our work as an increasing number of systems become automated. But the philosophic questions have not changed. What we are about has not changed. And we continue to debate priorities and policies. Leigh Estabrook Dean of the Graduate School of Library and Information Science University of Illinois

I entered the profession as a public reference librarian in 1959, later working university and community college reference desks, and became a library school teacher in 1967, teaching since then in three different universities. During that time, I have noted two major developments in library education-the intensification of scholarly rigor in both instruction and research, and the interest expressed both by practicing librarians and library educators in the breadth and depth of preparation needed by beginning professionals. Evidence of these two developments is quite direct and powerful. The Committee on Accreditation of the American Library Asso- ciation issued the statement on Sustained Productive Scholarship in 1980, which placed that agency in direct support of university standards for all faculty members, recognizing the importance of contributions to the body of knowledge both to the vitality of instruction and furtherance to the profession. Evidence of the interest of practitioners in developing the breadth and depth of preparation is seen in the competencies suggested by the King study, by special librarians and other interest groups, and by the discussion about extended masters' programs. Fortunately, library educators do not fall 1986 have to operate in a vacuum. Many practitioners and the organizations that represent them have maintained meaningful oversight of the preparation of those entering the profession.

Carl F. Orgren Director of the School of Library and Information Science The University of Iowa

The emergence of a new instructional pattern for schools of library and information science has placed them squarely in the area of the management of information. The introduction of the computer into libraries has been clearly recognized by the library profession in these years, and in recent years instruction in library schools has been broadened beyond traditional libraries to include preparing managers of information in various settings: businesses, corporations, legal offices, state and federal document centers, and other areas. To accommodate these new dimensions, library faculties have changed, and courses of study and requirements for the master's degree have been altered significantly. This has certainly been the experience at the University of Michigan, which introduced in the summer of 1951 one of the first courses in the use of the computer in handling information. Other technological innovations will stimulate continued change, but the tradition of public service should remain.

Robert M. Warner Dean of the School of Information and Library Studies The University of Michigan

One of the most dramatic changes that has occurred within library education during my 20 years in the profession is the infusion of technology-related issues and concepts into the curriculum of library education programs. The revolutionary technological advances in our society, coupled with the exponential increase in the volume and forms of information, have had a profound impact on libraries. For example, automated systems are now common. A significant range of information is currently available in multiple formats, including videocasette, optical disk, magnetic tape, and

222 special libraries online. Clearly, these and other developments have had a correlative impact on the content of curriculums in library education programs nationwide. While the graduate degree program of the School of Library and Informational Science at the University of Missouri-Columbia was the first to require of all its graduate students a basic course in library information systems in 1966, this was the exception and not the norm. The school was fortunate, indeed, to have the pi- oneering vision of Ralph Parker, Dean Emeritus, who is considered one of the fathers of library automation. Since the late 1960% however, most graduate programs have created a spectrum of options in an effort to integrate the use of technology in the provision of information services. Additionally, ongoing changes in existing course content have been yet another means of addressing this development. Mary F. Lenox Dean of the School of Library and Informational Science University of Missouri-Columbia

I consider the most dramatic changes in library education that have occurred during my professional life to be the following: the emergence of a broader view of the library/information field, which encompasses information management wherever it takes place and not solely within the confines of libraries; the development of information science as a research area and a disciplinary basis for the profession; the emergence of a true graduate faculty with scholarly interests and a program of research for many schools; and the integration of computer / telecommunications technology into the curriculum and the development of supporting laboratories.

Evelyn H. Daniel Dean of the School of Library Science The University of North Carolina at Chapel Hill

I consider the most dramatic change in library education that has occurred during my professional life to be the introduction of computers into the library world. The library profession was somewhat fall 1986 223 slow in adapting to this, but it seems to be coping now and I hope will become the world leader in the information science field. The professional associations-SLA, IFLA, ALA, and others-are ex- changing ideas and learning from each other, and will benefit greatly from this. The library world should become more aggressive in selling its products and should make them so indispensable that everyone would be "scrambling" to get them, regardless of cost. Library schools should work towards international educational programs, recognizing the fact that we are now one world.

Martha Boaz Dean Emeritus of the School of Library Science University of Southern California

Many changes have occurred in library education during my professional life: the shift of emphasis from how to why, from techniques to problem solving, from doing to thinking, from accepting to questioning; the acceptance of the legitimacy of research as a component of programs and of on-the-job performance; the emergence of outward-looking approaches to information seeking, with information resources defined in much wider contexts than library collections; and the acceptance and exploitation of the new computer and communication technologies.

Ann H.Schabas Dean and Professor at the School of Library and Informa tion Science University of Toron to

One is, of course, tempted to repeat the litany of automation, networking, and the nascence of research awareness as the most dramatic additions to the content of library education. Another tempting change to identify is the vast growth of the late 1960s and early 1970s followed by the precipitous decline in enrollment in the late 1970s and early 1980s; however, the most dramatic "occurrence" in the field to me is not change, but rather how in the midst of change library education has been able to maintain

224 special libraries the essentials of library practice as the core of its educational program. Central to this core is a focus upon the individual information seeker as the librarian's concern. The service imperative remains the nucleus of education for librarianship. Jane Robbins-Carter Director and Professor at the School of Library and Information Studies University of Wisconsin-Madison

Many changes have occurred in the field of library education during my professional life, or since 1961. The advances in information technology and applications of computers in libraries have had some impact on our field. The new technology forced library educators to change some of their old methods of teaching. It has contributed to some improvement in the image of the profession and has attracted a different, if not better, group of students and faculty. The faculty, to a large extent, are becoming computer literates, their research skills varied, and their classes somewhat more challenging, exciting, and stimulating. Unfortunately, the changes have not been as dramatic as one might have expected. The profession needs more fundamental research by professionals and scholars who are both sufficiently varied and well-grounded to provide new perspectives and to make it possible to discover new principles and relationships in the discipline of information science. Mohammed M. Aman Dean of the School of Library and Information Science University of Wisconsin-Milwa ukee

fall 1986 The Scholarship Program: Still a Good Use of SLA Funds? Muriel Regan

The SLA Scholarship Program is reviewed from historical and financial viewpoints, with reference to a previous survey of scholarship winners, and from a cost-benefit viewpoint. In context of the current job market for special librarians, and our profession's image, suggestions are presented for making SLA's investment in the scholarship program more effective.

rior to the creation of the SLA but by the field of special librarianship Scholarship Fund in 1955, there as well. It is a reasonable question to ask, P existed a Student Loan Fund, however, whether the SLA Scholarship which had been created by the Associ- Fund, which as of December 30, 1985, ation in 1938. During the 15 years of the totalled $152,683, (3)is being "invested" Student Loan Fund's operation, a total of wisely, not in monetary terms but in $2,875 was loaned to eight members from terms of whether we have seen and will five different chapters. Six of the bor- see an improved future in the field of rowers, in 1954, were still actively en- special librarianship, in regard both to gaged in special library work. In 1955, professional achievements and career po- the Scholarship Fund was established tential. when it was agreed that such a fund I have no doubt that in theorv schol- would "benefit the Association by en- arships are important to the future of li- couraging its members to continue their brary education, particularly as tuitions professional education. It would help for graduate schools increase. We want raise the educational standards for the people with the best potential to be able profession. It would be of advantage in to afford education. Scholarships indicate recruiting special librarians from the col- a commitment to the future of a profes- leges and universities. . . ." (I) The sion by its professional associations and scholarship program's "prime objective reflect concern by SLA members for the . . . (was) to promote the profession and importance of education to special li- to help librarians achieve professional br&ianship. status." (2) Today SLA offers up to two $6,000 Implicit in the above is the notion that scholarships annually for graduate study a scholarship is an investment in the fu- leading to a master's degree; up to two ture, not only by the individual recipient $3,000 stipends for minority students for

special libraries graduate study leading to a master's de- made outstanding contributions: writing gree; and administers two scholarships of articles and books, serving as officers of $1,000 each, funded by other organiza- SLA and other professional organizations: the IS1 Scholarship Program, for tions, and receiving various awards and beginning doctoral candidates, which is honors. funded by the Institute for Scientific Ed- Another matter of concern, however, ucation, and the Plenum Scholarship Pro- is that 29.2% of those who responded to gram, funded by the Plenum Publishing the survey never entered the field of spe- Corporation, for graduate students al- cial librarianship at all, either because of ready enrolled in a doctoral program. a lack of job opportunities in their area, While the two awards not supported by or because of changed career goals or bet- SLA funds are, strictly speaking, not per- ter opportunities in other library fields. tinent to this discussion, it must be as- This suggests the need to advise candi- sumed that the funding organizations dates on the realities of the job market would have much the same interest as and to explore more carefully the depth SLA in assuring that their investments of their commitment to svecial librari- are well spent. However, the immediate anship, as well as the scope of their career question at hand is whether the money planning. In certain specializations, for provided by SLA is being utilized to pro- example, an awareness that willingness vide a sound return in the future. to relocate might be necessary in order There is some indication that it is not. to obtain a position needs to be part of In an article that I co-authored with an individual's career planning. SLA Vivian D. Hewitt, (4) we summed up the might even take the larger step of helping results of a survey we conducted of the scholarship winners implement career 113 SLA scholarship recipients from 1955 plans, counseling them in their job search through 1978. Of the 113 recipients, 41 and, when necessary, helping them to re- could not be located and 22 did not relocate by putting them in touch with ap- spond to the survey. Two were deceased. propriate chapter officers and other We would have to assume that those un- useful contacts. able to be located after a thorough search Further concern about the SLA schol- of directories and considerable publicity arship program is suggested by the fact were simply not in the library field any that in some years there have been no longer.- applicants for some of the awards. More It is disturbing not only that so many publicity is clearly indicated; this would recipients were not located, but that there help to achieve what the Chairperson of was no planned follow-up of the schol- the 1983-84 Scholarshiv Committee saw arship winners. Consistent follow-up, as necessary: ". . . additional applicants possibly by prior agreement with award- are needed who have improved educa- ees, would have provided information tional background, relevant work expe- about why so many failed to make use rience, and a firm commitment to the of their SLA-supported training and profession of special librarianship." (5) would give interview committees data Perhaps more to the point are signs of helpful in refining guidelines for candi- lagging interest in the field of librarian- date selection. ship as a career. A dearth of applicants Of the grantees who responded to the for academic and public library positions survey, 81.2% were working in special or has been noted, (6)the result in part from other libraries. Only 1% said that they a cycle of oversupply of librarians leading would have become special librarians in turn to fewer students enrolling in li- anyway, although a majority said that brary schools followed by a resulting un- they would have attended library school dersupply. This dearth is also caused by even without scholarship aid. limited library career opportunities, in It seems clear that the scholarships terms of financial rewards and upward brought people into the field; even more mobility, while other job opportunities, impressive was the number who had for women particularly in less traditional

fall 1986 fields, have been expanding. This situ- mation management. Both of these ation of scarcity is true also to a suggestions would be useful in main- , somewhat lesser degree in special librar- taining high levels of skills for the profes- ianship, where business, law, and tech- sion. nical special librarians are in short Encourage SLA scholarship winners to supply. These limitations have also be active in SLA chapters and divisions. proved troublesome in the continuing at- In the Hewitt-Regan study, we were star- tempt to recruit minority librarians, (7) tled to note that only slightly more than even with such encouragement as SLA half the winners were active, or even in- minority stipends. active, members of SLA; those missing, It would seem that the SLA scholarship of course, were not members. The im- program has not been entirely successful portant link between SLA and those ex- in meeting the goals cited earlier. The pected to achieve in the field should be goals themselves still stand as worthy. cultivated. A mentor system, with much Promotion of the profession continues to one-to-one communication, might be be critical. Professional librarians are useful here. sorely in need of enhanced professional Finally, we must realize that the suc- status; we will need to attract highly cess of the scholarship program is tied qualified people to the profession. Still, inextricably to the issues of special li- in answer to the basic question of brarians' career opportunities and sala- whether SLA's money has been well ries. If SLA is going to attract the finest spent, I would offer a qualified yes: "yes" applicants for our scholarships, and re- because the intent of the scholarship pro- tain scholarship awardees in the field of gram is sound and, to some extent, has special librarianship, efforts must be been achieved; "qualified" because cer- made to set realistic minimum acceptable tain improvements need to be made in salaries; to educate employers to the full order for the scholarship investment to range of possible ways of making use of yield an even better return. the skills and talents of special librarians; Thus far I have touched upon several and to encourage the expansion of job improvements that might be imple- opportunities so that an attractive career mented: more thorough evaluation of the ladder is possible for the members of our applicant's goals, methodical follow-up, profession. improved job market counseling, helping Indeed, in the July 1986 issue of Work- awardees actually to enter the special li- ing Woman, library science was listed as brary field, and increased publicity about one of the 10 worst careers for women the awards. Here are some other sugges- (and, by implication, for men). The au- tions that might make the granting of thors noted that "low pay isn't the only scholarships more effective. problem. Traditional library staffs are Consider, in addition to awards for being restructured to make way for graduate students, midcareer scholar- computers. . . ." There was, in the arti- ships for special librarians needing to re- cle, a "silver lining": "These high-tech tool or retrain. Particular attention might changes can also pave the way to posi- be paid to helping special librarians attain tions as corporate or legal librarians skills necessary in our technological age, within information-management depart- such as computer expertise, database ments in large companies." (8) What management, database searching, and so does this say about the opportunities for on. Consider using some of the scholar- the rest of special librarians? ship funds for internships in special li- I would therefore urge as a most im- braries, again to improve the skills of portant step that SLA take action on the practising special librarians, providing larger issues of professional image, career hands-on experience with computerized paths, and salaries, some aspects of which library activities, specialized reference, or are already being addressed as part of the expansion of skills to such areas as ar- Association's Long-Range Plan. Only chives, records management, or infor- then will the SLA scholarships be fully

special libraries effective: We will be certain to attract 3. Special Libraries Association, Inc. Report on the best of graduate students and, I hope, Financial Statements, Year Ended December 31, of practising special librarians. The 1985. p. 2. awardees, in turn, will contribute to a 4. Hewitt, Vivian D. and Muriel Regan. rewarding, stimulating profession, prov- "Whatever Happened to That Kid Who ing SLA's "investment" in the scholar- Got the Scholarship?" Special Libraries 74(no. 4):345-357 (October 1983). ship program a sound one. 5. Gadula, Marie. "Scholarship Winners." Special Libraries 75(no. 1):9A (January 1984). 6. Sanders, Thomas R. "The Cataloger Crisis: References Another View." American Libraries 17(no. 5):310 (May 1986). Boots, Rose. "Proposal for SLA Scholar- 7. Roth, Alvin R. "Salaries Affect Minority ships." Special Libraries 45(no. 4):180-183 Recruitment." American Libraries 17(no. (April 1954). 5):308 (May 1986). Boots, Rose. "Committee Reports: Student 8. Konrad, Walecia and Iris Selinger. "The 10 Loan Fund." Special Libraries 44(no. 8):325- Worst Careers for Women. Working Woman 326 (October 1953). 11:72-73 (July 1986).

Muriel Regan is a principal in the library services firm Gossage Regan As- sociates, Inc., New York City.

fall 1986 Accreditation: A Blueprint for Action Vivian J. Arterbery

The Special Libraries Association's goal of full participation in the accreditation process of graduate library and information science programs is significant. Although SLA has not officially been a part of the accreditation process, its members, as members of the American Library Association, have served on the Com- mittee on Accreditation. This paper includes the major recommendations from the Committee on Accredita- tion Project and discusses SLA's response to the COA report, as well as the background, issues, and implications of SLA participation.

or a decade or more special librar- ing graduate library and information ians have informally expressed an science programs. In January 1985, seven F interest in accreditation. In 1982, SLA members met in Chicago to begin the Board of Directors of the Special Li- their participation in the 18-month, De- braries Association identified -greater in- partment of Education funded, Commit- volvement in graduate library education tee on Accreditation (COA) Project to and the accreditation process as one 6f explore procedures and guidelines for twenty-six areas of professional concern. opening the accreditation process to a va- In 1983, the entire membership, through riety of associations. chapter ranking of these issues, pin- These events were historic, for since pointed graduate library education and 1924 when the American Library Asso- full participation in the accreditation ciation (ALA) created its Board of Edu- process as one of the six priorities for the cation for Librarianship, it has been Association's long-range plan, covering responsible for accreditation of graduate 1984-1989. In September 1984, SLA library and information science pro- joined 17 other organizations at the As- grams. ALA is the organization officially sociation for Library and Information recognized by the Council on Postsec- Science Education (ALISE) Conference to ondary Accreditation (COPA), the non- discuss sharing the responsibility for ac- governmental, voluntary association of creditation. (I) The ALISE Conference accrediting bodies, for accrediting the validated that the time was rinht- to ex- first professional degree programs. ALA plore changes in the process of accredit- carries out its responsibilities through its

special libraries 12-member Committee on Accreditation, SLA Responds to COA Report appointed for two-year terms by the ALA Executive Board. The purposes of accreditation: establishment of standards and the evaluation of specific educational programs coupled SLA's Role with the recommendations from the COA Project on Accreditation provide While SLA has not officially been a the direction and approach for SLA to part of the accreditation process, its meet its goal. Table 1 summarizes the members, as members of ALA, have major recommendations from the Com- served on the Committee on Accredita- mittee on Accreditation Project. tion and on-site visit teams. The ex- SLA President Frank Spaulding, in giv- panding role of special librarianship, the ing the Association's official reaction to impact of information technology, the the COA Project report, affirmed SLA's increasing number of special librarians / continued interest in full participation in information professionals in non-tradi- the accreditation process. tional positions outside the library, and the envisioned future changes in special We concur with Recommendation 1 that an Inter-Association Advisory Committee librarianship brought into focus the ur- on Accreditation be formed with represen- gency of SLA having an official voice tation of all interested associations and in- in the accreditation process. Perhaps, stitutions. And we concur that this Koenig articulated the concerns of Advisory Committee should work towards special librarians when he wrote: the desired state of a federated structure in which the participating societies func- One answer is that education for special tion as co-equal partners to the greatest librarianship is far more important than it degree possible. And yet there is much to has ever been before. Special Librarianship be done, to be explored, with little time is no longer a step child category as in available if we are to meet the needs of "academic," "public," "school," "special" quality student education as identified by and "other." The consequences of this de- the interested societies who are concerned velopment are major; library education has with the multidisciplinary facets of knowl- an obligation to respond smartly to the edge and information. (5) needs of special librarianship and special librarianship has an obligation and an op- SLA's participation on the Inter- portunity to guide and evaluate that re- ~ssociation Advisory Committee on sponse. (2) Accreditation, if established by ALA, SLA's goal of full participation in the seems assured. But to be prepared for full accreditation process of graduate library participation in 1989, SLA must imme- and information science programs is sig- diately turn to Recommendation 5 which nificant. But what are the implications calls for the development of a policy for the Association of this participation? statement and the identification of ed- What does accreditation mean? Accred- ucational requirements for special librar- itation entails the establishment of stan- ianshiv. These are the essential dards for professional education and the instruments for SLA's real contributions evaluation of specific educational pro- to the accreditation process and to the grams in light of those standards. The future of special librarianship. This is a accreditation process is concerned with challenging assignment, one which the quality of the educational experience would be greatly simplified if Jane Rob- provided by the programs designed for bins Carter's proposal for a five-year the preparation of librarians; it is not moratorium on the accrediting process, in meant to be a tool for social amelioration, order to study it and start anew, could a means for controlling the supply of be put in place. (6) graduates, or a mechanism for dealing di- SLA has laid the groundwork: two As- rectly with social developments outside sociation-sponsored research studies fo- of the learning environment. (3) cusing on skills and competencies have Table 1. Committee on Accreditation Project Major Recommendations (4)

1. The American Library Association should take immediate initiative to invite other interested professional societies to join it in the formation of an Inter-Association Advisory Committee on Accreditation. 2. The American Library Association should commit sufficient funds, estimated at $25,000, as an augmentation of the budget of the Committee on Accreditation to cover the first year of operational expenses for the recommended Inter-Association Advisory Committee on Accreditation, with expectation that in subsequent years those costs would be shared equitably by participating societies. 3. The Inter-Association Advisory Committee on Accreditation should be charged with the following responsibilities: . to review the Final Report on the project, to evaluate the several recommendations embodied in the reports of the Working Groups, and to select those which should be implemented; to identify the continuing costs involved in the implementation . . . including the costs of the Inter-Association Advisory Committee itself; to identify the appropriate formula for sharing of the costs of the Inter-Association Advisory Committee among the participating societies in subsequent years; to identify potential sources for funding one-time costs involved in implementing other selected recommendations and to work with the Committee on Accreditation in developing and submitting proposals to other agencies; to cooperate with the Committee on Accreditation in the implementation of selected recommendations and advise the participating societies on the progress in implementation; to identify the appropriate formula for sharing of the continuing costs of accreditation among participating societies. 4. That for the foreseeable future accreditation should be focused on the first professional degree at the master's level. 5. That the Inter-Association Advisory Committee on Accreditation should work closely with each of the participating professional societies in the development of policy statements and appropriate documents that identify the educational requirements for both general and society-specific objectives, in forms that will assist the process of evaluation of programs for accreditation. 6. That the 1972 Standards for Accreditation and associated or related guidelines continue to serve as the basis for accreditation, but that the Inter-Association Advisory Committee on Accreditation should establish, in cooperation with the Committee on Accreditation, a review process aimed at identifying the needs for additional guidelines and perhaps eventual replacement of the 1972 Standards.

special libraries already been funded. SLA has also ap- mendous changes impelled by informa- proved a policy statement on graduate tion technology, professional education education which states: must prepare future information profes- Special Libraries Association believes that sionals to provide "the library" in many graduate education should adequately pre- different information settings. pare students for special librarianship/in- Special librarians must agree on the formation management. The Association components of a core knowledge of the will: field. The dilemma of approach or phi- support formal library and information losophy of graduate professional educa- science education; tion must also be considered. We must form an integral partnership with edu- reverse the trend of thinking evident in cators of special library and information the literature and summarized by White: professionals to monitor the changing "Train them to work in our library with work and technology environments; its specific needs and characteristics. participate in the accreditation process Train them to be immediately productive for graduate library and information sci- from the day we hire them. . . ." (8) ence education; Professional library education for spe- encourage its members, through Chapter ical librarians / information professionals networks or as alumni, to become active must be a process concerned with the in their local schools of library and in- acquisition and development of knowl- formation science; edge and skills that equip one to assume assist in monitoring the skills and com- any number of roles in information man- petencies required for special library and agement. The educational preparation of information management. (7) information professionals must provide the theoretical foundation that allows the SLA's Challenge adaptation of skills to all information settings or roles. In considering the development of The COA Project Working Group on standards and educational requirements Curriculum identified five areas which for special librarianship, five distinct is- must be considered in curriculum devel- sues dominate the discussion: (1) What opment: will be the future information needs of our institutions? (2) How will informa- basic functions performed by special tion be delivered in the future? (3) What librarians / information profession- will be the role of special librarians/in- als; formation professionals? (4) What impact the media involved; will information technology have on the role of the special library as we know it individuals and groups to be served; today? (5) What fundamental knowledge . various job activities; and skills will be needed for future spe- the environments. (9) cial librarians / information professionals? This assessment should also include al- To answer these questions, SLA must ternative environments in which infor- define the parameters of special librari- mation activities may take place, so that anship. What is the scope of special li- educators can design educational expe- brarianship? What is graduate library riences that illustrate applications in education to provide information profes- those settings. The impact of information sionals who plan careers in special li- technology on the library is not limited braries, information centers, or the other to the setting; it is also changing the me- entities that are emerging for the delivery dia as well as the function of the librar- of information? Currently, professional ian. End-user searching, for example, library education in many ways prepares dramatically highlights the special li- graduates to work in the library as a brarian's educational function. So, these place-not as a function. With the tre- five factors are critical in the develop-

fall 1986 ment of future educational requirements. In the past, special librarians have in- The basic curriculum might be expanded formally criticized the value and quality to include principles of information- of graduate library education as presently seeking behavior and information orga- structured and the call for revision in the nization, as well as archival management, curriculum has been with us far too long. database management, information sci- Preparation for full participation in the ence, and records management. accreditation process is the catalyst for While special librarians seem to be in introducing new approaches to profes- a quandary about educational require- sional library education. Now is the time ments. there is a keen awareness of the for action. importance of the effective use of information. Meaningful input into the accreditation process also requires the Literature Cited definition and articulation of what makes an effective special librarian. Both ac- 1. Horrocks, Norman. "Sharing Accredita- complishments and failures must be ex- tion." Library Journal 109 (no. 20): 2238- 2241 (December 1984). amined in this appraisal. What has 2. Koenig, Michael E.D. "Education for prevented special librarians from realiz- Special Librarianship." Special Libraries 14 ing the full potential of what we have to (no. 2): 182-195 (April 1983). offer our institutions? What skills do we 3. Asheim, Lester. "Trends in Library Edu- lack? cation." In Advances in Librarianship 5: (152- 156). Orlando, Academic Press, 1975. Final Call 4. American Libraries Association. Commit- tee Accreditation. "Accreditation: A Way Ahead." Chicago, ALA, 1986. The implications of SLA's full partic- 5. Spaulding, Frank H. "Accreditation: A ipation in the accreditation process are Way Ahead as SLA Sees it." Paper pre- far reaching. First, there are considerable sented at the American Library Association costs. More fundamentally, to contribute Annual Conference, New York, June 1986, to the evaluation of educational pro- 1-2. grams, special librarianship must have 6. Daniel, Evelyn H. "Expanding ALA clearly defined standards and educational Accreditation." Library Journal 108 (no. 3): requirements for the professional edu- 178-179 (February 1, 1983). cation of information professionals who 7. Spaulding, Frank H. "Accreditation: A Way Ahead as SLA Sees It," 1. choose careers in "special librarianship." 8. White, Herbert S. "The Accredited MLS Those standards can only be developed and the Promised Land." Library Journal I11 when there is unified understanding (no. 8): 94-95 (May 1, 1986). among special librarians of what we 9. American Library Association, Committee really do and where we are headed as on Accreditation, "Accreditation: A Way information professionals. Ahead," 48.

Vivian J. Arterbery is library director at the Rand Corporation in Santa Monica, California.

234 special libraries On the Scene

Rosabeth Moss Kanter Speaks at the SLA Boston Conference, June 9, 1986 speech summarized by Linda L. Hill

This summary of the first General Session of the 1986 SLA meeting in Boston is based on a tape re- cording on a very small recorder. It is intended to give the main points of her talk and some of its character through a sampling of her wonderful stories. It is no substitute for being there or for reading her book The Change Masters. I may have taken some liberty with phrasing, but I hope not with the ideas. Linda L. Hill

(Editor 2 Note: Rosabeth Moss Kanter, professor the ruins to see if anything was salvage- of sociology and professor of organization and man- able. He happened to touch one of the agement at Yale University School of Manage- neighborhood pigs that was caught in the ment, has kindly given us permission fo print fhe fire. When he touched it, it was hot and following summary of her speech "The Change he pulled his hand away. He put his fin-

Masters: Keys to S~ccessfulInnovation, " which gers in his mouth to cool them off and was delivered at the General Session of the 1986 the taste was absolutelv delicious. He had SLA Annual Conference in Boston.) just discovered cookkg News of this great discovery spread throughout the harles Lamb wrote a "Dissertation countryside and soon all the people on Roast Pork," a fable on the throughout the area were burning their C discovery of cooking, to illustrate houses down. The moral of this story is the nature of learning and the importance that if you don't understand why the pig of true understanding. Way back in an- gets cooked, you're going to waste an cient China, when people lived in pri- awful lot of houses. mitive surroundings, animals sharing the The challenge is how to bring about house and wandering in and out, the peo- constructive change within organizations ple ate their food raw. One day the father without wasting the whole house. Our left and while he was gone the eldest son present competitive environment is forc- accidentally set the house on fire. When ing all organizations to change. Innova- the father returned he poked around in tion is needed.

fall 7986 The rules of the game are always changing: regulations, population characteristics, consumer demands, etc. Em- ployee expectations are also changing. Innovators are increasingly rights con- scious. They expect a voice in decision making; they expect a career as a matter of entitlement. There is more entrepreneurial spirit, where the direct con- tribution that I personally make is important. People want a piece of the action. They want to have pride of own- ership. The following formula illustrates the present situation and the challenge: MTBS 2 MTMD. This stands for the mean time beheen surprises must be greater than or equal to the mean time to make a decision. Organizations are unravelling red tape. They are "delayering." This is a wonderful term because in fact bureaucracies are "delavers" of decisions. Decisions have to go through so many channels- steps that are nothing more than the Rosabeth Moss Kanter speaks at on of information or stopping the the 1986 SLA Boston Conference. process from going forward. Change Masters understand trends and Change Masters tune into things can move with them, and can move pro- outside their own field. One ductive new ideas into use much more publisher asks, "What else is quickly than we used to be able to do going on in your life," when he with the old style bureaucracy. calls to ask about features of his There are seven basic skills for mastery magazines. Crossing boundaries of change: is important. Spend time with people who challenge you. Take A. The ability to change a need or a the meeting budget and send problem into an opportunity. people to meetings outside their Maslow said that to a little boy own field. with a hammer everything looks As people rise, their capacity to like a nail. The Change Master innovate goes down. What you tunes into the environment, gain is the ability to surround rather than into internal skills. yourself with people who agree Keep in close touch with the en- with you. You shelter yourself vironment; tune into emerging from the shocks that other peo- needs. It is often the user who ple face. suggests change, who triggers B. The ability to engage in kaleido- change. But you can't ask on a scopic thinking. questionnaire, "Tell me what In a kaleidoscope, the exact same you don't yet have." The Amer- fragments form different pat- ican public did not demand the terns when you change angles, personal computer. twist, or change perspective. "If life gives you lemons, make There are many different ways lemonade." to put the pieces together. Start

special libraries with a large menu of possible ap- the group to stretch their goals. proaches before getting locked Having an executive take the risk into one point of view. to do this sort of thing sends a Fred Smith of Federal Express got strong message to the staff. the idea for his business as an It is perhaps no accident that undergraduate at Yale. He wrote many innovative organizations a pap& about it and got a C in are in California. They have a the course. It sounded like a ri- culture of play and irreverence. diculous idea to take all the mail Creativity is playing with ideas; in the country to Memphis and innovation is irreverence against redistribute it. Dr. Kanter offered someone's tradition. Organiza- to take his transcript back to Yale tions that stifle innovation are to see if she could get his grade populated by a different kind of changed to a B + . A million and animal-invisible ones. They are a half in revenues should be sacred cows. To be innovative worth a B + . you must keep in touch with Outside experiences challenge challenges and reward fresh set patterns. It used to be the looks. conventional wisdom to manage C. The abilitv to communicate a clear by "minding the store." But the and compelling vision of what the idea for frozen food was payoff will be. prompted by a trip to Labrador In the beginning, a new idea is where the founder of Bird's Eye only an off-the-wall notion and Frozen Foods encountered frozen innovations are inherently risky. fish. The moral: Send people to Leadership is required to con- Labrador (figuratively speaking). vince others of the wisdom of the The most imaginative manage- idea. Venture capitalists support ment meeting: The annual finan- the person, not the idea. cial review and goal setting . Martin Luther King said, "I have meeting- started out in the hotel a dream." He didn't sav, "I have ballroom, as always. Speeches a few ideas but there &ay be a were scheduled and were begun. few problems out there. Let's set Suddenly the doors burst open up a committee. . . ." and uniformed men came in and Brigham Young led the Mor- grabbed everybody and took mons in a clearly westward di- them to helicopters waiting rection. He didn't say, "We'll go nearby. They flew to a second west for a while. that doesn't meeting site. The president said, If work out, we'll travel south." "Now we begin again. Leave your old ideas back at the first Who would have signed up to go place. Only new ideas here." You along? Management is basically con- can imagine the silence that en- cerned with keeping things un- sued. It is hard to unlock vour thinking when you are in the der control. It takes leadership same setting. and courage to move things in a He continued the meeting by different direction. going to the beach. (This is Cal- D. The ability to build alliances and ifornia, by the way.) A parade of coalitions. elephants came by. There was a Most innovations require sup- small one. a medium-sized one. port or means greater than is and a huge one, each with a fi- available within the individual's nancial goal painted on its side. own department. The small one was their present 0 One of America's 10 toughest goal. The idea was to challenge managers, whose motto is "Busi- fall 1986 ness is the last monarchv.",, builds F. The ability to persevere and persist. coalitions. When he was going Everything looks like a failure in through a major reorganization, the middle. Three of the reasons he took a table in a restaurant in for this are: al The forecasts were New York and invited those faulty and time and resources be- whose support he needed one by come scarce; b) Unexpected one to lunch. He got them on the roadblocks materialize; c) Polit- team, made modifications, etc. ical problems arise. When it was time to implement In the beginning, the project is the plan, they hit the ground only an idea and those in power running.- think, why waste a good nega- Plant a few seeds around the or- tive; it may fail on its own. But ganization to avoid surprises. An in the middle, it begins to look effective team-building method like this thing might really hap- is to call a big meeting and an- pen and they start to think se- nounce a change. It builds a team riously about it. in opposition to you. When peo- G. The ability to share credit and rec- ple hear something for the first ognition and make everyone a hero. time which is totally unfamiliar, When a manager received credit often their only possible re- for a successful cost-savinzs ef- sponse is "No." fort, he got a bonus. He isked "Tin cupping" is another process that his staff also get bonuses. that consists of going around and Being the kind of company it asking for contributions of staff, was, the answer was "no." So the money, equipment, etc. for your manager took money out of his project. own pocket and collected money Consultation is also a good sanity from other managers and they check. "Are you out of your created their own pool. They cre- mind?" ated an environment of caring E. The ability to work with teams. and their people began to look Data General's Tom West used around for additional ways that competing teams to get what they could contribute. some said was impossible done. The reward doesn't always have They worked 60-, 80-, 100-hour to be money. work weeks. When Dr. Kanter assigned Soul of a Machine to her The characteristics of companies that students at Yale, they thought it support this behavior are: was a book about exploitation of 1. Job descriptions are broad, rather the worker. You get a higher than narrow, and the focus is on quality team when people are al- results. lowed to be individuals. Every- When Toyota and GM joined body on the team is special. forces on a joint venture, they had Identity of the teams is impor- to adjust their job descriptions: tant, like sports teams. Other ele- Toyota had 3 and GM had 33 ments: free team members from covering the same activity. distractions; eliminate frequent reporting; give pep rallies; em- The typical job description in a phasize solving problems to- high-tech company is said to be gether; celebrate milestones. "Do the right thing." West used to leave his idea on The worst thing you can hear an the back of an envelope where employee say is "That's not my they would find it when one of job." his teams was stuck. 2. They organize around project teams

special libraries that have every specialty that they rate (See page 101 of Change Masters for need on the team. the complete description) is: 3. They have a culture of pride. "All 1. Be suspicious of any idea from be- of our people are good and they're low. If the idea was any good, we getting better all the time." A cul- at the top would have thought of it ture of mediocrity, in contrast, is already. that anyone who has worked there for more than two years must be a 2. Require many levels of review of ideas. A variation to this is to let real fool. Getting new ideas from outside the company through new departments challenge other de- managers or consultants is a sign of partment's ideas and just listen to a culture of mediocrity. the survivors. 3. Express criticism freely, withhold 4. They communicate more; make information available. They encour- praise, and create job insecurity. This shows that you have "stan- age networking and minimize barriers to talking across levels and dards." Geneen's macho theory of management: People do their best traveling from place to place. Digital work when they are terrified. Equipment has a regularly scheduled plane that anyone in the com- 4. Do not give any advanced warning pany can use, regardless of position, of change. Announce major reor- for business purposes. ganizations, etc. on the radio. 5. They loosen up the organization. 5. Count everything. Tight manage- Anybody can see anybody. Deci- ment keeps everyone busy report- sion making is decentralized. Man- ing and not making waves. agers may have a percentage of their 6. Those at the top know everything. funds that they can spend without approval from above. A long-range Change is always a threat when it is plan gives direction to this type of imposed. It's an opportunity when you organization. are in on it. Closing advice: Go whole hog. Remember the Jesuit principle: It is 6. They are integrated organizations, easier to beg forgiveness than to ask for as opposed to segmented organiza- permission. tions. Jobs overlap instead of being chopped up into distinct territories and levels. There is open communication instead of channels. Linda L. Hill is the assistant director for Editorial Services, Information Services The corporate philosophy of those or- Division, at the University of Tulsa. ganizations that prefer to remain second

fall 1986 The Salary Survey in Perspective Mary Frances Malone

and salary administrators who require or- Editor's Note: In honor of the centennial of library ganizational and geographic data. education in the United States, SLA asked Mary Over a nine-year period, from 1976 to Frances (Hoban) Malone, assistanf dean of the 1985, salaries in all percentile ranks Graduate School of Communication at Fairfield nearly doubled. This indicates an eco- University and former SLA manager of profes- nomic growth in the profession compa- sional development, to write a brief summary on rable to educators and other service the history of the Salary Survey and the changes professions. The growth also parallels that have occurred in the survey over the past that of United States government ser- years. As manager of professional development, vices. While the salary survey growth is 1978 to 1983, Ms. Malone set up the continuing stable, the figures perhaps do not com- education program as it now exists, as well as pletely reflect the economic changes in produced the Salary Survey. the profession. One must remember that averaging figures over time tends to sta- bilize or level them. One needs to ex- rom its inception in 1967, the Salary amine some highs and lows over the Survey has provided an interesting years to spot some facts about the profes- F and valuable tool for the profession. sion and the membership. Over the years For example, in 1985 on the lowest end the survey has remained stable, that is of the scale men make eighteen percent the response rate has differed little from more than women, while on the highest year to year and the percentage increase end of the scale men's salaries are has risen steadily but uneventfully. Until twenty-seven percent higher. It would 1983, the complete questionnaire and the seem that the gap grows wider as people updates covered the same areas each sur- advance in the profession. This phenom- vev. In that vear,, . the association ex- enon of salary differentiation mirrors panded the questionnaire in the hope of many other professions. attaining more complete salary infor- On the geographic front, the relative mation. They realized that supervisory position of the East South Central region experience, number of personnel, and job of the United States shows a significant title play an important part in determin- change. In 1982 this region ranked fourth ing salary level. In addition, the type of in salary rating while in 1985 its rank institution information provided a more dropped to tenth, the bottom of the scale. complete analysis of salary data. The The number of jobs in that area, or at more comprehensive breakdown of data least responses from the area, doubled. is especially helpful as members enter Thus perhaps the drop in relative posi- into salary negotiation. It also aids wage tions reflects more of an entry-level

special libraries growth for the profession than a stag- ble may relate to the types of organiza- nating of salaries. tions represented. A vast majority of Another interesting point, when com- respondents work in government, aca- paring figures over the years, is the age demic institutions, and non-profit orga- of respondents. Most service industries, nizations. Traditionally, drastic economic such as teaching, have an abundance of changes least affect these organizations. personnel moving close to retirement. Among all the other industries men- Figures for the special librarians, or at tioned, the information brokers closely least the respondents to their surveys, in- align with the rising trend of entrepre- dicate a slight growth in the 30 to 39 year neurship. This group increased in number olds. The so called "baby boomers" seem and ascended from the lowest rung of to be filling the ranks of information salary distribution by type of institution professionals in all industries. ranked in order of median salary to the Mobility, a characteristic of much of top third of the group. corporate America, seems less evident In summary, the salary survey provides among special librarians. For the most a valued service to members, to the part, the majority of respondents worked profession, and to the industries that em- for one, and not more than two, employ information specialists. The lack of ployers. This has not necessarily im- dramatic trends results primarily from proved their salary increases but it may the methodology used in these surveys. indicate job satisfaction. In balance, the survey makes not exciting, One reason salary trends appear so sta- but valuable, research material.

fall 1986 1986 Salary Survey Update

In an effort to assist special librarians in Table 1 reports the changes in mean and salary negotiations, Special Libraries Associ- median salaries from April 1, 1985, to April ation conducts an in-depth salary survey 1, 1986, within nine US. census regions and every three years. During intervening years Canada. The figures illustrate changes in dol- the Association, using a random sampling lar amounts and percentage increase or de- technique, polls 25% of the membership to crease. provide current salary information. The re- The survey indicates an overall median sal- sults present an overview of special librarians' ary increase in the United States of $2,300 salaries, as well as a measure of annual salary from $26,500 in 1985 to $28,800 in 1986. This increases since the last survey. represents an 8.0% increase over last year. The The 1986 data update the overall national overall mean salary reflects a $2,206 increase and regional salary data reported in the 1985 from $27,974 in 1985 to $30,180 in 1986-a in-depth triennial salary survey report. While 7.4% increase. not as comprehensive as the 1985 survey re- A median salary increase in Canada of port, the 1986 update indicates general na- $1,440 from $31,740 in 1985 to $33,180 in tional salary trends. Used in conjunction with 1986 took place. This represents a 4.4% in- the 1985 report, the 1986 information pro- crease since last year. The overall mean salary vides special librarians with guidelines for sal- reflects a $2,060 increase from $32,696 in 1985 ary discussions. to $34,756 in 1986-a 6.0% increase. During April-May 1986, a 25% sample of A comparison with past surveys indicates Members and Associate Members received an increase of 13.2% in the median salary the survey questionnaire. within the United States over the last three years. The median rose from $25,000 in 1983 Questionnaires Mailed 2,905 to $28,800 in 1986. The 1986 data are reflec- Questionnaires Returned 1,195 (41%) tive of a 12.3% increase in the mean salary Invalid for Computation 101 - for the United States from $26,489 in 1983 to Useable Responses 1,094 (37.6%) $30,180 in 1986.

Table 1. 1986 Mean & Median Salaries by Census Region in Rank Order of % Change in Median from 1985 to 1986

Median % of increase Mean Census Region 1985 (or decrease) 1986 1985 % 1986 Canada' 3 1,740 4.4 33,180 32,696 6.0 34,756 Pacific 29.1 92 5.9 3 1.000 30,551 6.1 32,519 Middle Atlantic 28,000 11.2 3 1,500 30,322 9.3 33,418 South Atlantic 28,000 0.0 28,000 30,008 6.0 31,907 New England 26,200 12.5 29,937 27,451 10.5 30,649 East North Central 26,000 5.5 27,500 27,6.11 8.1 30,033 West South Central 26,000 8.4 28.37 1 27,180 7.1 29,240 Mountain 25,750 (6.5) 24,096 26,145 (3) 25,383 West North Central 24,600 18.0 30,000 25,979 15.7 30,812 East South Central 24,500 14.1 28,500 26,527 4.1 27,660 Overall United States 26,500 8.0 28,800 27,974 7.4 30,180 'Salaries re~ortedin :anadian dollars. The exchanse rate on April 1, 1985, was approximately States $1.00.

242 special libraries Table 2. Salary Distribution by Census Region in Rank Order of 1986 Median

~vira~e25th Percen- 75th Average No Census Lowest Percen- tile Percen- Highest Respon. Region 10% tile Median tile 10% Mean dents Canada* Middle Atlantic Pacific West North Central New England East South Central West South Central South Atlantic East North Central Mountain Overall United States See Footnote to T able 1

Canadian survey comparison indicates an nine United States census regions. In com- increase of 14.1% in median salary during the paring rankings with the 1985 salary survey last three years, rising from $28,500 in 1983 data, the three regions showing the greatest to $33,180 in 1986. A 9.3% increase in the change are the West North Central region, mean salary occurred; the mean rose from which moved up from eight to three, the East $31,553 in 1983 to $34,756 in 1986. South Central region, which moved up from All regions sampled, except for the Moun- nine to five, and the South Atlantic region, tain and South Atlantic regions, experienced which moved down from two to seven. Can- a median salary increase. The increase ranged ada and New England showed no change. The from 18.0% to 4.4%. The South Atlantic region Mountain and East North Central regions experienced no increase and the Mountain re- moved down two positions while the Middle gion median decreased by 6.5% between 1985 Atlantic region moved up two positions. The and 1986. East North Central and South Atlantic regions All areas, except the Mountain region, ex- moved down one position. perienced an increase in mean salary ranging Table 3 lists salary distribution by four job from 15.7% to 4.1% above 1985 figures. The titles: Manager, Assistant / Section Head, Li- Mountain region experienced a 3.0% decrease brarian/Information Specialist, and Support in mean salary. Staff. The data are combined for the nine cen- Table 2 lists the salary distribution in rank sus regions and Canada. Managers' salaries order of 1986 median salaries for Canada and ranged from $23,011 to $63,184 with a mean Table 3. 1986 Salary Distribution by Job Title, United States & Canada Combined

Average 25th Percen- 75th Average No Lowest Percen- tile Percen- Highest Respon- Job Title 10% tile Median tile 10% Mean dents Manager 23.01 1 31,000 36,000 43,888 63,184 38,404 404 Assistant/ Section Head Library/ Information Specialist Support Staff fall 1986 salary of $38,404. Assistant / Section Heads 13.4% from $26,976 in 1984 to $31,122 in earned from $21,820 to $44,455, the mean was 1986. Librarian/Information Specialists' me- $31,122. Individuals holding the title Librar- dian salary rose 6.8% from $25,000 in 1984 to ian / Information Specialist had salaries rang- $26,820 in 1986. The mean increased 8.7% ing from $17,679 to $41,506 with a mean of from $25,343 to $27,729. The median salary $27,729. Support staff salaries ranged from for support staff in 1986 was $20,400, a 6.9% $11,685 to $35,320, the mean was $22,145. increase from the 1984 report of $19,000. A comparison of 1984 Salary Survey data Mean salary also increased from $20,054 to indicates that median salaries at the mana- $22,145-a 9.5% rise. gerial level rose from $33,000 to $36,000. This The 1986 Salary Survey attempted to de- represents an 8.4% increase from April 1, fine the number of respondents unemployed 1984, to April 1, 1986. The mean salary in during the period April 1, 1985, to April 1, 1984 was $34,643 rising to $38,404 in 1986- 1986. Of the 1,094 valid responses, 45 par- a 10% increase. The median salary for As- ticipants (4.1%) indicated unemployment dur- sistant /Section Heads increased from $26,780 ing a portion of this period. Average length in 1984 to $30,617 in 1986-a 12.6% increase. of unemployment was four months. The corresponding mean salary increased

special libraries Actions of the Board of Directors June 6-7 and 13, 1986

Annual Conference will remain the respon- The SLA Board of Directors met at the Boston Sheraton sibility of the individual conference attendee. during the Association k 77th Annual Conference, Ac- The Ad Hoc Committee on Association tions taken and reports of note are summarized below. Committee Programs presented seven recommendations on committee programming at the Annual Conference that were referred to the Committee on Association Structure. The Long-Range Plan-The Board of Directors recommendations are intended to provide approved four new priorities for the Long- guidelines for the funding of conference pro- Range Plan: Membership Development, Gov- gramming, ensure coordination of all confer- ernment Relations/Information Policies, Re- ence programming, and guarantee the quality search, and organization. of all programs at the Annual Conference. The Board passed a motion establishing a Association Election-The Tellers Commit- special committee to include former Confer- tee reported the results of the Association's ence Program Planning Committee members election. The newly elected officers are as fol- to recommend a peer review procedure for lows: Emily Mobley, president-elect; Hope Contributed Papers that will be added to the Coffman, Chapter Cabinet chair elect; Ruth guidelines for Conference Program Planning. Seidman, Division Cabinet chair elect; Jane The special committee will report to the Board Cooney, director; and Catherine "Kitty" at the June 1987 meeting. Scott, director. Laura Rainey was elected secretary. Government Relations-The Board ap- Committees-The Special Committee on proved a resolution requesting President Membership Development gave a final report. Reagan to call a White House Conference on As a result of the committee work, the Board Library and Information Services to be held directed staff to do the following: 1) prepare not later than 1989. a sample recruitment brochure to be distrib- In response to the imposition of import lev- uted to Association units in January 1987; 2) ies by the governments of the U.S. and Can- prepare a recruitment manual for distribution ada, the Board approved a resolution opposing at the 1987 Winter Meeting; and 3) conduct any trade restrictions that restrict the free membership recruitment beginning in January flow of information. 1987. The Special Committee to Study the Name SLA Representatives-The Association of the Association reported that it will place Board approved motions to establish SLA rep- articles in upcoming issues of the SpeciaList to resentatives to the North American Serials In- solicit input from the membership on the terest Group and the Art Libraries Society of name of the Association. North America. The Board appointed two special committees in response to the additions to the Long- Divisions-After discussion at the Division Range Plan: one committee will investigate Cabinet Meeting, the Board approved a re- areas for membership growth and the second quest, beginning with the Anaheim Annual committee will develop an overall research Conference, that the continuing education plan and highlight areas of special concern to programs, sponsored by divisions at the An- special librarianship. nual Conference, remain on Thursday without competition from Association-sponsored Annual Conference-Mary Lou Stursa was programs and that all risk and responsibility nominated and approved as the 1988 Con- remain with the sponsoring division. The pol- ference Program chair. Marilyn Stark will icy will last for two years. serve as deputy chair. The Board also passed a motion to affirm Chapters-The Board approved a policy re- the Association's stance that child care at the quiring any contract, agreement, or obligation

fall 1986 entered into by an Association unit that ex- Other Business-The Executive Director was ceeds $2,000 be reviewed and signed by the authorized to explore the design revision of Executive Director. The policy also requires the Standard Industrial Classification (SIC) that any liability that exceeds the unit's bud- Code currently under revision by the U.S. Of- geted or available funds must be approved, fice of Management and Budget. in advance, by the Association Board. Fred Kilgour, Founder / Trustee of OCLC, was elected an honorary member by the As- Joint Cabinet-The Joint Cabinet recom- sociation membership at the Annual Business mended that all Association unit promotional Meeting. materials be sent to the Association's Director Nat Whitten, SLA Student Relations Of- of Communications, prior to publication, for ficer, was commended by the Board for his review in order to assure the accuracy of SLA successful efforts on behalf of SLA student information. groups.

special libraries WINTER EDUCATION CONFERENCE

January 30-February 1, 1987 Pittsburgh, PA

The field of library and information science is rapidly changing due to advanced technology, new methods of management, and expanding user needs. The 1987 Winter Education Con- ference will offer a series of professional development activities designed to prepare information specialists for this changing environment. Don't miss this opportunity to interact with experts in the field and participate in a series of unique professional development activities. Program will include:

* CONTINUING EDUCATION Courses on: Computers & Advanced Technology Trends in Information Science Management Theory & Practice * MIDDLE MANAGEMENT INSTITUTE Technology & Applications Unit * VENDOR UPDATES * SOCIAL EVENTS * MUCH, MUCH MORE For registration information and course descriptions call or write: Special Libraries Association Director, Professional Development 1700 Eighteenth St. NW Washington, DC 20009 (202) 234-4700

fall 1986 LETTERS

READER RESPONDS TO addition to the online catalog and various MICROCOMPUTER ARTICLE printed reports. Start up time was minimal; the documentation was good and the setup In reply to "Microcomputers as On-Line routines were easy to use. There were no con- Catalogs in Special Libraries," by Julia B. version costs; this is a brand new library. (We Faust in the summer 1986 issue of Special Li- also purchased word processor and spread- braries, several points need to be made to cor- sheet software for a total of $519.) rect some impressions left by this article. I Decision makers should be reminded that agree that articles such as this telling about there are software packages designed for li- "successful" local operations should be pub- braries that are available at a reasonable cost lished, but I shudder to think that others will for small operations; and further, it should be use this particular experience as a model. noted that these packages are not limited to The most important points I want to make typical library operations but can also be used are: for other types of records. 1. Before choosing the microcomputer, Linda L. Hill check into the availability of appropriate Tulsa, Oklahoma software. IBM-type microcomputers are used by the majority of the library packages that I know about. I believe that there are far fewer available for the Apple. REMEMBERING HAROLD HAMILL 2. Database management packages that are Imagine meeting the legendary Harold designed for library applications are far Hamill when I was just starting out as a special superior to all-purpose database manage- librarian in LA in the fall of 1948! For that is ment software. Specifically, they pro- exactly what happened to me and I'll never vide a variable number of fields of forget it. His equally distinguished Admin- variable length. That is, fields can be istrative Assistant, Katherine Laich, was ac- "repeated" as necessary for a particular tive in the SLA Southern California Chapter record, and the lengths of the fields do and at that point in time, she was handling not have to be specified in the beginning employment. So I made a beeline to LAPL when record formats are established. and had an informative discussion with Miss Second, they provide sophisticated Laich. Before I left her office, she led me to search capabilities: Boolean operators, Mr. Hamill's and we were introduced under phrase searching, inverted indexes, fortuitous circumstances, I might add. browsing, etc. And third, they often pro- At Columbia University, during my library vide authority checks, sorting routines school days, I had heard something about Mr. that correctly sort call numbers, checks Hamill, how he had fought a political machine for uniqueness, and special processes for and was fired. But I was unprepared for his circulation and acquisitions. imposing presence, his wit and charm which were overwhelming. On another occasion, I recently set up an online catalog system when both Mr. Hamill and Miss Laich ap- for a small library for a total cost of $5700. peared at an SLA function, I heard the version This included the software for the catalog, a from Mr. Hamill himself. I might add that he microcomputer configured with a 20 Mb hard actually boasted about being fired from a po- disk and 2 floppy disk drives, a 20 Mb tape sition which would have resulted in his com- backup with six cassette tapes (one for each promising his principles. Speak about library day and an extra), a high resolution monitor, ethics! Here it was in person and it was in- an internal 1200 baud modem, a surge pro- spiring and I had several occasions to recall it tector, and an LQ-800 Epson printer with a vividly and to put it into practice, as Mr. box of paper and three extra ribbons. Acqui- Hamill demonstrated. sitions and minimum circulation requirements Reading about his recent death brought were adequately handled by the software, in back memories of my early years in LA and

special libraries SLA and I realized once again how fortunate steering me in the right direction when I was I had been to have met such an indomitable a babe in the woods. personality in the profession. LA was just be- Sherry Terzian, M.S. ginning to be exposed to the concept of special Director of the Mental Health librarianship and I needed all the help I could Information Service get-and I did. I'm grateful for the memories Neuropsychiatric Institute and I realized, over the years, that Mr. Hamill University of California, Los Angeles was glad he had had something to do with

fall 1986 scribed in this book should provide an effec- Reviews tive tool for librarians to use in overcoming this barrier. Employer recognition of librarians as can- Careers in Other Fields for Librarians: Suc- didates for non-traditional positions is a more cessful Strategies for Finding the Job, by difficult barrier to overcome. Although the Rhoda Garoogian and Andrew Garoogian. number of employers actively seeking li- Chicago: American Library Association, 1985. brarians for other positions is growing, the 171p. ISBN 0-8389-0431-9. $12.95. majority is not yet so enlightened. The Gar- oogians offer some help-for instance, in pre- The stated purpose of Careers in Other Fields paring resumes that stress applicable for Librarians is to provide an in-depth look at experience in desired skills and in suggesting the opportunities that exist in other fields and ways in which librarians can be more assertive to assist librarians who want to make such a and library schools and library associations change. Essentially, it is a "how-to" for more helpful in promoting the wider appli- changing fields. cability of librarians' information handling Other books on alternative careers have il- skills. lustrated non-traditional jobs through success On the basis of the types of jobs described, stories and testimonials of librarians in non- the book is most appropriate for librarians traditional positions. The Garoogians take a who already have some experience and who different approach, comparing traditional li- are considering changing to another field. In brary skills to qualifications listed in employ- addition, as the authors do point out, back- ment advertising and job descriptions. They ground in a subject field or area such as re- develop and present a technique by which search methodology, statistics, or marketing librarians can analyze the transferability of may also be required, leading to the need for their education and experience to other po- additional preparation for a particular career sitions. change. The book is in three parts. Part 1 analyzes Careers in Other Fields for Librarians outlines a librarians' knowledge, skills, and attitudes practical approach to career changing and and how these abilities transfer to other oc- should be of interest not only to interested cupations. The authors also discuss stereo- librarians but also to library schools, library typing of librarians and suggest ways that associations, and placement services that are librarians can overcome their public image- interested in expanding opportunities for li- or lack thereof. Part 2 examines opportunities brarians. in the areas of business, government, education, and entrepreneurship (freelancing). Elin B. Christianson Most of the positions used for illustration are Library Consultant in the areas of research analysis, planning, Hobart, Indiana publishing, database services, records management, public information, and similar areas that deal with information handling, research, Collection Assessment Manual for College and communications skills. Part 3 covers for- and University Libraries, by Blaine H. Hall. mal and informal sources of job leads, resumes Phoenix: Oryx, 1985. 212p. ISBN 0-89774- and letters, and interviewing. 148-x. $36.50. The applicability of the skills of librarianship to other fields has been demonstrated by This slim volume, a revision of Hall's Col- librarians who have made career changes and lection Assessment Manual (ERIC document by the few employers who are recruiting li- ED 217852, 1981, 171p.), will probably be of brary school graduates for non-traditional po- little use to most special librarians. Although sitions. There are also barriers, perhaps the author emphasizes that the principles and artificial, but nevertheless present, to such techniques described can be used or adapted changes. One, as other authors as well as the for use by librarians in any type of library, Garoogians have pointed out, is the need for the contents are weighted toward academic librarians to break away from viewing them- libraries. For instance, 51 pages of this 212- selves as tied to the institutional (public, ac- page work are taken up by a reprint of the ademic, school, or special library) setting and readily available ACRL academic library stan- to begin to think of their information han- dards. Other appendixes are devoted to aca- dling and communications skills as applicable demic accrediting groups and sample survey to many situations. The skills comparison de- instruments developed at academic libraries.

special libraries The main body of the book, excluding ap- the volume includes an examination of the pendixes, bibliography, and index, consists of processes involved in marketing CE. only 111 pages. The work thus appears to be The literature, surveys, and other sources both heavily padded and overpriced. upon which the book is based are carefully This manual would probably be of most documented, and the excerpts from these value to inexperienced assessors in depart- sources are well presented. mental or division libraries in academic in- The successes and failures involved in CE stitutions. Hall has performed a valuable are objectively set forth. Stress is placed upon service to the library profession by providing the pressure that rapidly changing technology an overview of the topic, drawing on ALA places upon the information professional and guidelines for collection development and how this pressure is translated into a need for standard works by authorities such as quality CE. The seriousness of the necessity Mosher, Kantor, Line, Sandison, Bonn, Lan- for quality continuing education is summed caster, and others. It is, however, sometimes up in the comments of Malcolm Knowles difficult to determine where Hall is summa- made at the first assembly of the Continuing rizing and where he is merely paraphrasing; Library Education Network and Exchange in he does not always seem to cite his debt to 1976. Quoted in this volume, Mr. Knowles other authors. Hall provides a broader ration- identified the greatest threat to civilization in ale for practical techniques and procedures the next century as "the impending obso- than one typically sees in a book on this sub- lescence of man, and particularly in the ject. His work can thus be used as a training professional segments of society. . . ." manual as well as a sourcebook of evaluation This well researched look at continuing li- instruments. The book is clear and concise brary education is recommended to every per- and, combined with a careful reading of the son currently involved in the information sources listed in the bibliography, could be field and to anyone considering entering the used to develop tailor-made instruments and field. The lengthy bibliography provides an programs for collection management. opportunity to follow an interest in CE to greater lengths. Richard Shotwell Administrative & Reference Librarian John V. Ganly Sterling Morton Library Chief The Morton Arboretum Economic & Public Affairs Division Lisle, Illinois The New York Public Library New York, New York

Continuing Education for the Library Information Technology in the Library / In- Professions, by William G. Asp, Suzanne H. formation School Curriculum, edited by Mahmoodi, Marilyn L. Miller, Peggy O'Don- Chris Armstrong and Stella Keenan. Brook- nell, and Elizabeth W. Stone. Hamden, Ct.: field, Vermont: Gower Publishing Co., 1986. Shoe String Press, 1985. 256p. ISBN 0-208- 26613. ISBN 0-566-03526-X. $53.95. 01897-2. $25.00. The conference, held in London in Decem- The reader can approach this collection of ber 1983 and sponsored by the British Library essays as a continuum-beginning with an Research and Development Department, excellent historical overview, which describes which produced these proceedings, was aimed the contributions of Melvil Dewey, Charles at library educators, managers, and others in C. Williamson, and other early figures im- the information community for whom the portant in the development of thinking re- technology and methods in use for teaching lating to continuing library education, and information technology had a particular im- ending with current thinking by contempo- mediacy. While the introduction to the col- rary experts. Other readers more concerned lection stresses "the international dimension with a particular aspect of continuing library of the whole conference," and proceedings education can zero in on individual sections relating to experiences in the Netherlands, of the book devoted to the role of the library West Germany, and the United States are in- associations in CE; the state library agency cluded, the main emphasis is on the British and its CE activities, or the place of the library scene. school in CE. In addition to the treatment The value of these proceedings after a pe- of providers of continuing library education, riod of two years is basically historical and

fall 1986 comparative and remains highest for the au- tional levels of library and informational sci- dience for which the conference was origi- entists from various countries; or locate a nally intended. The keynote address delivered library school in another country? Such in- by Blaise Cronin has a wider appeal and con- formation and much more can be found in stitutes an excellent summing up of the prob- this guide. lems and opportunities implicit in the This text is the result of a project instituted development of effective information tech- in 1977 by the International Federation of Li- nology teaching programs. There is much in brary Associations and Institutions (IFLA)- Mr. Cronin's remarks concerning what is Section on Library Schools and Other Train- taught, where it is taught, by whom it is ing Aspects. The project, "Equivalence and taught, and for whom it is intended that has Reciprocity of Qualifications," was a response meaning for everyone in or planning to enter to a request for an international reference the information field. source whose use would result in greater Other papers in the compendium deal with professional mobility and international co- specific teaching-related issues. The technol- operation among library schools, libraries, and ogy emphasized in these papers focuses on information centers. The project's objectives online searching; other forms of information were fourfold: 1) to collect data for deter- storage and retrieval are mentioned briefly, if mining criteria for the interpretation of at all. Individual papers deal with the use of professional qualifications world-wide, 2) to simulations and emulations as teaching aids provide a basis for comparison and interna- for online searching; the use of a model cir- tional recognition of professional qualifica- culation control simulation as a library man- tions, 3) to enable mobility of librarians and agement teaching aid; the Australian information specialists across national bound- experience in preparing library professionals aries and thus facilitate professional exchange and paraprofessionals to deal with changing and cooperation, and 4) to prepare an inter- information technology; and information national reference guide to professional ed- technology in the Dutch library school cur- ucation and training programs world-wide. riculum among other topics. In a few instances The information in this guide was collected the full text of a given paper is not included; by means of a questionnaire distributed in however, a contact source for the complete English, French, Spanish, and Russian. Area paper is noted. Two indexes are provided, a coordinators helped in the design and distri- personal name index, which includes cited au- bution of the questionnaire. They also thors as well as the authors of the papers in checked the returned questionnaires and pre- the collection, and a subject index. pared standardized entries for each institution The scope of this collection and its cover- that responded. Some questionnaire infor- age, on an international basis, of some key mation was supplemented by available liter- issues in library education make it a useful ature and personal contact with the addition to the library school library. institution. These methods also were used to obtain information on some of the non-re- John V. Ganly spondents. Chief A total of 526 schools is included in the Economic & Public Affairs Division guide. These schools were all in existence be- The New York Public Library tween 1979 and 1983 when the data were New York, New York collected. The programs of the schools cover the various information fields: library science, information science, documentation, and ar- International Guide to Library and Infor- chives. Emphasis is on programs at the tertiary mation Science Education: A Reference level of education unless the situation within Source for Educational Programs in the In- a country varies from this pattern. formation Fields World-Wide, edited by Jo- The guide is arranged alphabetically by sephine Riss Fang and Paul Nauta with the country. At the beginning of the section for assistance of Anna J. Fang. New York: K. G. each country is a chart showing the educa- Saur, 1985. 53713. ISBN 3-598-20396-9. tional levels (primary, secondary, tertiary, and $46.00. post-tertiary), defining each level, and indicating the number of years it takes to com- Have you ever needed to compare the ed- plete each level. It would have been helpful ucational background of a professional li- to have a small map showing the locations of brarian from Zambia with that of one from the schools within the country. The chart Austria; or compare the difference in educa- is followed by the individual entries for in-

special libraries stitutions offering library and information Organizing Information: Principles of Data science programs. These are arranged al- Base and Retrieval Systems, by Dagobert phabetically by location of the school within Soergel. Orlando, Florida: Academic Press, the country. When there is more than one 1985. 450 p. ISBN 0-12-654260-0. $51.50. school at a specific location, they are arranged alphabetically by name of the institution. Organizing Information: Principles of Data Base and Schools in the USSR are an exception. A com- Retrieval Systems is an exhaustive study of the mon profile is given for all USSR schools and design, operation, and analysis of information the addresses of the schools are listed under systems. This book particularly emphasizes the type of school: institutions offering higher manual as well as computerized information vocational courses, institutes of culture, uni- storage and retrieval (ISAR). While Organizing versities, pedagogical institutes, and art in- Information is intended for use in an introduc- stitutes. tory information science course, it may also The profiles for the individual schools in- be suitable for independent professional de- clude the following: name, address, name of velopment. A supplementary workbook with the person in charge, year founded, admin- exercises is in preparation. istrative structure, source of financial support, Information storage and retrieval is com- program, teaching staff, physical resources, plex and can be confusing for even the most continuing education programs, and profes- experienced library/information science pro- sional status. Not every profile contains all of fessional. However, the extremely technical this information but as much as was reported treatment of this subject does not promote on the questionnaire and found from other greater understanding. Organizing Informa- sources. The information provided under the tion is rich in content, but is so detailed that program category includes entrance require- one can quickly lose interest in the material. ments, duration (length of study), scheduled It is a somewhat difficult book to read. hours, requirements for completion, name of Organizing Information is divided into five ma- final award or degree, objectives and contents jor sections: Part I, "The Systems Approach of the program, number of students, and lan- to Information," covers the nature of infor- guage of instruction. Names of faculty are not mation, networks, and the general structure included under the category for faculty. of information systems; part I1 discusses sys- Rather one finds the number of full-time and tems design and analysis; parts 111-V focus on part-time faculty; degrees held by the faculty; data structures, the function of index lan- percentage of time spent on teaching, research guage, and ISAR systems operation and de- and other professional activities; and number sign, respectively. of monographs and refereed articles published An extensive index is provided, as well as in the last three years. a complete two-part bibliography. Part 1 lists At the end of the profiles for the schools sources on various aspects of computerized additional information is found. This includes information systems, online searching, and a list of countries (74) without evidence of information storage and retrieval: textbooks, established library and information science handbooks, readers, and journals. Reviews of education, a selected bibliography, an index available textbooks are included. Part 2 is a of place names, and a copy of the question- compilation of current readings, which cor- naire which was used to collect the infor- responds to the chapters with brief comments mation. These are followed by a list of the by the author. monographs published in the IFLA Publica- Several other features of Organizing Infor- tions series. mation should be noted. It is well organized For the first time one will be able to eval- and follows an elaborate outline with many uate and compare the qualifications of li- headings and subheadings. Its numerous fig- brarians and information specialists educated ures and illustrations are clear and comple- in other countries. Naturally this will be very ment the text. However, the excessive use of useful to library and information science ed- italics can be distracting to the reader. ucators, but also should be useful to librarians I hesitate to recommend Organizing Informa- in large multinational corporations who must tion as an addition to all collections. Since it staff libraries and information centers across is so detailed and technical, it may be inap- national boundaries. propriate for all but the most skilled library / information science professional or others Dr. Lucille M. Wert with expertise in computers. However, for Prof. of Library Administration these individuals, Organizing Information can be University of Illinois a useful text on information storage and re- fall 7986 trieval. Libraries with extensive involvement lications receive careful attention in an essay in ISAR systems may also consider purchasing by Judy Horn. Government agencies probably this book. produce more data than all U.S. publishers combined and therefore make acquisitioning Sara Anne Hook more complex. Ms. Horn's essay reveals the School of Dentistry basic elements in selection, evaluation, and Indiana University acquisition of materials published by the US. Indianapolis, Indiana government, state governments, international governmental organizations, foreign governments, and local governments. Selection of Library Materials in Humani- Many special libraries are resorting to mi- ties, Social Sciences and Sciences, ed. by Pa- crofilms/microfiche as a space saver. A care- tricia A. McLung e/ ul. Chicago: American fully written essay by Sara Eichorn Library Association, 1985. 408 p. ISBN illuminates for the reader the advantages and 0-8389-3305-X. $49.00. pitfalls of selecting microforms to build the library collection. One of the major problems One of the major responsibilities of library in the open literature using microforms is pro- managers is to guide the selection of books, viding indexes, guides, and cataloging records monographs, and journal literature for the li- which may require a higher level of skill and braries they direct. The editors of this book entails an additional expense that some mi- have selected a series of essays covering the cropublishing firms are unwilling or unable range of disciplines indicated in the title. to undertake. These essays are not only instructional but In the field of nonprint media, Allan C. are also fascinating to read. Rough describes the significant exceptions A common thread weaves the essays to- that must be recognized and learned if audi- gether. As a rule, all of the selection sources ovisual librarians intend to develop and build for the librarian fall into the following areas: their collections successfully. Some of the key library professional sources and tools for bib- problems facing the audiovisual librarian are liographic control; publishing industry media, the various formats available for selection. In such as Weekly Record and Publisher's Weekly; and the audio format area are audiocassettes, sources related to scholarship in the various eight-track cartridges, open-reel tapes, phon- disciplines. The acquisition librarian will tap odiscs, and compact digital discs (CDs). all of these categories to identify and evaluate One definite criticism of an otherwise ex- newly published materials. This book also in- cellent text is the omission of suggestions that cludes essays dealing with scholarly review library users and clientele have in adding to journals, conference proceedings, festschrif- the collection. From this reviewer's experi- ten, current bibliography selections, and ence, suggestions to add or even delete book/ published papers from research institutes con- journal selections have been encouraged and taining information often not available else- proven to be of value. where. Some of the disciplines covered are English Larry Chasen and American literature, history, philosophy General Electric Co. and religion, art and architectural history, mu- Space Systems Division Library sic, psychology, science and technology, and King of Prussia, Pa. machine-readable data files. Agriculture, engineering, and medicine are not included but will be covered in a later volume. Teaching Library Skills for Academic One of the major problems facing many Credit, by Mignon S. Adams and Jacquelyn librarians is buying out-of-print books. An M. Morris. Phoenix: Oryx Press, 1985. 211p. excellent essay on this subject by William Z. ISBN 0-89774-138-2. $29.50. Schenck is included. Data on the services of out-of-print jobbers will be valuable to many If there were a special god or saint of bib- of us. THE LIBRARY BOOKSELLER, a bi- liographic instruction, the most devout wor- monthly trade periodical, is described as a shippers would be those hardy souls teaching source for out-of-print publications. library courses for academic credit. Not only Marcia Tuttle has written a penetrating es- do these librarians have to cope with the usual say on serials and explains how serials differ demands of classroom duty, but they must from monographs. She devotes a portion of first overcome numerous political, financial, her essay to serial vendors. Government pub- and time restraints just to have the oppor-

special libraries tunity to teach an "official" course. In lieu of This publication furnishes the reader with a temple, such determined library instructors a basic reference tool for using U.S. Govern- can find help in this handbook, which pro- ment documents. With so many special li- vides sound, practical, and tested advice on braries now having on-line access, the search library classes for credit. strategies developed by the authors are an The book begins by discussing the rationale excellent supplement to such databases as and establishment of the library credit course. DIALOG, SDC, and BRS. The authors have The sections on planning are unusually suc- designed search strategies into five main por- cinct and practical; other library instruction tions: known item, subject, agency, statistical, authors often get sidetracked with murky ex- and special techniques. This volume covers planations of how to set goals and objectives, only subject and agency searches. Volume 2 which only serve to turn off the reader. Strat- will pertain to statistical searches and special egies for coping with library and campus pol- techniques. itics emphasize the need for a wide base of Each chapter of the book is self-contained support, as the authors urge, "give credit to and, in addition to covering sources on the all the people you can." (p. 25) The Following topic, also informs the reader of relevant in- chapters address course assignments, audio- dexes, databases, as well as other related ma- visual materials, teaching methods, and eval- terials to consult for more definite and special uation techniques. The book is well organized, types of materials. Chapter 2, a key chapter, divided into numerous short sections that are discusses the research process needed to locate readable as well as accessible to librarians information in government documents. One with specific concerns. The suggested read- chapter is devoted to the Superintendent ings and annotated bibliography are not com- of Documents classification system used prehensive but cover notable material, mostly throughout the book. Since most of our spe- dated from 1970 to 1984. cial libraries and SLA members have, or will Overall, all the information needed to start have, needs for publications generated by the up a library course is here in one place- Superintendent of Documents, this type of including all the problems and pitfalls, which information makes this book valuable in seem to imply that one shouldn't bother! learning the mechanics and operations of the However, 18 real-life case studies in part I1 Government Printing Office. give evidence and encouragement to librarians Subject areas covered by this scholarly "willing to devote extra time and energy to work include: foreign policy, foreign coun- developing and teaching a course because of tries, occupations, selling to the government, the very real benefits they receive from doing business aids, directories, tax information, so." (p. 5) A "must" for these professionals, health, government programs and grants, and the book contains helpful hints for any teach- regulations and administrative actions. This ing librarian (see the Boolean logic analogy, is only a partial listing of subjects which are p. 63, and the strategy for teaching citation included in this volume. The index, compiled indexes, p. 69). Following the guidance of by Fred Ramey, is well structured and cross- these knowledgeable authors will surely ap- referenced. The authors have taken great care pease the classroom gods. to provide the reader with a great deal of bibliographic entries at the end of each chap- Catherine Suyak Alloway ter. The well-written chapter dealing with the Coordinator, Public Services database on GPO Sales Publications Refer- Harris-Stowe State Teachers College ence File is well worth the cost of the book. St. Louis, Missouri With the publication of Volume 2 in April, librarians have another key to access the world's largest publisher, the U.S. Govern- ment. Using Government Publications, Volume I: Larry Chasen Searching by Subjects and Agencies, by Jean General Electric Company L. Sears and Marilyn K. Moody. Phoenix, Space Systems Division Library Arizona: Oryx Press, 1985. 216 p. $67.50. King of Prussia, Pa.

fall 1986 lnformation for Contributors For each proposed paper, one original and three copies (in English only) should be mailed to the Editor. Special Libraries, 1700 Eighteenth Street, N.W., General lnformation Washington, D.C. 20009. The manuscript should be mailed flat in an envelope of suitable size. Graphic Special Libraries publishes material on new and materials should be submitted with appropriate card- developing areas of librarianship and information board backing or other stiffening materials. technology. Informative papers on the administration, organization and operation of special libraries and Style. Follow a good general style manual. The information centers and reports of research in librar- University of Chicago Press Manual of Style is appro- ianship, documentation, education, and information priate. science and technology are appropriate contributions. Format. All contributions should be typewritten on Contributions are solicited from both members and white paper on one side only, leaving 1.25 inches (or nonmembers. Papers are accepted with the under- 3 cm) of space around all margins of standard, let- standing that they have not been published else- tersize (8.5 in. x 11 in.) paper. Double spacing must where. Special Libraries employs a reviewing be used throughout, including the title page, tables, procedure. When reviewers' comments have been re- legends, and references. The first page of the man- ceived, authors will be notified of acceptance, rejec- uscript should carry both the first and last names of tion, or need for revision of their manuscripts. The all authors, the institutions or organizations with review procedure will usually require a minimum of which the authors were affiliated at the time the work eight weeks. was done (present affiliation, if different, should be Types of Contributions. Three types of original noted in a footnote), and a notation as to which author contributions are considered for publication: full- should receive the galleys for proofreading. All suc- length articles, brief reports, and letters to the editor. ceeding pages should carry the number of the page New monographs and significant report publications in the upper right-hand corner. relating specifically to library and information science Title. Begin the title with a word useful in indexing are considered for critical review. Annotations of the and information retrieval. The title should be as brief, periodical literature as well as annotations of new specific, and descriptive as possible. monographs and reports are published-especially those with particular pertinence to special libraries Abstract. An informative abstract of 100 words or and information centers. Articles of special relevance less must be included for full-length articles. The ab- may be reprinted occasionally from other publica- stract should amplify the title but should not repeat tions. the title or phrases in it. Qualifying words for terms Full-length articles may range in length from about used in the title may be used. However, the abstract 1.000 words to a maximum of 5,000 words (up to 20 should be complete in itself without reference to the pages of manuscript typed and double spaced). Re- paper or the literature cited. The abstract should be ports will usually be less than 1,000 words in length typed with double spacing on a separate sheet. (up to 4 pages of manuscript, typed and double Acknowledgments. Credits for financial support, spaced). for materials and technical assistance or advice may be cited in a section headed "Acknowledgments," Instructions for Contributors which should appear at the end of the text. General use of footnotes in the text should be avoided.

Manuscripts Illustrations. Finished artwork must be submitted to Special Libraries. Follow the style in current issues for layout and type faces in tables and figures. A table Organize your material carefully, putting the signif- or figure should be constructed so as to be completely icance of your paper or a statement of the problem intelligible without further reference to the text. first, and supporting details and arguments second. Lengthy tabulations of essentially similar data should Make sure that the significance of your paper will be be avoided. apparent to readers outside your immediate field of Figures should be lettered in lndia ink. Charts drawn interest. Avoid overly specialized jargon. Readers will in lndia ink should be so executed throughout, with skip a paper which they do not understand. no typewritten material included. Letters and numbers Provide a title of one or two lines of up to 26 char- appearing in figures should be distinct and large acters plus spaces per line. Write a brief author note, enough so that no character will be less than 2 mm and include posit~ontitle and address. In the author high after reduction. A line 0.4 mm wide reproduces note, include information concerning meetings, sym- satisfactorily when reduced by one-half. Most figures posia, etc., where the paper may have been presented should be reducible to 15 picas (2.49 in.) in width. orally. Submit recent glossy black-and-white photo- Graphs, charts, and photographs should be given con- graphs of the authors, if you wish. secutive figure numbers as they will appear in the Insert subheads at appropriate places in the text, text. Figure numbers and legends should not appear averaging about one subhead for each two manu- as part of the figure, but should be typed double script pages. Keep the subheads short (up to 35 char- spaced on a separate sheet of paper. Each figure acters plus spaces). Do not use more than one degree shoud be marked lightly on the back with the figure of subheads in an article. Provide a summary at the number, author's name, complete address, and short- end of the article. ened title of the paper.

special libraries For figures, the originals with three clearly legible References to books should be in the order: authors, reproductions (to be sent to reviewers) should accom- title, city, publisher, year, pagination. pany the manuscript. In the case of photographs, four glossy prints are required, preferably 8 in. x 10 in. Brown, Abel. Information at Work. New York, Abra- cadabra Press, 1909. 248p. References and Notes. Number all references to Andrei, M. et al. The History of Athens. The History the literature and notes in a single sequence in the of Ancient Greece, 10v. New York, Harwood Press, order in which they are cited in the text. Cite all ref- 1850. erences and notes but do not insert reference numbers in titles or abstracts. Samples of references to other types of publications follow.

Accuracy and adequacy of the references are the Chisholm. L. J. / "Units of Weights and Measure." responsibility of the author. Therefore, literature cited National Bureau of Standards. Misc. Publ. 286. should be checked carefully with the original publi- C13.10:286. 1967. cations. References to personal letters, abstracts of Whitney, Eli (to Assignee), U.S. patent number oral reports, and other unedited material may be in- (date). cluded. However, the author should secure approval, in writing, from anyone cited as a source of an un- Editing. Manuscripts are edited primarily to im- published work. Be sure to provide full details on how prove the effectiveness of communication between such material may be obtained by others. authors and readers. The most important goal is to References to periodicals should be in the order: eliminate ambiguities. In addition, improved sentence authors, article title, unabbreviated journal name, vol- structure often permits the readers to absorb salient ume number, issue number, inclusive pagination, and ideas more readily. If extensive editing is indicated by date of publication. reviewers, with consequent possibility of altered meanings, manuscripts are returned to the author for correction and approval before type is set. Authors Smith, John and Virginia Dare. "Special Librarian- can make additional changes at this stage without ship in Action.'' Special Libraries 59 (no. lo): 124 1- incurring any printers' charges. 1243 (Dec 1968). Proofs. Authors receive galley proofs with a max- Smith. John J. "The Library of Tomorrow.'' In Pro- imum five-day allowance for corrections. One set of ceedings of the 34th Session, International Librar- galley proofs or an equivalent is provided for each ies Institute, city, year. 2v. city, press, year paper. Corrections must be marked on the galley, not published. on the manuscript. At this stage authors must keep Featherly, W. "Steps in Preparing a Metrification alterations to a minimum; extensive author alterations Program in a Company."ASME Paper 72-DE-12 pre- will be charged to the author. Extensive alterations sented at the Design Engineering conference and may also delay publication by several issues of the Show, Chicago, Ill., May 8-1 1, 1972. journal.

fall 7986 Select books from Special Libraries Association

Newspaper Libraries: Guide to Special Issues and A Bibliography 1933-1985 Indexes of Periodicals

Celia Wall edited by Miriam Uhlan

1986 104 pp. ISBN 0-87111-319-8 $12.50 1985 168 pp. ISBN 0-87111-263-9 $35 A list of English-language material written on "The layout and typography of the SLA Guae newspaper libraries from 1933 through 1985. make it apleasure to consult. Overall, the SLA Citations include books, professional and Gude is recommended as the best and most trade journal articles, technical memor- current guide."- Choice andums, pamphlets, and unpublished sources.

Directory of Business and The Special Librarian as a Financial Services, 8th edition Supervisor or Middle Manager, 2nd edition Mary McNierney Grant and Riva Berleant-Schiller Martha Bailey 1984 200 pp. ISBN 0-87111-287-6 $35 1986 170 pp. ISBN 0-87111-315-5 $18.95 "This unique reference source.. .describes Treats all aspects of management in libraries some 1,100 national and international services from the viewpoint of supervisory and middle which provide 'continuous coverage of some management. This expanded volume provides facet of business activity'. . . .A necessary title a useful review of the literature since 1977. in any business reference library."-Amricm Ref.rence Bmkd Annual Special Libraries: A Guide for Management, 2nd edition, revised

To order books or a current publications Janet L. Ahrensfeld, catalog, contact Order Department, Elin B. Christianson, and Special Libraries Association, David E. King 1700 Eighteenthu Street, N.W., 1986 85 pp. ISBN 0-87111-318-X $15.50 Washin@on~D.C. 20009 (202) 234-4700 This valuable resource book serves as a broad outline for management responsible for establishing or evaluating special libraries or information services. SPECIAL LIBRARIES INDEX Volume 77 Jan-Dec 1986

Winter ...... l-60 Summer...... ,121-186 Spring...... 61-120 Fall ...... ,187-266

AT&T New Product Analysis of Corporate Information Accreditation: A Blueprint for Action, Vivian J. Ar- Services, Mark S. Thompson, 90-95 terbery, 230-234 Automation Acevedo, Antonio (jt. auth.), Specialized Informa- Automation Challenges of the 80's: What to Do tion Centers in the Nicaraguan Revolution, 96- Until Your Integrated Library System Arrives, 101 Ferne C. Allan and Joyce M. Shields, 15-19 Adams, Mignon S. and Jacquelyn M. Morris, Teach- In-House Automation of a Small Library Using ing Library Skills for Academic Credit, book review a Mainframe Computer, Frances B. Waranius by Catherine Suyak Alloway, 254-255 and Stephen H. Tellier, 162-169 Aeronautics and Space Flight CoNertions, Catherine D. Staff Opinions in Library Automation Planning: Scott, ed., book review by Larry Chasen, 183 A Case Study, Debora Shaw, 140-151 Agriculture Libraries Awe, Susan C., The Wisconsin Small Business De- Specialized Information Centers in the Nicara- velopment Center Information Service: A guan Revolution, Thomas Bloch and Antonio Model, 152-156 Acevedo, 96-101 Using Special Libraries to Interface with Devel- oping Country Clientele, Donna Schenck- Hamlin and Paulette Foss George, 80-89 Bender, David R. ALA (American Library Association), Committee SLA Award Winners (1986) (President's Award), on Accreditation 174 Accreditation: A Blueprint for Action, Vivian J. Berring, Robert C., Changes in Library Education: Arterbery, 230-234 The Deans Reply, 220 Allan, Ferne C. and Joyce M. Shields, Automation Biblio-Graphics (cartoon), Gary Handman, 48 Challenges of the 80's: What to Do Until Your Bibliographic Instruction Integrated Library System Arrives, 15-19' End-User Training at the Amoco Research Cen- Alloway, Catherine Suyak, book review, 254-255 ter, Cheryl L. Kirk, 20-27 Aman, Mohammed M., Changes in Library Edu- Bibliographic Searching, see Online Bibliographic cation: The Deans Reply, 225 Searching American Legal Literature: A Guide to Selected Legal Re- Bichteler, Julie, Human Aspects of High Tech in sources, Bernard D. Reams, Jr., James M. Murray, Special Libraries, 121-128 and Margaret H. McDermott, comps., book re- Bloch, Thomas and Antonio Acevedo, Specialized view by Vivienne Denton, 183-184 Information Centers in the Nicaraguan Revo- American Library Association, see ALA lution, 96-101 Amoco Research Center Boaz, Martha, Changes in Library Education: The End-User Training at the Amoco Research Cen- Deans Reply, 223-224 ter, Cheryl L. Kirk, 20-27 Bobinski, George S., Changes in Library Education: Application Generator (software) The Deans Reply, 219 The Information Scientist as Database Manager Borck, Helga, book reviews, 118, 186 in a Corporate Environment, Janet L. Chapman, Boston: A Great City for a Conference, Malcolm 71-79 Hamilton, 102-105 Armstrong, Chris and Stella Keenan, eds., Information Burroughs Wellcome Co. Technology in the Library /Information School Curric- Industrial Drug Information: Role of the Library ulum, book review by John V. Ganly, 251-252 Science Professional, Cynthia C. Crawford and Arterbery, Vivian J., Accreditation: A Blueprint for Ann Carter Weller, 157-161 Action, 230-234; SLA Award Winners (1986) Burton, Hilary D., Gladys A. Cotter, and Richard (President's Award), 173 W. Hartt, Resource Sharing Through Integra- Asp, William G., Suzanne H. Mahmoodi, Marilyn tion of an Intelligent Gateway and Library L. Miller, Peggy O'Donnell, and Elizabeth W. Support Software, 28-35 Stone, Continuing Education for the Librar~yProfessions, Business Technology for Managers, Neil Perlin, book book review by John V. Ganly, 251 review by Helga Borck, 118

fall 1986 Cortez, Edwin M., Developments in Special Library Education: Implications for the Present and Fu- Canada ture, 198-206 The High Tech Revolution: A Canadian Library Cotter, Gladys A. (jt. auth.), Resource Sharing Perspective, Carroll D. Lunau, 9-14 Through Integration of an Intelligent Gateway Career Opportunities and Library Support Software, 28-35 Industrial Drug Information: Role of the Library Crawford, Cynthia C. and Ann Carter Weller, In- Science Professional, Cynthia C. Crawford and dustrial Drug Information: Role of the Library Ann Carter Weller, 157-161 Science Professional, 157-161 Careers in Other Fields /br Librarians: 5urcessf.i Strategies Culnan, Mary J., What Corporate Librarians Will for Finding the Job, Rhoda Garoogian and Andrew Need to Know in the Future, 213-216 Garoogian, book review by Elin B. Christian- son, 250 Cartoon Biblio-Graphics, Gary Handman, 48 Cataloging Daniel, Evelyn H., Changes in Library Education: The Librarian > Helper: Produdiuify Tool for Librarians, The Deans Reply, 223 Jennifer Pritchett and Fred Hill, software re- Database Development view by Richard P. Hulser, 118-120 New Product Analysis of Corporate Information see also Online Catalog Services, Mark S. Thompson, 90-95 Changes in Library Education: The Deans Reply, Database Management 217-225 The Information Scientist as Database Manager Chapman, Janet L., The Information Scientist as in a Corporate Environment, Janet L. Chapman, Database Manager in a Corporate Environ- 71-79 ment, 71-79 Database Management Systems Chasen, Larry, book reviews, 183, 254, 255 INMAGIC software review by Diane Rosenber- Chengdu Institute of Radio Engineering ger, 57 Cooperation with the People's Republic of China, Microcomputers as On-Line Catalogs in Special Linda J. Erickson and Barbara J. Ford, 129-132 Libraries, Julia B. Faust, 133-139; Linda L. Hill China (letter), 248 Cooperation with the People's Republic of China, Database Searching, see Online Database Search- Linda J. Erickson and Barbara J. Ford, 129-132 ing Christianson, Elin B., book review, 250 Databases: A Primer for Refriening Information by Compufer, Susan M. Humphrey and Biagio John Melloni, Circulation, see Online Circulation Systems book review by Sara Anne Hook, 184-185 Coffman, M. Hope, Candidate for SLA Chapter Defense Technical Information Center Cabinet Chairman-Elect, 50-51 Resource Sharing Through Integration of an In- Collection Assessrnenf Manual for College and University telligent Gateway and Library Support Soft- Libraries, Blaine H. Hall, book review by Rich- ware, Hilary D. Burton, Gladys A. Cotter, and ard Shotwell, 250-251 Richard W. Hartt, 28-35 Computers, see Automation, Database Manage- Demas, Samuel ment Systems, High Technology, Integrated SLA Award Winners (1986) (H.W. Wilson Library Systems, Mainframe Computers, Award), 175 Microcomputers, Online Bibliographic Search- Denton, Vivienne, book review, 183-184 ing, Online Catalog, Online Circulation Sys- Developing Countries tems, Online Database Searching, Software, Using Special Libraries to Interface with Devel- Software (reviews), Word Processing oping Country Clientele, Donna Schenck- Continuing Education for fhe Library ProfPssions, William Hamlin and Paulette Foss George, 80-89 G. Asp, Suzanne H. Mahmoodi, Marilyn L. Developments in Special Library Education: Impli- Miller, Peggy O'Donnell, and Elizabeth W. cations for the Present and Future, Edwin M. Stone, book review by John V. Ganly, 251 Cortez, 198-206 Cooney, Jane, Candidate for SLA Director (1986- Drug Information 89), 54 Industrial Drug Information: Role of the Library Cooperation with the People's Republic of China, Science Professional, Cynthia C. Crawford and Linda J. Erickson and Barbara J. Ford, 129-132 Ann Carter Weller. 157-161 Corbin, John, Managing the Library Automafion Projecf, book review by Helga Borck, 186 Corporate Libraries The Information Scientist as Database Manager in a Corporate Environment, Janet L. Chapman, 71-79 Education for Librarianship New Product Analysis of Corporate Information Accreditation: A Blueprint for Action, Vivian J. Services, Mark S. Thompson, 90-95 Arterbery, 230-234 What Corporate Librarians Will Need to Know Changes in Library Education: The Deans Reply, in the Future, Mary J. Culnan, 213-216 217-225

special libraries Developments in Special Library Education: Im- finding the /ob, book review by Elin B. Chris- plications for the Present and Future, Edwin tianson, 250 M. Cortez, 198-206 Garoogian, Rhoda and Andrew Garoogian, Careers Graduate Education for Special Librarians: What in Other Fields for Librarians: Successful Strategies for Special Librarians Are Looking for in Gradu- Finding the job, book review by Elin B. Chris- ates, Miriam Tees, 190-197 tianson, 250 Introduction and Overview (to Library Education Gateway Systems issue), Hollace A. Rutkowski, 187-189 Resource Sharing Through Integration of an In- Mixed Signals and Painful Choices The Educa- telligent Gateway and Library Support Soft- tion of Special Librarians, Marion Paris and ware, Hilary D. Burton, Gladys A. Cotter, and Herbert S. White, 207-212 Richard W. Hartt, 28-35 The Scholarship Program: Still a Good Use of George, Paulette Foss (jt. auth.), Using Special Li- SLA Funds? Muriel Regan, 226-229 braries to Interface with Developing Country Education Libraries Clientele, 80-89 Specialized Information Centers in the Nicara- Gervino, Joan, Candidate for SLA Division Cabinet guan Revolution, Thomas Bloch and Antonio Chairman-Elect, 52-53 Acevedo, 96-101 Glossaries Egypt Bob Krupp (letter), 59-60 Using Special Libraries to Interface with Devel- Gottlieb, Jean S., History of Science at the New- oping Country Clientele, Donna Schenck- berry Library: A Hidden Treasure Revealed, Hamlin and Paulette Foss George, 80-89 36-43 End Users Graduate Education for Special Librarians: What End User Searching and its Implications for Li- Special Librarians Are Looking for in Gradu- brarians, Marydee Ojala, 76:93-99; Eliahu ates, Miriam Tees, 190-197 Hoffmann (letter), 59; Robert P. Fallon (letter), Grant, Mary McNierney 59 SLA Award Winners (1986) (Professional End-User Training at the Amoco Research Cen- Award), 173 ter, Cheryl L. Kirk, 20-27 Guide to Popular U.S. Government Publirah'ons, LeRoy C. Erickson, Linda 1. and Barbara 1. Ford, Cooperation Schwarzkopf, comp., book review by Kendra with the People's Republic of China, 129-132 St. Aubin, 185-186 Estabrook, Leigh, Changes in Library Education: The Deans Reply, 220-221 Exxon Corporation The Information Scientist as Datab'ise Manager in a Corporate Environment, Janet L. Chapman, 71-79 H.W. Wilson Award (SLA) SLA Award Winners (1986), 175 Hall, Blaine H., Collection Assessment Manual for College and University Libraries, book review by Richard Shotwell, 250-251 Fallon, Robert P. (letter), 59 Hall of Fame Awards (SLA) Fang, Josephine Riss and Paul Nauta, eds., Inter- SLA Award Winners (1986), 170-171 national Guide to Library and Information Science Ed- Hamill, Harold ucation: A Reference Source for Educational Programs in Remembering Harold Hamill. Sherry Terzian the Information Fields World-Wide, book review by (letter), 248-249 Dr. Lucille M. Wert, 252-253 Hamilton, Malcolm, Boston: A Great City for a Faust, Julia B., Microcomputers as On-Line Cata- Conference, 102-105 logs in Special Libraries, 133-139; Linda L. Hill Handman, Gary, Biblio-Graphics (cartoon), 48 (letter), 248 Hartt, Richard W. (jt. auth.), Resource Sharing Federal Reserve Bank of San Francisco Through Integration of an Intelligent Gateway INMAGIC, software review by Diane Rosenber-- and Library Support Software, 28-35 ger, 57 Health Libraries Food and Feed Grain Institute Specialized Information Centers in the Nicara- Using Special Libraries to Interface with Devel- guan Revolution, Thomas Bloch and Antonio oping Country Clientele, Donna Schenck- Acevedo, 96-101 Hamlin and Paulette Foss George, 80-89 High Technology Ford, Barbara J. (jt. auth.), Cooperation with the The High Tech Revolution, Robert Arnold Rus- People's Republic of China, 129-132 sel, 1-8 The High Tech Revolution: A Canadian Library Perspective, Carroll D. Lunau, 9-14 Human Aspects of High Tech in Special Libraries, Julie Bichteler, 121-128 Ganly, John V., book reviews, 251-252 Hill, Fred and Jennifer Pritchett, 771e Librarian2 Garoogian, Andrew and Rhoda Garoogian, Careers Helper: Productivity Toolfor Librarians, software re- in Other Fields for Librarians: Successful Strategies for view by Richard P. Hulser, 118-120

fall 1986 Hill, Linda L., Reader Responds to Microcomputer a Corporate Environment, Janet L. Chapman, Article (letter), 248; Rosabeth Moss Kanter 71-79 Speaks at the SLA Boston Conference, June 9, INMAGIC, software review by Diane Rosenberger, 1986 (speech summary), 235-239 57 History of Science at the Newberry Library: A Hid- Integrated Library Systems den Treasure Revealed, Jean S. Gottlieb, 36- Automation Challenges of the 80's: What to Do 43 Until Your Integrated Library System Arrives, Hoffmann, Eliahu (letter), 59 Ferne C. Allan and Joyce M. Shields, 15-19 Honduras In-House Automation of a Small Library Using Using Special Libraries to Interface with Devel- a Mainframe Computer, Frances B. Waranius oping Country Clientele, Donna Schenck- and Stephen H. Tellier, 162-169 Hamlin and Paulette Foss George, 80-89 Resource Sharing Through Integration of an In- Honorary Member Award (SLA) telligent Gateway and Library Support Soft- SLA Award Winners (1986), 175 ware, Hilary D. Burton, Gladys A. Cotter, and Hook, Sara Anne, book reviews, 184-185, 253-254 Richard W. Hartt, 28-35 Hospital Libraries International Federation of Library Associations, Microcomputers as On-Line Catalogs in Special see IFLA Libraries, Julia B. Faust, 133-139; Linda L. Hill International Guide to Library and Information Science Ed- (letter), 248 ucation: A Reference Source for Educational Programs in Hulser, Richard P., software review, 118-120 fhe Information Fields World-Wide, Josephine Riss Human Aspects of High Tech in Special Libraries, Fang and Paul Nauta, eds., book review by Dr. Julie Bichteler, 121-128 Lucille M. Wert, 252-253 Humphrey, Susan M. and Biagio John Melloni, Da- tabases: A Primer for Retrieving Information by Com- puter, book review by Sara Anne Hook, 184- 185 Hunger Jackson, Miles M., Changes in Library Education: Using Special Libraries to Interface with Devel- The Deans Reply, 220 oping Country Clientele, Donna Schenck- John Cotton Dana Award (SLA) Hamlin and Paulette Foss George, 80-89 SLA Award Winners (1986), 171-172

IFLA (International Federation of Library Asso- Kanter, Rosabeth Moss ciations) Rosabeth Moss Kanter Speaks at the SLA Boston 51st General Conference (1985), Pat Molholt, Conference, June 9, 1986, speech summary by 114-116 Linda L. Hill, 235-239 In-House Automation of a Small Library Using a Keenan, Stella and Chris Armstrong, eds., Information Mainframe Computer, Frances B. Waranius Technology in the Library /Information School Curric- and Stephen H. Tellier, 162-169 ulum, book review by John V. Ganly, 251-252 Indiana State Library Kies, Cosette N., Changes in Library Education: The Staff Opinions in Library Automation Planning: Deans Reply, 218-219 A Case Study, Debora Shaw, 140-151 Kilgour, Fred Industrial Drug Information: Role of the Library SLA Award Winners (1986) (Honorary Member Science Professional, Cynthia C. Crawford and Award), 175 Ann Carter Weller, 157-161 Kirk, Cheryl L., End-User Training at the Amoco Information Management Research Center, 20-27 The High Tech Revolution: A Canadian Library Krupp, Bob (letter), 59-60 Perspective, Carroll D. Lunau, 9-14 Industrial Drug Information: Role of the Library Science Professional, Cynthia C. Crawford and Ann Carter Weller, 157-161 Information Society Lenox, Mary F., Changes in Library Education: The The High Tech Revolution, Robert Arnold Rus- Deans Reply, 222-223 sel, 1-8 Librarians Information Technology in the Library /Information School End User Searching and its Implications for Li- Curriculum, Chris Armstrong and Stella Keenan, brarians, Marydee Ojala, 7693-99; Eliahu eds., book review by John V. Ganly, 251-252 Hoffman (letter), 59; Robert P. Fallon (letter), Information Transfer 59 Resource Sharing Through Integration of an In- Graduate Education for Special Librarians: What telligent Gateway and Library Support Soft- Special Librarians Are Looking for in Gradu- ware, Hilary D. Burton, Gladys A. Cotter, and ates, Miriam Tees, 190-197 Richard W. Hartt, 28-35 The High Tech Revolution, Robert Arnold Rus- The Information Scientist as Database Manager in sel. 1-8

special libraries Human Aspects of High Tech in Special Libraries, W. Stone, Continuing Education for the Library Profes- Julie Bichteler, 121-128 sions, book review by John V. Ganly, 251 Industrial Drug Information: Role of the Library Mixed Signals and Painful Choices: The Education Science Professional, Cynthia C. Crawford and of Special Librarians, Marion Paris and Herbert Ann Carter Weller, 157-161 S. White, 207-212 The Information Scientist as Database Manager Mobley, Emily, Candidate for SLA President-Elect, in a Corporate Environment, Janet L. Chapman, 49-50 71-79 Molholt, Pat, IFLA Conference (1985), 114-116 What Corporate Librarians Will Need to Know Moody, Marilyn K. and Jean L. Sears, Using Goo- in the Future, Mary J. Culnan, 213-216 ernment Publications, Volume I. Searching by Subjects The Librarian 2 Helper: Productioity Toolfor Librarians, Jen- and Agencies, book review by Larry Chasen, 255 nifer Pritchett and Fred Hill, software review Moore, Elizabeth Gibbs by Richard P. Hulser, 118-120 SLA Award Winners (1986) (Hall of Fame Library Education, see Education for Librarianship Award), 170-171 Library Personnel Management, Herbert S. White, book Morris, Jacquelyn M. and Mignon S. Adams, Teach- review by Jocelyn Baade Toman, 57-58 ing Library Skills for Academic Credit, book review Lockheed California Company by Catherine Suyak Alloway, 254-255 Automation Challenges of the 80's: What to Do Murray, James M., Bernard D. Reams, Jr., and Mar- Until Your Integrated Library System Arrives, garet H. McDermott, cornps., American Legal Lit- Ferne C. Allan and Joyce M. Shields, 15-19 erature: A Guide to Selected Legal Resources, book Lunar and Planetary Institute, Houston, Texas review by Vivienne Denton, 183-184 In-House Automation of a Small Library Using a Mainframe Computer, Frances B. Waranius and Stephen H. Tellier, 162-169 Lunau, Carroll D., The High Tech Revolution: A Canadian Library Perspective, 9-14 Nauta, Paul and Josephine Riss Fang, eds., Inter- national Guide to Library and Information Science Ed- ucation: A Reference Source for Educational Programs in the Information Fields World-Wide, book review by Dr. Lucille M. Wert, 252-253 McDermott, Margaret H., Bernard D. Reams, Jr., Networks and James M. Murray, cornps., American Legal Resource Sharing Through Integration of an In- Literature: A Guide to Selected Legal Resources, book telligent Gateway and Library Support Soft- review by Vivienne Denton, 183-184 ware, Hilary D. Burton, Gladys A. Cotter, and McLung, Patricia A,, ed., Selection of Library Materials Richard W. Hartt, 28-35 in Humanities, Social Sciences and Sciences, book re- Neuropsychiatric Institute (UCLA) view by Larry Chasen, 254 Sherry Terzian (letter), 60 Mahmoodi, Suzanne H., William G. Asp, Marilyn New Product Development Process L. Miller, Peggy O'Donnell, and Elizabeth W. New Product Analysis of Corporate Information Stone, Continuing Education for the Library Professions, Services, Mark S. Thompson, 90-95 book review by John V. Ganly, 251 The Newberry Library Mainframe Computers History of Science at the Newberry Library: A In-House Automation of a Small Library Using Hidden Treasure Revealed, Jean S. Gottlieb, a Mainframe Computer, Frances B. Waranius 36-43 and Stephen H. Tellier, 162-169 Nicaragua Malone, Mary Frances, The Salary Survey in Per- Specialized Information Centers in the Nicara- spective, 240-241 guan Revolution, Thomas Bloch and Antonio Managing the Library Automation Project, John Corbin, Acevedo. 96-101 book review by Helga Borck, 186 Marketing Marketing Measures for Information Services, Martha Jane Zachert and Robert V. Williams, 61-70 New Product Analysis of Corporate Information O'Donnell, Peggy, William G. Asp, Suzanne H. Services, Mark S. Thompson, 90-95 Mahmoodi, Marilyn L. Miller, and Elizabeth Melloni, Biagio John and Susan M. Humphrey, Da- W. Stone, Continuing Education for the Library Profes- tabases: A Primer for Rehieving Information by Com- sions, book review by John V. Ganly, 251 puter, book review by Sara Anne Hook, 184- Ojala, Marydee, End User Searching and its Im- 185 plications for Librarians, 76:93-99; Eliahu Microcomputers Hoffmann (letter), 59; Robert P. Fallon (letter), Microcomputers as On-Line Catalogs in Special 59 Libraries, Julia B. Faust, 133-139; Linda L. Hill Online Bibliographic Searching (letter), 248 Automation Challenges of the 80's: What to Do Miller, Marilyn L., William G. Asp, Suzanne H. Until Your Integrated Library System Arrives, Mahmoodi, Peggy O'Donnell, and Elizabeth Ferne C. Allan and Joyce M. Shields, 15-19 Online Catalog Pritchett, Jennifer and Fred Hill, The Librarian 2 Microcomputers as On-Line Catalogs in Special Helper: Productivity Tool for Librarians, software re- Libraries, Julia B. Faust, 133-139; Linda L. Hill view by Richard P. Hulser, 118-120 (letter), 248 Professional Award (SLA) Resource Sharing Through Integration of an In- SLA Award Winners (1986), 173 telligent Gateway and Library Support Soft- Psychiatric Libraries ware, Hilary D. Burton, Gladys A. Cotter, and Sherry Terzian (letter), 60 Richard W. Hartt, 28-35 Staff Opinions in Library Automation Planning: A Case Study, Debora Shaw, 140-151 see also Cataloging Online Circulation Systems Ramer, James D., Changes in Library Education: Staff Opinions in Library Automation Planning: The Deans Reply, 219 A Case Study, Debora Shaw, 140-151 Reams, Bernard D., Jr., James M. Murray, and Mar- Online Database Searching garet H. McDermott, comps., American Legal Lit- End User Searching and its Implications for Li- erature: A Guide to Selected Legal Resources, book brarians, Marydee Ojala, 76:93-99; Eliahu review by Vivienne Denton, 183-184 Hoffmann (letter), 59; Robert P. Fallon (letter), Records Management 59 The High Tech Revolution: A Canadian Library End-User Training at the Amoco Research Cen- Perspective, Carroll D. Lunau, 9-14 ter, Cheryl L. Kirk, 20-27 Regan, Muriel, The Scholarship Program: Still a Human Aspects of High Tech in Special Libraries, Good Use of SLA Funds?, 226-229 Julie Bichteler, 121-128 Report Writer (software) Organizing Information: Principlrs of Data Base and Retrmal Automation Challenges of the 80's: What to Do Systems, Dagobert Soergel, book review by Sara Until Your Integrated Library System Arrives, Anne Hook, 253-254 Ferne C. Allan and Joyce M. Shields, 15-19 Orgren, Carl F., Changes in Library Education: The Resource Sharing Deans Reply, 221-222 Resource Sharing Through Integration of an In- telligent Gateway and Library Support Soft- ware, Hilary D. Burton, Gladys A. Cotter, and Richard W. Hartt, 28-35 Robbins-Carter, Jane, Changes in Library Educa- tion: The Deans Reply, 224-225 Rosabeth Moss Kanter Speaks at the SLA Boston Pakistan Conference, June 9, 1986, speech summary by Using Special Libraries to Interface with Devel- Linda L. Hill, 235-239 oping Country Clientele, Donna Schenck- Rosenberger, Diane, software review, 57 Hamlin and Paulette Foss George, 80-89 Russel, Robert Arnold, The High Tech Revolution, Paris, Marion and Herbert S. White, Mixed Signals 1-8 and Painful Choices: The Education of Special Rutkowski, Hollace A,, Introduction and Overview Librarians, 207-212 (to Library Education issue), 187-189 Patton, Johnn, Candidate for SLA Director (1986- 89), 54-55 Perlin, Neil, Business Technology for Managers, book review by Helga Borck, 118 Personnel St. Aubin, Kendra, book review, 185-186 Human Aspects of High Tech in Special Libraries, The Salary Survey in Perspective, Mary Frances Julie Bichteler, 121-128 Malone, 240-241 Staff Opinions in Library Automation Planning: Schabas, Ann H., Changes in Library Education: A Case Study, Debora Shaw, 140-151 The Deans Reply, 224 Peyton, Josephine Joan Williams, Pamphlet Brings Schenck-Hamlin, Donna and Paulette Foss George, Back Memories (letter), 117 Using Special Libraries to Interface with De- Pharmaceutical Industry veloping Country Clientele, 80-89 Industrial Drug Information: Role of the Library Schild, Doris Lee Science Professional, Cynthia C. Crawford and SLA Award Winners (1986) (John Cotton Dana Ann Carter Weller, 157-161 Award), 171-172 Planning The Scholarship Program: Still a Good Use of SLA Staff Opinions in Library Automation Planning: Funds?, Muriel Regan, 226-229 A Case Study, Debora Shaw, 140-151 Schwarzkopf, LeRoy C., Guide to Popular U.S. Gouern- Postharvest Institute for Perishables ment Publications, book review by Kendra St. AU- Using Special Libraries to Interface with Devel- bin, 185-186 oping Country Clientele, Donna Schenck- Science, History of Hamlin and Paulette Foss George, 80-89 History of Science at the Newberry Library: A President's Award (SLA) Hidden Treasure Revealed, Jean S. Gottlieb, SLA Award Winners (1986), 173-175 36-43

special libraries Scott, Catherine D., ed., Aeronautics and Space Flight Software Collections, book review by Larry Chasen, 183; Automation Challenges of the 80's: What to Do Candidate for SLA Director (1986-89), 54-56 Until Your Integrated Library System Arrives, Sears, Jean L. and Marilyn K. Moody, Using Gov- Ferne C. Allan and Joyce M. Shields, 15-19 ernment Publications, Volume I: Searching by Subjects The Information Scientist as Database Manager and Agencies, book review by Larry Chasen, 255 in a Corporate Environment, Janet L. Chapman, Seidman, Ruth K., Candidate for SLA Division 71-79 Cabinet Chairman-Elect, 52-54 Resource Sharing Through Integration of an In- Sektion of Library Materials in Humanities, Social Sciences telligent Gateway and Library Support Soft- and Sciences, Patricia A. McLung, ed., book re- ware, Hilary D. Burton, Gladys A. Cotter, and view by Larry Chasen, 254 Richard W. Hartt, 28-35 Serials Software (reviews) Automation Challenges of the 80's: What to Do INMAGIC, review by Diane Rosenberger, 57 Until Your Integrated Library System Arrives, The Librarian k Helper: Productivity Tool for Librarians, Ferne C. Allan and Joyce M. Shields, 15-19 Jennifer Pritchett and Fred Hill, review by Shaw, Debora, Staff 0pin;ons in Library Auto- Richard P. Hulser, 118-120 mation Planning: A Case Study, 140-151 Special Libraries Shields, Joyce M. (jt. auth.), Automation Challenges The High Tech Revolution, Robert Arnold Rus- of the 80's: What to Do Until Your Integrated sel, 1-8 Library System Arrives, 15-19 see also Agriculture Libraries, Corporate Libraries, Shotwell, Richard, book review, 250-251 Education Libraries, Health Libraries, Hospital SLA (Special Libraries Association) Libraries, Psychiatric Libraries, Small Libraries, Accreditation: A Blueprint for Action, Vivian J. Social Science Libraries Arterbery, 230-234 Special Libraries (journal) Annual Conference (1986, Boston), 44-47, 102- Bob Krupp (letter), 59-60 113; Rosabeth Moss Kanter Speaks at the SLA Special Libraries Association, see SLA Boston Conference, June 9, 1986, speech sum- Specialized Information Centers in the Nicaraguan mary by Linda L. Hill, 235-239 Revolution, Thomas Bloch and Antonio Ace- Annual Conference (1987, Anaheim), Call for Pa- vedo, 96-101 pers, 176 Staff, see Personnel Audit Report (1985), 177-182 Staff Opinions in Library Automation Planning: A Award Winners (1986), 170-175 Case Study, Debora Shaw, 140-151 Behavioral Sciences Committee, Sherry Terzian Statistics (letter), 60 Automation Challenges of the 80's: What to Do Board of Directors, Annual Conference Meeting Until Your lntegrated Library System Arrives, Actions, 245-246 Ferne C. Allan and Joyce M. Shields, 15-19 Candidates for Office, 49-56 Stebbins, Kathleen B. Move to Washington, D.C., Sherry Terzian (let- Sherry Terzian (letter), 60 ter), 60 Stone, Elizabeth W., William G. Asp, Suzanne H. Pamphlet Brings Back Memories, Josephine Joan Mahmoodi, Marilyn L. Miller, and Peggy 0'- Williams Peyton (letter), 117 Donnell, Continuing Education for the Library Profes- Salary Survey Update (1986), 242-244 sions, book review by John V. Ganly, 251 The Salary Survey in Perspective, Mary Frances Strable, Edward G. Malone, 240-241 SLA Award Winners (1986) (Hall of Fame The Scholarship Program: Still a Good Use of Award), 171 SLA Funds?, Muriel Regan, 226-229 Stress Winter Education Conference (1987, Pittsburgh), Human Aspects of High Tech in Special Libraries, 247 Julie Bichteler, 121-128 Small Business Development Centers Strickland, Ann The Wisconsin Small Business Development SLA Award Winners (1986) (John Cotton Dana Center Information Service: A Model, Susan Award), 172 C. Awe, 152-156 Stursa, Mary Lou, Candidate for SLA Chapter Cab- Small Libraries inet Chairman-Elect, 50-52 In-House Automation of a Small Library Using Summers, F. William, Changes in Library Educa- a Mainframe Computer, Frances B. Waranius tion: The Deans Reply, 218 and Stephen H. Tellier, 162-169 Smith, Nathan M., Changes in Library Education: The Deans Reply, 217 Social Science Libraries Specialized Information Centers in the Nicara- Tchobanoff, James B., Candidate for SLA Presi- guan Revolution, Thomas Bloch and Antonio dent-Elect, 49-50; SLA Award Winners (1986) Acevedo, 96-101 (President's Award), 174-175 Soergel, Dagobert, Organizing Information: Principles of Teaching Library Skills for Academic Credit, Mignon S. Data Base and Retrieval Systems, book review by Adams and Jacquelyn M. Morris, book review Sara Anne Hook, 253-254 by Catherine Suyak Alloway, 254-255 Technostress Warner, Robert M., Changes in Library Education: Human Aspects of High Tech in Special Libraries, The Deans Reply, 222 Julie Bichteler, 121-128 Weller, Ann Carter (jt. auth.), Industrial Drug In- Tees, Miriam, Graduate Education for Special Li- formation: Role of the Library Science Profes- brarians: What Special Librarians Are Looking sional, 157-161 for in Graduates, 190-197 Wert, Lucille M., Dr., book review, 252-253 Tellier, Stephen H. (jt. auth.), In-House Automation West Suburban Hospital Medical Center, Oak of a Small Library Using a Mainframe Com- Park, Illinois puter, 162-169 Microcomputers as On-Line Catalogs in Special Ternberg, Milton, Candidate for SLA Director Libraries, Julia B. Faust, 133-139; Linda L. Hill (1986-89), 54, 56 (letter), 248 Terzian, Sherry T. (letter), 60; Remembering Harold What Corporate Librarians Will Need to Know in Hamill (letter), 248-249 the Future, Mary J. Culnan, 213-216 Thompson, Mark S., New Product Analysis of Cor- White, Herbert S., Changes in Library Education: porate Information Services, 90-95 The Deans Reply, 218; Library Personnel Man- Toman, Jocelyn Baade, book review, 57-58 agement, book review by Jocelyn Baade Toman, 57-48; (jt. auth.), Mixed Signals and Painful Choices: The Education of Special Librarians, 207-212 Williams, Robert V. (jt. auth.), Marketing Measures U.S. Department of Defense Library System for lnformation Services, 61-70 Resource Sharing Through Integration of an In- Wisconsin telligent Gateway and Library Support Soft- The Wisconsin Small Business Development ware, Hilary D. Burton, Gladys A. Cotter, and Center Information Service: A Model, Susan Richard W. Hartt, 28-35 C. Awe, 152-156 University of North Carolina-Chapel Hill, School Word Processing of Library Science Automation Challenges of the 80's: What to Do Industrial Drug Information: Role of the Library Until Your Integrated Library System Arrives, Science Professional, Cynthia C. Crawford and Ferne C. Allan and Joyce M. Shields, 15-19 Ann Carter Weller, 157-161 Human Aspects of High Tech in Special Libraries, Using Government Publications, Volume I: Searching by Sub- Julie Bichteler, 121-128 jects and Agencies, Jean L. Sears and Marilyn K. Work Environment Moody, book review by Larry Chasen, 255 Human Aspects of High Tech in Special Libraries, Using Special Libraries to Interface with Devel- Julie Bichteler, 121-128 oping Country Clientele, Donna Schenck- Hamlin and Paulette Foss George, 80-89

Waranius, Frances B. and Stephen H. Tellier, In- Zachert, Martha Jane and Robert V. Williams, Mar- House Automation of a Small Library Using a keting Measures for Information Services, 61- Mainframe Computer, 1.62-169 70

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