l I The Education of Academic John Budd Progress in education for academic librarianship has been hindered by an adherence to train­ ing, rather than to graduate education. While recommendations from within and outside the profession have urged the upgrading of education, developments have been slow in coming. All of librarianship should share a common core curriculum, but the complexities of academic Ii­ brarianship (and the environment in which academic operate) point to subject and functional specializations necessary for some personnel. Education for academic librarianship should prepare students for the roles they are to assume within the community of higher educa- tion. ·

n 1887, when es­ nature of the collections of these libraries tablished at Columbia Univer­ is different, as are the kinds and depth of sity the first school designed to services and the manner in which they are educate librarians, the course of provided. This phenomenon is directly re­ education for librarians was set, and, lated to the differing purposes of the vary­ while there has been some progress in cur­ ing environments. There is something ricular matters in the last one hundred about the college or university that sets it years, the effects of that early effort are apart from other segments of society. Al­ with us today. Dewey's program empha­ fred North Whitehead posits that the mere sized the practical skills that he envisioned provision of information is not sufficient as essential to the efficient operation of a reason for the existence of the university . Debate over the most desirable (he sees the proliferation of printed books proportional mixture of theory and prac­ as negating such a mission) and that "the tice rages yet; some individuals bemoan justification for a university is that it pre­ the dearth of the one whenever they see serves the connection between knowl­ what they consider to be too much of the edge and the zest of life, by uniting the other. Dewey's philosophy of education young and the old in the imaginative con­ as apprenticeship has shown itself to be sideration of learning.' ' 2 enduring, though, and that philosophy The does not simply may be the single greatest hindrance to operate in this milieu, it is a vital and inte­ progress in the area of educating academic gral component of the process of educa­ librarians. 1 tion. Because of this, the academic librar­ Examination of education for academic ian must be engaged in that process as an librarianship implies an inherent differ­ active participant. This is not to say that ence between it and librarianship in other the activities of the are identical environments. There are certainly differ­ to those of other members of the academic ences among the client.ele served by public community, but the librarian, in order to libraries, school libraries, special libraries, function as a facilitator of the imaginative and academic libraries. These differences quest fo! knowledge, must work in con­ do not constitute an artificial distinction; it cert with other members of the commu­ is not just a matter of providing informa­ nity toward fulfilling the university's pur­ tion for different groups of people. The pose. If this distinction between academic

John Budd is a doctoral student in the School of , at the University of - Chapel Hill . The author would like to thank Professors Barbara Moran and Lester Asheim for their comments and assist­ ance. 15 16 College & Research Libraries January 1984

and some other types of librarianship interdisciplinary study, within a two-year (which is not meant to assume superior­ curriculum.8 Edward G. Holley discusses ity) is accepted, then it becomes clear that the extended library school program and the education of academic librarians offers examples of some institutions that should be equally distinctive. Beverly Toy have made the decision to extend their notes that programs beyond one year. 9 While there programs for training academic librarians are some schools with extended pro­ should be significantly different from those of grams, these are in a distinct minority and other librarians. The M.L.S. should include a there are no indications that employers common core of training, but for academic li­ display a preference for graduates from brarians it will tend to be the beginning level, as these programs. (The exception to this is advanced work in librarianship and/or pro­ the recommendation of the Office of Per­ grams in scholarly disciplines require more sonnel Management that only those indi­ than can be accomplished through the M.L.S. viduals with two years of Wo'aduate study degree. 3 be hired at the GS-9 level.) 0 A brief look at the history of education Peter Drucker discusses the amount of for librarianship reveals that in 1923 education required for those in public ser­ Charles C. Williamson stated that profes­ vice institutions (including libraries), sional librarians should receive broad, which, he claims, may not be as extensive general education in full college courses as is popularly thought. He states that plus at least one year's graduate study in a 4 many individuals in the professions are over­ library school. Williamson's report has trained for the responsibilities assigned to had considerable impact on the develop­ them. This is partly due to the bureaucratic na­ ment of library education, though the de­ ture of the public service institutions they serve velopment has not been rapid and is, in in, but it also may be related to an exaggerated fact, still occurring. In 1924, the Associa­ notion of the training needed to enter the pro­ tion of American Universities (AAU) rec­ fession.11 ommended that library education be at the Drucker's statement betrays some igno­ graduate level and that this graduate edu­ rance about academic librarianship (and cation be two years in length, but the some aspects of librarianship in general). AAU' s recommendation went essentially First, he does not seem to realize that the unheeded.5 , in his report of first exposure many individuals receive to 1936, stated that librarians at universities, the discipline of library science is at the great public, and some special libraries graduate level. This will be discussed in need a broad, general educational back­ greater detail later in this paper. Drucker ground, proficiency in at least one foreign also ignores the fact that the academic li­ language, technical knowledge, a schol­ brary assists in the fulfillment of the insti­ arly attitude, and two years of library tution's educational goals, thus, the li­ school training. 6 Munn takes the attitude brary is not concerned merely with that academic librarians are partners in the mechanical processes. To borrow from scholarly process and should be trained as Pierce Butler, the operation of the library scholars. shared this involves a science, which deals with the attitude. In 1949 Wilson saw the one-year properties of the materials; a technology, master's degree as a superficial change which is involved with the processes used from the bachelor's degree, but he was en­ in exploiting the materials; and a human­ couraged by some changes in the content ity, which involves "the motives, reasons, of curricula and some new (at the time) purposes, or ends for which the science doctoral programs.7 had been accumulated and the technology This debate over the length of library ed­ invented."12 ucation has neither died nor abated since If librarians are indeed to share in the 1949. Ralph Conant, in his sometimes­ purpose of the college or university and if - maligned report, recommends that library they are to join in the community of schools provide opportunities for speciali­ scholars, then the education of academic zation, including interdepartmental and librarians should at least approximate that Education of Academic Librarians 17 of their colleagues. Though a number of bred. Such so-called assets as a love of undergraduate library science programs books are no longer sufficient (if they ever remain, many existing as minor fields in were) for academic librarians because li­ schools of education, the first year of the brarianship encompasses more than arti­ master's program is essentially introduc­ facts. The view of librarians as researchers tory. This is a necessity because of the or teachers is not to be ignored, but it is number of individuals who enter library sometimes tied to a notion that librarians schools from other fields. Therefore, the should directly emulate teaching faculty specialization needed to prepare one to in the narrowness of subject scope to be begin to take a place in the community of studied. There is no doubt that the ability scholars is, perforce, minimally achieved to conduct fruitful research in a particular at best in the one-year program. A similar subject area is beneficial (assuming that thought may have motivated one respon­ the area of librarianship is also a valid sub­ dent in Conant's study to say, "We can­ ject area), but it must be ~ccompanied by not count on the master's degree in librari­ something more. The academic librarian anship as an assurance of an applicant's must have an intimate knowledge of the ability to meet the needs of the academic purpose of the college or university and a library; moreover, lack of the MLS is not a willingness to participate in achieving that barrier to effective academic librarian­ purpose. ship. " 13 Another academic librarian inter­ Edward G. Holley elaborates on this viewed in the course of the Conant study particular aspect of the orientation of the indicated that ''the interdisciplinary na­ academic librarian. He says that such a ture of academic librarianship cannot be person needs satisfied within the existing limits of pro­ fessional education in library schools. " 14 some background in the history and develop­ Indictments of the past and present ment of higher education ... an appreciation for the history of scholarship and learning and state of education for academic librarian­ the way knowledge is obtained in various disci­ ship by Robert Muller and Lewis A. Ken­ plines ... [and] the ability to evaluate research. ney indicate that there is dissatisfaction in findings. 16 many sectors with educational practices. 15 No single culprit can be blamed for the dis­ The above comment includes the recogni­ satisfaction or the apparent failure to meet tion that the academic library and librari­ the needs of the profession and of aca­ anship are products of scholarship and the deme. The tradition of training begun in community of scholars who are producers the last century has developed strong and consumers of that scholarship. In this roots, and there has been effort at change way, this branch of the profession is deriv­ by the profession's associations or the ative; it depends upon the parent institu­ schools themselves. The question remains tion for its existence, and it functions as an as to what route library education should integral part of the institution. Because the take in order best to prepare the schools' library supports all other components of graduates for placement in institutions of the institution, the librarian must know higher education. What do students need something of the objectives and practices to know? What type of preparation best of the other components. The symbiotic suits the mission of higher education? relationship should be reflected in the What is the breadth and depth of educa­ knowledge of the librarian, so the educa­ tion needed for academic librarians? What tion of academic librarians should aim to role should academic librarians assume on provide the requisite knowledge. college and university campuses? While the above described breadth of Librarianship has relied for years on a education is ideal, it is not always found in prerequisite knowledge and the ability to practice. H. William Axford (who, unfor­ adapt that knowledge to the workings of tunately, fails to avoid overgeneralization the profession. There has also been an as­ and assumes a uniform paucity in library sumption that the academic librarian has education and in most librarians) observes certain qualities, be they learned or in- that the library school does not always 18 College & Research Libraries January 1984 achieve the noble end. He writes of the de-· describes educational components that fici~ncy of the educational process, · apply, not only to library education, but also to education in many disciplines. which simply does not engender in students the attitudes necessary to feel at horne with the Asheim also touches on some of the rea­ traditional values of the academy, particularly sons why the community of higher educa­ its canons of scholarship. In spite of the rhetoric tion has been reluctant .to accept library to the contrary, and the significant programs in education as it currently exists and to ac­ professional education achieved since the Wil­ cept holders of the M.L.S. degree into that liamson report, library education today is still community. While the master's degree in more vocational than professional in the classi­ 17 library science attempts to include all of cal meaning of the term. the elements Asheim sets forth (in rheto­ The recognition of this weakness calls into ric, at any rate), other disciplines tend to question the library school's ability to pro­ incorporate the introduction to the disci­ vide education befitting partners in the ac­ pline and its mechanics into the under­ ademic community. There is implicit in graduate curriculum. TheM.L.S., particu­ such a view the belief that education in a larly the one-year M.L.S., must attempt to library school is not sufficient for an indi­ introduce students to the discipline and to vidual to function in an academic library. teach also the analysis of the theory and This involves the concept of specialization practice of librarianship. Thus it becomes in libraries, about which more will be said clearer that the single year is inadequate to later. provide the depth of education needed. In light of the above, an examination of The types of educational preparation library education must begin with the needed by academic librarians depend to a most fundamental of its premises. It has great extent on the nature of the library it­ been recognized for a number of years that self. Just as the library is an amalgamation all of librarianship shares a basis of intel­ of many functions, it must serve the needs lectual content, regardless of the individ­ of many acaderriic disciplines. The librari­ ual student's eventual career objective to ans on a given campus are likely to have carry out those functions and processes (in fact may be hired because of) diverse central to all libraries. In 1954 a workshop educational backgrounds. Robert B. was held at the University of 's Downs states: Graduate Library School on the subject of a core of educational content .18 The librari­ Like the teaching faculty, librarianship is be­ ans and the educators in attendance rec­ corning increasingly a career for specialists, and our requirements are exceedingly diverse. In ognized the need for such a core. Some the future, college university librarians will un­ years later expressed the belief doubtedly be called upon to have academic that a core of knowledge is essential and preparation as thorough and as advanced as that it ''must be streamlined to emphasize their colleagues in other fields. 21 the elements that are fundamental to the practice of all librarianship whatever the Shera also recognizes the inevitability of specialization.' 119 Lester Asheim went into the need for specialization, but, at the more detail in describing that which is same time, he reiterates the importance of necessary and vital to alllibrarianship. He the core as the basis for all library educa­ claims that education should include a mix tion. of The value of specialization and the utility of specialized knowledge is not to be minimized, first, understanding of the underlying disci­ but unless it is held together by the cohesive pline; then, introduction to the mechanisms de­ force of a generalized concept of librarianship rived from it that lead to present practices; fi­ that underlies all that the librarian does, the in­ nally, analysis of how the skills and attitudes evitable result is fragmentation of the profes­ emerging from the discipline and the opera­ 20 sion to the point at which all standards of per­ tional devices are applied in practice. formance and all criteria of excellence will be lost. 22 Asheim' s perceptive remarks can hold true for much of education in general. He If service in the academic library is to be Education of Academic Librarians 19 provided by specialists, what type of spe­ dividuals who could bring to the job teach­ cialization should be prevalent? Many in­ ing experience, who could work on the dividuals see a need in libraries for profes­ curriculum, and who could fuel the fac­ sionals with additional graduate ulty status fire. 24 Joe Rader provides a dis­ education iii. another subject field. The re­ senting voice in the midst of calls for more liance upon graduate education in library advanced degrees. He writes, (and information) science and in a cognate To say to librarians that, to get a job in the first subject area (a list of which would be place or to achieve career advancement within lengthy) has been evident for some years. the profession, one must have a subject mas­ This preference probably hearkens back to ter's is to say that the library degree, ipso facto, is the days of librarian as scholar and may be of little value. Apparently to be treated as a real a sort of reaction against Dewey's empha­ professional, one must obtain a real advanced sis on practical training. degree.25 Librarians saw the need for advanced Rader's comments do address the ques­ subject education as so necessary to the tion of the legitimacy of the library school performance on the job that allowance for degree on the college or university cam­ the attainment of additional graduate de­ pus. They do not, however, address the grees was included in the "Standards for question of the role of the academic librar­ College Libraries'' of 1959. One section of ian, a question that has yet to be answered the "Standards" states: satisfactorily or conclusively. It follows that librarians-in line with the estab­ The education of academic librarians is lished policies at their institutions-should be also somewhat dependent on the func­ expected to do graduate work in such areas as tions that individuals perform within the would contribute to their effectiveness in their library. This, again, is not a revelation. In respective positions. In some instances such a program of study might well lead to a second or 1949 Lawrence Clark Powell wrote, "To third Master's degree rather than to a Ph.D. de­ function properly then, the academic li­ gree.23 brary must be staffed by a corps of profes­ sional librarians with varying, not equal, This statement is not present in the 1975 amounts of graduate education­ revision of the standards. At about the managers, collectors, ~rocessors, inter­ time of the revision, the Association of preters, and curators." 6 The amounts of College and Research Libraries (ACRL) graduate education need not vary greatly, was articulating support for the M.L.S. but the areas could certainly be quite di­ degree as a terminal degree and as the ap­ vergent. Margaret Myers observes the propriate education for the professional li­ possible expansion of the functional spe­ brarian. If the ACRL dictum were univer­ cializations of librarians as libraries evolve sally accepted, the faculty status issue, for in conjunction with societal and techno­ one, would have a resolution. The fact logical progression. 27 Patricia Battin also that the M.L.S. is not unconditionally ac­ recognizes the various functions within ceptable to many college and university the library, particularly the research li­ administrators and faculties with regard brary, and has definite suggestions with to faculty status reveals that the level of regard to hiring practices. She says that education librarians see as sufficient is not employees should thought of outside the profession as equivalent to that of the teaching faculty. hire the talent they need and hope that the MLS Moreover, ACRL neglects to address the will follow, or else ... set up, as large corpora­ kind and depth of education that the aca­ tions have done, [research libraries'] own edu­ demic librarian should have in order to cational programs to provide the specialized contribute to the educational purpose of training we perceive as necessary. If the choice lies between credentials and talent, I think we the academic community. must opt for the talent. 28 William Moffett takes the issue of educa­ tional attainment a step further by sug­ Battin's suggestion is apparently con­ gesting that libraries could benefit from trary to Rader's defense of the library de­ hiring individuals with subject Ph.D.s, in- gree and to the statements of those believ- 20 College & Research Libraries January 1984 ers in a core curriculum for students. By that are separate from those of other types negating the need for the M.L.S. as acre­ of libraries, and that individuals should be dential for library service, she implies a educated for positions in such an environ­ like shift in the educational attainment of ment. She suggests that the research li­ the prospective employee of the research braries themselves take the responsibility library. Though it is unstated, one can as­ for providing this education, formulating sume that Battin would look first to educa­ programs of study that incorporate the tal­ tion that would complement the func­ ents of many academic units on campus tional need to be filled and, only when (including library schools, when possi­ that is satisfied, to the M.L.S. She enu­ ble).30 $he claims that this might eliminate merates the personal qualities that the li­ what she sees as the flaw in library educa­ brarian in the research library should pos­ tion of overspecialization, which she de­ sess: scribes thusly:

1. A first-rate mind with problem-solving abili­ Our educational programs for academic librari­ anship have continued to stress an individualis­ ties. 2. A solid undergraduate preparation in any of tic bias-the concept of the autonomous a variety of disciplines. professional-and have actively procreated and encouraged the development of narrow spe­ 3. Concrete evidence of managerial abilities. cialists, either in academic subject disciplines or 4. An intellectual commitment to research li­ 1 brarianship. 29 within the library profession. Battin's remarks are based on the as­ While graduate education is not men­ sumption that, for years, libraries have tioned in the list, it is clear that Battin envi­ been attempting to emulate the organiza­ sions the research library staffed with tional structures of the academic units on many individuals whose education and the campus. She envisions a unique and training match the need she sees as inher­ fluid structure in research libraries in ent in the research library. which librarians are able to see big pic­ Which of the needed specializations can tures rather than just narrow details. In be supplied by library schools? The nature fact, organizational structure does play an of libraries is such that several individuals important role in the functioning of the li­ perform duties that are somewhat distinc­ brary. The structure essentially defines tive, if not discrete, while sharing the neb­ (however inexactly or vaguely) the duties· ulous goal of service to a particular com­ to be performed by the individuals within munity. This is compounded in academic the organization and, hence, can affect the libraries by the magnitude of information, education needed by the individuals. To the physical and intellectual diversity of examine the organizational structure of collections, the sophistication and wide­ the library, one must first look at the struc­ ranging interests of the academic commu­ ture of its environment-the college or nity, and, in some instances, the technol­ university. ogy required to meet information needs. Cohen and March describe the univer­ In the larger libraries, the librarians per­ sity as being an "organized anarchy," ex­ forming the traditional functions, such as hibiting the following properties: reference, acquisitions, and cataloging, are accompanied by specialists in such ar­ 1. Problematic goals. It is difficult to impute a set of goals to the organization that satisfies the eas as systems management and opera­ standard requirements of theories of choice. tions research. This expansion of func­ The organization appears to operate on a vari­ tions, along with the technological impact ety of inconsistent and ill-defined preferences. on more traditional functions, results in It can be described better as a loose collection of greater demands placed on library changing ideas than as a coherent structure. It schools. Schools with limited resources discovers preferences through action more of­ and faculties are hard-pressed to educate ten than it acts on the basis of preferences. students to meet the libraries' needs. 2. Unclear technology. Although the organiza­ Battin states that research libraries are tion manages to survive and (where relevant) unique entities, with missions and staffs produce, it does not understand its own proce~ Education of Academic Librarians 21 dures, the residue of learning from the acci­ on library schools to educate for many dents of past experiences, imitation, and inven­ types of positions. While all library tions born of necessity. schools should offer a strong and com­ 3. Fluid participation. The participants in the plete basic program of instruction, per­ organization vary among themselves in the haps not all are able to provide specializa­ amount of time and effort they devote to the or­ tion in areas hinted at above. It should be ganization; individual participants vary from noted, though, that education in such ar­ one time to another. As a result, standard theo­ eas is important to academic librarianship ries of power and choice seem to be inadequate; and the boundaries of the organization appear and those schools attempting to educate to be uncertain and changing.32 students for positions in academic li­ braries will have to be aware of the func­ The library as an organization also ex­ tions of those libraries and focus their pro­ hibits these properties. If one dissects the grams accordingly. library's organization, though, focusing Robert Muller suggests that the educa­ on the two units that form the traditional tional structure allows for more complex bifurcated structure, one observes some specializations among library schools, anomalous occurrences. The public ser­ with some schools focusing attention on vices, particularly the reference function, academic librarianship.33 Such a prospect tend to adhere to the Cohen and March may be tempting, but there are some in­ model, primarily because the activity sim­ herent drawbacks. First of all, Muller's ulates that of other units of the university. suggestion assumes a high degree of ini­ The technical services, however, while tial commitment that may not exist among not having a purely bureaucratic struc:­ students. It may be only after some expo­ ture, are more bureaucratic than the pub­ sure to a program that an individual stu­ lic services. They also tend to have more dent makes a decision regarding a career well defined goals and a clearer technol­ choice. Some students might find them­ ogy designed to achieve those goals. The selves having to transfer to another school lines separating the two functions are not in order to receive the specialized educa­ clear, so the technical services do not have tion. If Muller's model were followed, a completely distinct organizational struc­ there would be, of necessity, a small num­ ture. The distinctions that do exist affect ber of schools specializing in academic li­ the functional specializations within the li­ brarianship. The students would have brary and, by implication at any rate, the very limited, if any, interaction with stu­ education of the librarians. The goals and dents and faculty interested in other areas technology peculiar to the technical ser­ of librarianship. The small number of vices must be incorporated simulta­ schools might also perpetuate certain neously with an understanding of the views and methods; thus producing the structure and purposes of the library as a danger of a stagnant environment in li­ whole. braries. This revision would also involve To further complicate matters, many li­ great costs. Some institutions would incur braries, particularly large ones, do not enormous expenses in establishing the have a simple bifurcated structure. For in­ specialized programs, and others might stance, collection development may con­ experience such a loss of students that stitute a separate structural entity-one they would be forced to close their library that shares some properties of both tech­ schools (which, some might argue, would nical services and public services. On be a good thing). some campuses, special collections may While the traditional subject and func­ be organized as a subunit. In addition to tional specializations still exist and will these, libraries may also have staff special­ probably continue to exist, a change in the ists who function apart from any of the vision of the library that first surfaced sev­ substructures but who probably have a eral years ago may produce fundamental high level of interaction with all facets of alterations. The library, in fact the organi­ the organization. These variances in func­ zation and dissemination of knowledge, is tional specialization can result in pressure seen more and more frequently as a sys- 22 College & Research Libraries January 1984 tern rather than as disparate parts. The al­ gued.that the introductory content should teration of vision accompanies the prolif­ be taught at the undergraduate level, the eration of automation of library processes. derivative nature of the discipline and the This becomes especially evident when fact that many individuals enter the field dealing with integrated systems of auto­ relatively late in life are countervailing mation, but any automation process that forces to the argument. affects library operations requires plan­ Additionally, programs should require ning for the entirety of the organization. students to conduct and report research in Such a change in thinking will affect li­ the form of theses or major research pa­ brary education. It could define an ap­ pers. Academic librarians are continually proach to education that is quite different called upon to assist in the research pro­ from that of traditional programs. At cess and may be required to conduct re­ present (and for the last several years), it search in order to advance in the organiza­ seems that library education (at some in­ tion. Academic librarians also must be stitutions, at any rate) is in the midst of at­ able to comprehend the research of others tempting a response to this phenomenon and to incorporate it locally, if feasible and by adding the study of systems analysis to desirable. Firsthand knowledge of there­ course content and by emphasizing a sys­ search process is not only helpful, it is es­ tems approach to library functions. sential in academe. In summary, education for academic li­ Few would argue with the belief that the brarianship has a history of focus on tech­ academic world is different from other nical training (not unlike library education segments of society. Its activities and be­ in general). The most basic hindrance to havior are unique. The academic library the development of more appropriate ed­ exists to provide a variety of services (to ucation, rather than training, has been a aid research and teaching) to the commu­ lack of consensus on the role of the librar­ nity of students and scholars. The nature ian in the academic community. This of this academic community, regardless of sometimes is obscured in the course of de­ its size, effectively defines the back­ bates over such matters as the necessity grounds of its members. Academic librari­ for graduate education in subject areas. ans, as both members of the community While such training may be essential to and facilitators of the work of the commu­ some positions in some libraries (subject nity, should be prepared for the roles they specialists, for instance), it may not be de are expected to assume. This preparation rigueur for everyone. What is needed is is different in kind (incorporating there­ the revision of library school programs so search and curricular interests mentioned that they offer graduate education, which above) and, very likely, in duration as includes the availability of detailed func­ well. Service to the academic community tional specialization, the opportunity for necessitates understanding of the many in-depth study of the intellectual and facets of the community-understanding practical bases of academic libraries and that might be fostered by both interdisci­ their environment, and the incorporation plinary study and extended study of the li­ of a systems approach to the organization, brary and librarian in such an environ­ dissemination, and interpretation of ment. An extended program may not be knowledge. the proper course for librarians in all types At present, it does not appear that this of libraries (although convincing argu­ revision can be accomplished in the tradi­ ments have been made for an extended tional programs entailing approximately degree program educating all prospective thirty-six semester hours of course work. librarians), but it seems to be ineluctable So much of the program of study is intro­ for academic librarians. If the extended ductory that there is little time to receive program is adopted for the educating of the depth of education needed to function academic librarians, it seems that the de­ in an academic library as a member of the gree received should be an academic de­ scholarly community. While it may be ar- gree rather than a professional one (espe- Education of Academic Librarians 23 cially if the requirement of a research tus for change must come from within the paper is added, along with other such re­ schools, and it must include an under­ quirements). Of course, if the move to an standing of the nature of the academic li­ extended program for all of library educa­ brary and the role of the librarian in the en­ tion is adopted, the academic degree and vironment of academe. its requirement should be uniform. Impe-

REFERENCES

1. 0. Lee Shiflett, in Origins of American Academic Librarianship (Norwood, N.J. : Ablex, 1981}, p.210-11, notes that Dewey's efforts were aimed at the public library movement and that, while many academic librarians were aware of the inappropriateness of this model for them, the early years of library education exhibit a lack of concern for academic librarianship. 2. A. N. Whitehead, The Aim of Education and Other Essays (1929; reprint, : Macmillan, 1959), p.139. 3. Beverly Toy, "An Apt Summary," Journal of Academic Librarianship 2: 279 (Jan. 1977). 4. Charles C. Williamson, Training for Library Seroice (New York: D. B. Updike, 1923), p.4. 5. Association of American Universities, Journal of Proceedings and Addresses of the Annual Conference, V.26 (Chicago: AAU 1924), p.26. The AAU reiterated their recommendations in their 1927 report, but again it was all but ignored. 6. Ralph Munn, Conditions and Trends in Education for Librarians (New York: Carnegie Corp., 1936}, p.12-13. 7. Louis Round Wilson, "Historical Development of Education for Librarianship in the United States," in Bernard Berelson, ed., Education for Librarianship (Chicago: American Library Assn., 1949) p.58-59. 8. Ralph W. Conant, The Conant Report: A Study of the Education of Librarians (Cambridge, Mass.: MIT Press, 1980}, p.194. 9. Edward G. Holley, "Extended Library Education Programs in the United States," in Advances in Librarianship, V.ll (New York: Academic Press, 1981}, p.51-76. 10. Barbara M. Robinson, "Librarianship under Attack," Library Journal108: 348 (Feb. 15, 1983). 11. Peter F. Drucker, "Managing the Public Service Institution," College & Research Libraries 37: 10 (Jan. 1976). 12. Pierce Butler, "Librarianship as a Profession," Library Quarterly 41: 240-41 (Oct. 1951). 13. Conant, The Conant Report, p.127. 14. Ibid., p.128. 15. Robert Muller, "Critique on University Library Education," Drexel Library Quarterly 3: 204 (Apr. 1967); Lewis A. Kenney, Letter to the Editor, College & Research Libraries News no.7: 214 (July/Aug. 1975). 16. Edward G. Holley, "The Librarian Speaks: What the Modern Library Expects of the New Gradu­ ate," Southeastern Librarian 20: 227-28 (Winter 1970). 17. H. William Axford, "The Three Faces of Eve; or, The Identity of Academic Librarianship: A Sym­ posium," Journal of Academic Librarianship 2: 276 (Jan. 1977). 18. Lester Asheim, The Core of Education for Librarianship (Chicago: American Library Assn., 1954). 19. Jesse H. Shera, The Foundations of Education for Librarianship (New York: Becker and Hayes, 1972), p.396. 20. Lester Asheim; "Education of Future Academic Librarians," in Herbert Poole, ed., Academic Li­ braries by the Year 200: Essays Honoring Jerrold Orne (New York: Bowker, 1977}, p.137. The influence of Butler on Asheim' s recommendation is obvious. 21. Robert B. Downs, "Are College and University Librarians Academic?" College & Research Libraries 15: 14 (Jan. 1954). 22. Shera, The Foundations of Education, p.197. 23. "Standards for College Libraries," College & Research Libraries 20: 276 (July 1959). 24. W. A. Moffett, "The Academic Job Crisis: A Unique Opportunity, or Business as Usual?" College & Research Libraries 34:193 (May 1973). 25 . Joe Rader, "The Second Master's-Some Personal Views," Tennessee Librarian 30: 29 (Fall1978). 26. Lawrence Clark Powell, "Education for Academic Librarianship," in Bernard Berelson, ed., Edu- 24 College & Research Libraries January 1984

cation for Librarianship (Chicago: American Library Assn., 1949), p.137. 27. Margaret Myers, "Library Personnel: Supply and Demand," Drexel Library Quarterly 17: 109 (Summer 1981). 28. Patricia Battin, ''Developing University and Research Library Professionals: A Director's Perspec- tive," 14: 22 (Jan. 1983). 29. Ibid., p.23. 30. Ibid., p.24-25. 31. Ibid., p.24. 32. Michael D. Cohen and James G. March, Leadership and Ambiguity (New York: McGraw-Hill, 1974), p.2-3. 33. Muller, "Critique on University Library Education," p.206.