INDIA LIBRARIES Volume 10, Number 2 1991

t9heygi:o~ in. interest as theyears go by.

Journal of the Indiana Library Federation and Indiana State Library INDIANA LIBRARIES

Daniel Callison, Edi tor Mary Krutulis, Copy Editor

PUBLICATIONS COMMITTEE

M. Jacqueline Nytes, ILF, Indianapolis, Chair C. Ray Ewick, Indiana State Library, Indianapolis Dan Fast, ILA, Indianapolis Ellie Pulikonda, Tipton Sandra Sawyer, ILTA, Rochester

Linda Kolb, ILF Executive Director

Production coordinated by Carol Graham, Indiana State Library

Word processing by Susan Anton, SLIS, Indiana University, Bloomington

INDIANA LIBRARIES is published two to four times a year as warranted by the number of articles re.ceived. Advertising and subscription offices: Indiana Library Federation, 1500 North Delaware, Indianapolis, IN 46202, (317) 638-1500. Address articles for publication to Daniel Callison, School of Library and Informa­ tion Science, Indiana University, Bloomington, IN 47405, (812) 855-5113, or 855- 2018.

Indiana Libraries is indexed by Library Literature, a publication of The H. W. Wilson Company, Inc.

ft ~J printed on recycled paper I DIA A LIBRARIE Volume 10, Number 2 1991

Contents

Books at War: Indiana's Libraries During WW II ...... 2 Noraleen A. Young

The Allen County Public Library Fort Wayne, Indiana ...... 15 Dawne Slater-Putt

Library Unionization and its Ties to the Public Sector: History, Issues, and Trends ...... 27 Ellen Flexman

Federal Copyright Law: How it Affects Academic Video Services ...... 45 Jill Rooker

Preservation in Indiana Academic Libraries ...... 54 Robert S. Lamb II

The Evolution of Bibliographic Instruction in College Libraries ...... 61 Gail Glynn

Establishment of the Knox County Records Library ...... 79 Brian Spangle

An Experiment With Electronic Pagers ...... 86 Philip H. Young

To Degree or not to Degree: Academic Librarians and Subject Expertise...... 90 Jean-Pierre V. M. Herubel

Journal of the Indiana Library Federation and Indiana State Library 2/ Indiana Libraries

Books at War: Indiana's Libraries During WWII

Noraleen A. Young Indiana Division Indiana State Library

World War II marked a special bases. Libraries, due to their viability time for libraries in Indiana as they in the community, served as commu­ went beyond their traditional ser­ nity centers and even as bomb shel- vices to activities that involved the .ters in case of air raids. Indiana's library within the community libraries went to war along with the through both state-wide events and rest of the nation. locally needed services. The Vic­ Victory Book Campaign tory Book Campaigns of 1942 and The Victory Book Campaign was 1943; the Third, Sixth, Seventh, and the first major activity undertaken by Eighth War Bond Drives; and the libraries within the state. Patterned work with the Indiana War History after the book drives of World War I, Commission in documenting the the campaign sought to collect books war effort in their communities in good condition on a variety of brought librarians together on a topics for servicemen in camps, both state-wide basis. At the state and in the U.S. and overseas, for hospi­ local level, librarians realized the tals, and for servicemen's centers. importance of the dissemination of The drives, sponsored nationally by war information, and, through the American Library Association, institutes and war information the United Service Organization, and centers, then provided expanded the American Red Cross, began reference service to the state's locally when Florence Allman of the residents. Locally, librarians pro­ Indiana Library Association recruited vided relevant book lists, displays Ethel Cleland of the Indianapolis and special activities for a great Public Library to be the state chair­ variety of users, from victory gar­ man soon after U.S. entry into the deners to returning veterans. Librar­ war in December 1941. Temporarily ians also provided outreach services released from her duties at Indianapo­ to local defense plants and military lis Public Library, Ethel Cleland Volume 10, Number 2 (1991) /3 established an office in the Extension marines be main­ Division of the Indiana State Library tained. Nearly every and attended the 1942 Midwinter person possesses Meeting of ALA for training ses­ books which he can sions. very well donate to Organization for the collection this cause. I am drive was based at the local level. hopeful that citizens Ethel Cleland assigned all 235 public of our state will libraries as local collection sites, respond generously to with the State Office coordinating this appeal. l the activities. The initial drive began on December 29, 1941 when a letter The committee asked college and was sent to all the public libraries special librarians to assist the local appointing the head librarian of each directors. Each director received library as director for the local posters, sample news releases, and community and adjacent areas where labels for shipping the books. there was no library service. The Cleland had a small budget for the Extension division of the Indiana campaign, and most libr3Ves re­ State Library sent a separate letter to quested five to ten dollars to cover encourage participation. Governor publicity and shipping expenses. Henry F. Schricker endorsed the Many libraries either absorbed the campaign with the foilowing procla­ cost or raised the money by selling mation: the waste paper they collected along The nation-wide drive with the books. to procure books for Collection campaigns varied from soldiers, sailors and city to city. In Gary, the "Books for marines in hospitals, Buddies" campaign was supported in camps, and on by the street car company who put ships, is a very signs on the cars and allowed passen­ praiseworthy under­ gers to leave books on the cars, taking, and I wislz to which would then be dropped off by compliment the the company at the library. At the American Library Indianapolis Public Library, staff Association, the piled collected books into a large American Red Cross, "V" in the entrance hall of the and the United Ser­ building. Knightstown Public vice Organization/or Library conducted a house-to-house sponsoring the Vic­ canvass using cartons donated by tory Book Campaign. local businesses and collected over 300 books. It is important that the Some smaller libraries were con­ morale of our sol­ cerned about their participation in diers, sailors and the campaign. As Louise M. . 4/ Indiana Libraries Hubbard of the New Harmony teen of her new Book-of-the-Month Publ.ic Library explained, "We put a Club volumes. ,,5 notice in the local paper but did not . Ethel Cleland and Harold Brigham get a very flattering response, but, as were very pleased with the response our library is so old and our commu­ of Indiana's libraries in both cam­ nity so small, the public have always paigns. Cleland praised the role of depended upon us and the only the librarians in the first campaign: books they have are precious ones I can't express my they do not wish to part with."2 appreciation of the They were still able to send about intelligent, prompt 300 books after weeding their own reception you local collection and accepting community directors have given donations. to the call to conduct Indiana's libraries collected over the Victory Book 200,000 books that were eventually Campaign in your distributed across the country. More communities. I don't books were actually collected, but know which has been many were deemed unsuitable for most helpful, your distribution due to their condition or efficient organization, their subject matter. Ethel Cleland your enthusiasm, your called upon libraries to forward cordial cooperation, children's books that were collected or your patience to defense plant communities. WPA under delays and workers repaired some of the dam­ difficulties. Since I aged books so they could be sent know how busy all of on.3 you a1:e and what The second Victory Book Cam­ extra work the Victory paign began in March of 1943. Book Campaign has Harold F. Brigham, Director of the meant for you, I think Indiana State Library, served as chair the way you have of the campaign. More than 200 organized and carried libraries participated and collected on the Drive and what 145,512 books.4 Many of these you have accom­ books were sent directly to local plished have been camps and military installations splendid. It all goes within the state. Librarians reported to prove what high on the wide community support the ideals of community drive received. Louise Warner, service librarians assi~tant director of the campaign, have.6 said in her report that at one library There was praise for the involvement "one local group gave a benefit party of the local community: and turned over money to buy twenty Remarkable support, new books ... one donor gave nine- practical and finan- Volume 10, Number 2 (1991) /5 cial assistance have Bond Drives. The State War Fi­ been given the drive nance Committee in conjunction by all sorts of local with the New York Authors Guild groups and associa­ scheduled several "Book and Au­ tions. This is cheer­ thors for Bonds" rallies across the ing evidence of the state for the Third War Bond Drive high place the public in the fall of 1943. The Indianapolis library plays in the rally had been scheduled during the life of our Indiana Indiana Library Association's and communities. It has Indiana Library Trustee been a good experi­ Association's annual conference. As ence for us all to be a Harold Brigham explained to Esther part of such a big Moore of Jennings County Public patriotic movement,. Library, to have done so well .. .in trying to adjust and to have been so this conflict the State cordially supported War Finance Commit­ by our fell ow towns­ tee asked us if we people .1 would not sponsor the Indianapolis rally and Brigham had equally nice things to a state-wide library say about the participation of librar­ war bond campaign ies in the second campaign. In his at the same time. The final report of the campaign, he directors of the two stated: associations agreed to It has been inspiring, do this, feeling it was however, fo find many a request that could communities, even not be refused in the small ones, repeating midst of war and that the same fine job they such an effort would did a year ago and reflect credit on getting remarkably libraries in the public good results in spite estimation. 9 of slim pickings, and Bonds purchased by librarians, in spite of the serious library trustees, and. the general personnel problems public would be credited to a particu­ that all of us have lar library. Libraries had two weeks, faced this year. 8 September 25, 1943 to October 7, 1943, to sell the bonds and as the War Bond Drives Third War Loan Drive had already The largest organized effort under­ begun, bonds purchased prior to taken by Indiana's libraries was the September 25th could not be credited promotion and support of the War to the library campaign. Those 6/ Indiana Libraries librarians and trustees purchasing a of bonds during the Third War Bond bond would be given a ticket to the Drive.12) Libraries from all over the Indianapolis rally. Those purchasing state participated. (See Table 1) one thousand dollars or more in Jasper Public Library sold $77 .44 per bonds would be given a reserved capita and won an Ilka Chase manu­ seat. It was also decided that the script and autographed books by libraries which sold the largest dollar Franklin P. Adams and Carl Van amount of bonds per capita would be Doren. Converse Public Library presented a prize. finished second and won a manu­ Irene M. Strieby, Eli Lilly Com­ script of James Whitcomb Riley's pany librarian, chaired the committee Bereaved. Third was Warsaw Public and J. W. Van Briggle of the Library, which won a Van Doren Railroadmen' s Federal Savings & manuscript; fourth was Anderson Loan Association of Indianapolis Public Library which was awarded a directed bond sales and promotion. manuscript of Salten's Forest World. At the rally, authors Ilka Chase, Muncie Public library was fifth and Franklin P. Adams, Carl Van Doren received a manuscript of Adams; and Cleo Dawson gave pep talks to Pennville, in sixth place, won an Ilka the audience which encouraged Chase manuscript and an additional bond purchases of autographed copy of a Van Doren $2,625.00. A draft manuscript of book; the seventh place prize, to Booth Tarkington's Kate Fenni~ate New Castle, was a manuscript of was auctioned off for $27 ,500 and Hans Habe's Katherine; in eighth presented to the Indianapolis Public place was the Indianapolis Public Library with the money given toward Library which received a manuscript the campaign. I 0 of Salten's Good Comrades. The Even though libraries had little participation of Indiana's libraries in preparation for the campaign, it was the Third War bond campaign extremel¥ successful. Harold marked the first time libraries in the Brigham in a letter to William nation participated in a War Bond Hepburn of Purdue University stated campaign.13 that "we are finding that the mere Libraries in Indiana did not partici­ mention of the fact that the libraries pate again in the war bond drives are sponsoring a bond campaign is until the Sixth Drive, which ran from st~g people, not only librarians November 20, 1944 to December 31, and trustees but friends of libraries as 1944. The drive was the first nation­ well, to buy an extra bond, and this is ally organized effort for libraries, what the State War Finance Commit­ and Indiana was one of twenty states tee wants us to do." 11 to participate. Louis J. Bailey, When the campaign was over, former director of the Indiana State Indiana libraries had sold over two Library, was the national director of million dollars worth of bonds. the Library War Bond Committee.14 (Indiana sold $118,000,000.00 worth By this time most communities had Volume 10, Number 2 (1991) /7 become well organized for bond consider also partici­ selling, and many librarians had pation in the bond realized even during the Third War selling campaign. IS Bond drive that they were not in a position to sell bonds. In a letter to Even so, $142,312 worth of bonds Bailey, Brigham stated: were credited to libraries. Due to the we recognized as a smaller participation in actual bond result of our maiden selling but a larger role by many experience with a libraries in promotion, the awards state bond selling committee gave two sets of awards: campaign in 1943 one set for selling bonds and the that many libraries second for promotional activities. would not undertake The winners were as follows(Bond actually to sell bonds Selling; Amount Sold Per Capita): and seek library credit for such sales. Converse-Jackson Twp. Our discussions at the Public Library ; annual library conjer­ $103,456.00, $52.40. ence reflected a Linton Public Library; strong conviction on $9,116.75, $1.0. the part of many New Castle Public Library; libraries that the $20,31850, $.60. injection of a library Montpelier Public Library; campaign into the $150.00, $50. general local cam- · Promotion paign would be Indianapolis Public Library considered to disturb Seymour Public Library the already estab­ Anderson Public Library lished organization for selling bonds A wards included manuscripts of My locally and could Friend Flicka, Jezebel the Jeep, No hardly be expected to 0 ther Road to Freedom, and Pop produce enough extra Warner's Book/or Boys, a packet of bond sales to justify letters from Agatha Christie, Dashell the attempt all things Hammet and Vincent Sheehan, and considered. For this two drawings: a Chinese drawing by reason we encour­ Kurt Wiese and a pen and ink illus­ aged all libraries to tration by Kathern Milhous.16 participate in the 6th The Seventh War Bond Drive War Loan Drive with occurred in the spring of 1945. publicity and educa­ Libraries were more involved in tional undertaking, promotion of the drive than in the and we urged all to actual selling of bonds. Converse- 8/ Indiana Libraries Jackson Township Public Library ties, but in December 1943, the won for selling the most bonds with Indiana General Assembly estab­ $14,475 or $7.32 per capita. Linton lished the Indiana War History Public Library won for the greatest Commission. The Commission, amount of educational and promo­ composed of forty-five members tional work. Indianapolis Public representing a broad spectrum of Library won for the best exhibit Hoosiers, created six divisions: the promoting war bond sales. The Division of Economic Changes, the report in Library Occurrent also Division of Agricultural Develop­ mentioned a rally with Governor ments, the Division of Armed Schricker at Fortville, and the Scott Forces, the Division of Government County Public Library did a display and Political Changes, the Division on the history of the Marines.17 of Social Forces, and the Division of The Eighth or Victory Loan Drive Libraries, Historical Societies and was also supported by libraries but Museums. no awards were given or records kept Chaired by Harold F. Brigham, the of the participation of particular Division of Libraries, Historical libraries. Overall, library participa­ Societies, and Museums had a tion in the promotion and sale of threefold mission: 1) guide local bonds throughout the war bond libraries in making collections for campaigns was successful. Libraries their own institutions; 2) assist the played an active part in a major War History Commission in its task community event and in many cases, to collect the records of the war; 3) the librarians drew upon personal create a state-wide bibliography of contact to make it a successful the materials which record Indiana's project. part in the war and the effect of the Indiana War History Commission war on Indiana. Articles in Library A smaller but important organized Occurrent described the types of activity was the work of librarians records libraries were to collect. with the Indiana War History Com­ They included publications of local mission. Clarence A. Jackson, when units of government, newspapers, appointed Civil Defense Director by local periodicals, military service Governor Schricker in March, 1941, records of members in the commu­ tried to find a history of similar work nity, and records of groups and during World War I. Although some organizations of the community. ·work had been done, little had been The Division strongly encouraged preserved. Jackson called upon librarians to make sure that the President Herman B. Wells of records of local government were Indiana University to assist him with also being preserved. Materials developing a plan to preserve the collected would be housed by the history of Indiana's participation on library or sent on to an appropriate the home front. Initially a faculty agency. Librarians were encouraged committee handled the responsibili- to keep a running inventory of what Volume 10, Number 2 (1991) /9 items were collected and to send a tion, namely, helping the American copy of that inventory to the State people to clarify war and postwar Library. issues by encouraging reading and The April-June 1944 issue of thinking about these issues." 18 Library Occurrent was devoted Institutes were held at Winona Lake entirely to the Indiana War History and Spring Mill State Park in June of Commission. It included a descrip­ 1943 and a follow-up session was tion of the other Divisions as well as conducted at Indianapolis in October a report on the activities and plans of of 1943. The institutes were divided Indiana's libraries. A survey sent into three sessions, each with its own out in April 1944 had limited re­ agenda: first, the issues and their sponse but found that most libraries importance and the probl~ms of collected local newspapers and reaching people; second, the job maintained records of local men and libraries had before them and how to women in the military. Librarians "bring out new ideas and new em­ voiced several problems both in the phasis for library service that would questionnaire and in district meetings be unhampered by traditional library held that spring. Housing the thinking"; finally, putting the library records, financing the project, staff to work at this job.19 limitations, cooperation and duplica­ Over 150 librarians met at the two tion were all noted as concerns. The June institutes. The results of the program continued through the rest institutes included observations by of the war. lay leaders that many rural residents War Institutes and Information did not have ·access to a library, that Centers libraries should use film, radio and Amidst these special projects, public presentations and that libraries many librarians believed the war should train staff in the methods created special information needs. needed to make personal contact. War institutes held by librarians The institutes provided librarians identified the issues and the way with the intellectual framework to libraries could help the public to assist their communities in dealing understand the war and to plan for with the war and in planning for the postwar period. A second re­ post-war recovery. sponse to the special informational Libraries also served as War needs of the period was the establish­ Information Centers. Indiana Uni­ ment of War Information Centers. versity, Purdue University and Notre Sponsored by ALA first on a Dame University served as the main national level, then regionally and centers for government information finally on a state-by-state basis, and collected publications and audio institutes on war and postwar issues visual materials to distribute to the sought to "stimulate and help librar­ public as well as providing speakers ians to undertake the most important and discussion leaders for meetings. adult education job of this genera- As the war came to a close, librar- 10/ Indiana Libraries ians shifted their focus to help the challenge of making returning veteran adjust to his new people more con- life and to assist their communities in scious of the truths post-war recovery and planning. In upon which their the September 1945 issue of Library freedom hinges. Occurrent, Wilbur I. Nagley, Public Libraries must help Relations Director, Indianapolis create a better under­ Public Library, wrote, standing and appre­ the thunder of death­ ciation for one an­ dealing bombs has other among peoples ceased. It is quiet on of the world. This is the far-flung battle- essential to peace ... fronts of World War II. Victory over the .. . From now on infamous Axis is ours, libraries will prob­ but only at an irrepa­ ably be busier than rable price. ever. They should remember that Today, in the wake of friendly and courte- the world's most ous service during the terrible holocaust, war years enhanced there is a great cry their prestige and for a lasting peace. acceptance by the But before lasting public. Such service peace is attained, must continue even in many related prob­ the face of heavier lems must be solved .. work ..

. . . To the building of What will be the a lasting peace must librarian's reward for be dedicated great greater service? It work in which librar­ will be that of having ies are destined to helped to lay a plank play an important toward of the f ounda­ part. Now is pre­ tion of ''peace on sented the opportunity earth, good will to for libraries to show men"20 their true worth to the people and the causes Indiana's libraries, like many other they serve. institutions within the community, supported war-related activities. Libraries are con­ Libraries provided valuable service fronted with the great in assisting patrons with their regular Volume 10, Number 2 (1991) /11 and special informational needs Indianapolis, Indiana Medical School during the war years. Librarians in Library $1,500.00 many Hoosier communities went Indianapolis, Indiana State Library beyond their traditional roles to $8,572.50 involve themselves and their libraries Indianapolis, Indiana State Welfare in the larger community. Dept. $7 ,706.25 Indianapolis, Indiana University 3rd War Bond Drive Extension $468.75 Reporting Libraries Indianapolis, Indiana War Finance Committee $2,250.00 Akron $1,556.25 Indianapolis, Lukas-Harold Anderson $530,737.50 Corporation $2,062.50 Aurora $3,918.75 Indianapolis, Shortridge High School Bedford $768.75 $450.00 Bloomington, IU School of Music Indianapolis, Thomas Carr Howe Library $1,443.25 High School $337.50 Columbus $18.75 Indianapolis, Warren Central High Converse $37 ,844.50 School $1,125.00 Crawfordsville $187.50 Jasper $390,339.50 Decatur $18.75 Jefferson ville $562.50 East Chicago $393.75 Knightstown $1,968.75 Elkhart $1,206.25 Kokomo $23,037.05 Fowler . $75.00 Linton $19,918.75 Francesville $1,500.00 Logansport $487.50 Franklin $4,537 .50 Madison $25,293.75 Greencastle $750.00 Mishawaka $150.00 Greenfield $2,475.00 Montpelier $3,112.50 Hammond $1,025.00 Mooresville $1,631.25 Huntingburg $19,312.50 Muncie $364,730.00 Indianapolis Public Library New Carlisle $543.75 $391,787.50 New Castle $27,425.00 Indianapolis, Arsenal Technical High Noblesville $15,168.75 School $3,093.75 Pennville $1,218.75 Indianapolis, Broad Ripple High Plymouth $100.00 School $450.00 Roann $506.25 Indianapolis, Crispus Attucks High Rochester $5,250.00 School · $543.75 Rushville $300.00 Indianapolis, Emmerich Manual Scottsburg $1,837.50 High School $581.25 South Bend $37.50 Indianapolis, George Washington Thorntown $337.50 High School $1,350.00 Vevay $37.50 Indianapolis, Indiana Central College Walton $300.00 $168.75 12/ Indiana Libraries W anmaker, Franklin Twp. School $18.75 5. Louise Haworth Warren N

7. Ethel Cleland to local directors, no date. VBC papers. 1. Governor Henry F. Schricker to Ethel 8. Report of Harold F. Cleland, January 6, 'Brigham, April 12, 1942. Victory Book 1943. VBC papers. Campaign papers, Indiana State Library 9. Harold Brigham to collection, Archives Esther Moore, Sep­ Division, Commission tember 25, 1943, War on Public Records. Service Records, (Hereinafter referred Indiana State Library, to as the VBC pa­ Archives Division, pers.) Commission on Public Records. 2. Louise M. Hubbard (Hereinafter referred to Ethel Cleland, April to as War Service 23, 1942. VBC papers. Records.)

3. Ethel Cleland 10. "Book and Au­ "Report of the Direc­ thors Bond Drive and tor of the Indiana Rally" Library Occur­ Victory Book Cam­ rent, October 1943, paign" Library Oc­ v.14 #8, p.212. current, Jan. 1942, v.14 #1, p.14. 11. Harold F. Brigham to William 4. Harold F. Brigham Hepburn, September Victory Book Report, 27, 1943, War Service 1943, VBC papers. Records. Volume 10, Nwnber 2 (1991) /13 12. Friedman, Ber- 16. "Library War Iiard·The Financial Bond Campaign" Role of Indiana Library Occurrent, During World War IIJ. March 1945, v.15. Bloomington: Indi- #1, p. 346. ana University Press, 1954, p. 196. 17. "Indiana Libraries Win Bond Promotion 13. "Book and Au- A wards" Library th ors Bond Drive and Occurrent, Septem- Rally" Library Occur- ber, 1945, v.15#3, p. rentJ. October 1943, 406. v.14 #8, p.212. 18. "Institute on War 14. Louis Bailey and Postwar Issues" served as Director of Library Occurrent, the Indiana State October, 1942, v.14#4 Library from 1925 to p.100. 1935; he was national coordinator of the 19. "Indiana Institutes Victory Book Cam- on War Issues" paign, 1943-44 and Library Occurrent, was a member of the April 1943, v.14 #6, national Book and p.138. Authors War Bond Committee, 1943-46. 20. Wilbur I. Nagley, "Peace", Library 15. Hardol F.Brigham Occurrent, Septem- to Louis Bailey, ber, 1945, v.15 #3, January 11, 1945, p.491. War Service Records.

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Tl KETS FRE. . tO PurclwJers o/ War Bt>nd.' .:,-i•dltl't1 to L lltraric.s Mi. ,_"""""'"""" • f"')<.f..CJ"ld" [~toeW. • U< ·~ Indiana Libraries 14/

Andrew Carnegie's gill: to the citzens of Fort Wayne was this handsome library building, 1904. Photo courtesy Newman Studio, Fort Wayne.

Main entrance, Fort Wayne Public Library, 900 Webster Street. 1970. Photo courtesy of Allen County Public Library. Volume 10, Number 2 (1991) /15

The Allen County Public Library Fort Wayne, Indiana

Dawne Slater-Putt Periodical Source Index Supervisor Allen County Public Library

The idea of a public library in Fort In the summer of 1880, Foster and Wayne, Indiana, was conceived by a other residents interested in the idea former Michigan journalist and his of a public library approached local allies in the late 1870s, brought to attorney Col. R. S. Robertson for aid. fruition through the work of club Robertson, without pay, authored an women in the early 1890s, and born act that empowered all cities and with a public meeting hosted by the incorporated towns of Indiana to mayor in City Hall council chambers provide a free public library in on January 28, 1895. "What to connection with the local school Read. Our New Library Solves the system, ~d the authority to levy a Problem." proclaimed the headline tax of not more than three cents on on a story about the new library in each one hundred dollars worth of the next day's Fort Wayne Journal.I property to establish and maintain "Someone has said, 'All things ·the facility. The bill passed on come to him who waits,"' Mr. D. N. March 7, 1881.3 Foster said in his speech to the In Fort Wayne, where the bill was crowd gathered in council chambers authored, no public library appeared ·;... e evening of the celebration. The for fourteen more years, although the ' rmer Grand Rapids, Michigan board of school trustees asked the resident explained how he had left city council for a tax levy for a Grand Rapids and its public library library that very first year - Spring of in 1877 and moved to Fort Wayne, 1881. The city council, which was not then, as he termed it, "an ideal described in Foster's speech at the American city."2 In 1877, Fort library opening celebration as "domi­ Wayne not only had no public nated by persons who were hostile to library, but no sewers, no water the enterprise and who at once set works, no paved streets, and only a about finding some way to evade the volunteer fire department. law,"4 managed to do just that. The 16/ Indiana Librart.e~: council found what Foster termed a and levied a tax of one and a half "loophole" in a late provision added cents, which garnered $3,261.11 for to the library bill while it was before Fort Wayne's firs·t public library.8 the legislature. The library's initial, temporary Evansville.representatives at that home was a room in City Hall. Fort time noted that their city was one of Wayne residents got their first two in the state that already had a glimpses of the small library of public library supported by taxation, 3,606 volumes when it opened its and that it might prefer to follow its doors at 10 a.m. on January 29, 1895 "old law," rather than adopt the in the charge of Susan Hoffman, policies set down by the proposed librarian. The sources of these books bill. The Evansville representatives were as follows: 117 from the suggested the following provision to Woman's Club League, 800 from the Robertson's bill: "Provided: That in Allen County Teachers Association, any city or incorporated town where 1,028 from the school board from the there is already established a library library of the high school, 247 from open to all the people, no tax shall be private individuals, and 1,414 pur­ levied for the purpose herein chased specifically for the new named."5 library. Of the books from the high When Fort Wayne's board of school library, a portion had been school trustees requested a tax levy part of the collection of the Working for the purpose of establishing a Men's Institute Library operated public library in 1881, the city earlier in the city.9 attorney reported that the city al­ Public interest and library use were ready had "a library open to all our great immediately; 1,477 residents people," and the council denied the held library cards by July and 4,461 request. Foster, in his speech, had used the reading room.10 described this "library" as "a back Within the year, the board of school office and on the dust-covered trustees chose to relocate it to larger shelves of our township trustee."6 It quarters - the Sol D. Bayless prop­ probably consisted of the remnants erty at the southwest corner of East of one of the old township libraries Wayne and Clinton Streets.11 Three established by law in 1852, 1854 and years later, the library mov~d again, 1855 and allowed to become de­ this time to a site it had purchased funct. 7 for $14,000 at the comer of Wayne This precedent of denial by the city and Webster Streets.12 It opened its council was followed until July of doors to the public on October 20, 1893, when the Woman's Club 1898, and has been in the same League approached the common location for the past ninety-three council with a petition signed by years. hundreds of taxpayers asking that a Librarians ~nd library assistants to public library be established in Fort the turn of the century included Wayne. This time the council agreed Hoffman, Clara Fowler, Jennie Volume 10, Number 2 (1991) /17 avans, Margaret M. Colerick, Nancy within its collections developed. The :vicLaclilan and a Miss Sturgis. Children's Department, already fielen Tracy Guild, hired in 1897, mentioned, was the facility's first "'as the library's first cataloger. specialized department. In 1912, the Fowler followed Hoffman as librar­ library opened the Business and an, and Colerick was appointed Municipal Department, 17 now :· brarian upon Fowler's death in known as the Business and Technol­ 898,13 a position she filled until ogy Department. As early as 1905, I 934. the library was collecting material t\ndrew Carnegie's Gift relating to the history of Indiana and By the turn of the century, Fort Allen County in particular, which Wayne's library had outgrown its later became the Indiana Collection, building once again. The Woman's 18 a complement to the nationally­ Club League, instrumental in estab­ acclaimed Historical Genealogy ft ishing the library originally, again Department. The Historical Geneal­ acted on behalf of the facility and, ogy Department formally was estab­ with the help of other interested lished in 1961, but as early as 1935, citizens, requested the aid of national librarian Rex M. Potterf said in an philanthropist Andrew Carnegie in address before the Quest Club, 1901. Carnegie did not grant this "Genealogy and local history are first request.14 But upon a second favorite pursuits and the facilities (of request, he gave $75,000, plus an the library) for such are good." 19 additional gift of $15,000, toward the The precursor of today's Art, construction of a new public library Music and Audiovisual Department building in Fort Wayne.15 began during World War II as the The library occupied temporary Record Room, where patrons could quarters in the old Elektron building borrow 78 rpm discs.20 The Young on East Berry Street while the Adults Department opened in 1952. Carnegie library was being con­ Public access cable television was structed. It was there in 1901 that added to the library in 1981, with the the library's first specialized depart­ advent of the Television Services ment - the Children's Department - Department. The reference desk began. became the Readers' Services De­ On January 7, 1904, the new partment in 1983.21 Carnegie library building of buff­ Projects and Experiments colored Indiana limestone at the Beginning early in its history, the corner of Wayne and Webster Streets Fort Wayne Public Library experi­ was dedicated. It was open from mented with various services beyond January 8 to August 18, then closed the mere lending of books. These for decorating work and reopened included renting books, open shelves permanently on October 13.16 for patron browsing and reference Specialization service. As the library grew, specialization In 1900, the library tried the 18/ Indiana Libraries experiment of renting extra copies of Also: "Through the County Librar­ popular fiction. Five works, Richard ian, reading lists anq experienced Garve/, Janice Meredith, Gentleman help on the best books on specified From Indiana, To Have and To subjects may be secured. For this Hold, and The Light of Scarthey, service, reading lists already com­ were rented a total of 586 times piled by the Main Library, revised during a nine-month period and frequently and kept on file, may be brought in monies slightly exceeding drawn upon. New subjects will be the initial cost of the books. To considered and a list of recom­ satisfy patrons' demands for the mended books submitted upon latest books, the library started a request. "23 rental collection again in 1922. It Another innovation was providing contained fiction and non-fiction patrons with current newspapers volumes that were duplicates of from New York; Boston; Indianapo­ circulating books. lis; Springfield, IL; San Francisco; With the move to temporary and St. Louis. These appeared in the quarters during the construction of reading room in the fall of 1901, the Carnegie building in 1901, the when the library began subscriptions. library initiated its open-shelf sys­ By 1902, citizens from Allen tem, allowing patrons to choose County who did not live within the books by browsing. Fort Wayne city limits were allowed Early reference service practiced library privileges if they paid a fee of by librarians at the Public Library of $1 or showed proof that they owned Fort Wayne and Allen County was property in Fort Wayne. mentioned in an undated pamphlet Also in 1902, the library began a titled "Equal Book Privileges for The program of lending books to schools Farm Home and The City Home," that were considered too far away for probably published between 1920 students to use the library conve­ and 1931. The pamphlet described niently. Either for better service to countywide library services and school language classes or because included this paragraph: "Farm of Fort Wayne's strong German clubs, community clubs, literary heritage (or perhaps both), 150 societies and women's clubs may get German language books appeared on the help they need for papers, de­ the shelves of the public library in bates and discussions by requesting 1902. Before this time the library material on their special subjects. ,,22 had circulated only English language Librarians of this time period also books. French language books were provided at least some reader's added to the collection in 1913 at the advisory service, as evidenced by request of local French classes. this passage from the same pam­ Interlibrary loan within the Fort phlet: "Help will be given as to the Wayne and Allen County system best books on any subjects, and book began in the 1920s after the advent lists will be furnished upon request." of county library service. County Volume 10, Number 2 (1991) /19 residents had "the privilege of of books in factories, fire depart­ borrowing.books of unusual interest ments, and other locations. Hospital or those on special subjects from the outreach service began in 1924 at large resources of the Public Library Saint Joseph Hospital. of Fort Wayne and Allen County." Schools also began to reap the Any circulating volume in its collec­ rewards of the Extension Department tion was available to be borrowed with the establishment of the first and was delivered to the library or public library high school branch at person requesting it. 24 Central High School in 1917. A County and Extension Services second high school branch opened at Until 1920, the Fort Wayne Public Southside High School in 1922. Library's services were free only to Northside High School's branch residents of the city or those who opened in 1927. With the expansion owned property within the city to county service in 1920, several of limits. But in that year, a petition the rural high schools received was circulated asking for county library book "deposit stations." library service, a tax was levied, and Jurisdiction of the high school the Fort Wayne Public Library branch libraries returned to the became the Public Library of Fort schools in 1930. Wayne and Allen County.25 The Branch libraries made their debut Allen County Department was in 1912 with the opening of the formed to meet the needs of residents Southside branch (now Shawnee) on outside the city limits. A pamphlet South Calhoun Street. The published shortly after the advent of Northside branch (now Little Turtle) county library service described the opened at Wells and Sixth Streets in services of the Allen County Depart­ 1919. Since the change in 1920 from ment, including library branches and a city to a countywide focus, it has deposits; reading and reference aids; been a challenge for the public interlibrary loan; and service to library in Fort Wayne to bring its school libraries. 26 services and materials within reach Years before the advent of of patrons, not just in the city, but in countywide library service, the idea all areas of Indiana's largest county. of reaching out to patrons who were The library opened branches in not convenient to the library's Huntertown, Monroeville and New downtown location had blossomed. Haven in 1921 in an effort to meet Wayne Knitting Mills, a local fac­ this goal. The Harlan branch fol­ tory, was the recipient of the first lowed in January of 1922, and the extension project of the public Pontiac branch library was estab­ library in Fort Wayne. A small lished later the same year. collection of books was placed at the In November of 1926, the mills in 1909. In 1916, the library's Richardville branch opened on South Extension Department became Broadway, and the Tecumseh branch official and began placing selections opened on State Boulevard in Janu- 20/ Indiana Libraries ary of 1927. The Monroeville sion in the 1920s was followed by branch library opened in 1928. One the Great Depress.ion of the 1930s. source also mentions a "Maumee" Allen County's library suffered branch but gives no details or dates. through the Depression with in­ The library established a reading creased business from the unem­ room with circulating books in the ployed but with a budget barely large nearby town of Arcola in 1ate 1929, enough to remain solvent. The local as well as other "deposit stations" newspaper described the hard condi­ across the county. The year 1929 tions: also saw the advent of the public Valuable staff members were library's bookmobile in Fort Wayne, discharged, only a few books then referred to as a "book-wagon." were purchased, rebinding It was one of the first bookmobiles in was practically discontinued, the nation. In 1930, book-wagon points of contact with the circulation totaled more thaµ 17 ,000 public were eliminated or items. reduced in operation and the By 1931, the Public Library of Fort book stock (was) almost worn Wayne and Allen County had a main out by the hordes of unem­ library, five city branches, eighty­ ployed who came to the seven city deposit stations, four library since they no longer county branches, three reading had money to spend on rooms and 111 county deposit amusements and entertain­ stations, as well as a book-wagon.27 menr.29 "Library centers" were located at Wilder's General Store in Aboite, Librarian Colerick died in 1934, More's General Store in Arcola, G.S. and Rex M. Potterf took charge of Myer's home in Cedarville, the library in January of 1935. With Grabner' s General Store in Edgerton, his guidance, the facility was reorga­ the post office in Grabill, Moore's nized with a new approach that took Filling Station in Hall's Comers, into account the suffering Barkley's Lumber Yard in Hoagland, economy.30 Gradually the library, Warner's General Store in Leo, D.L. like the rest of the country, fought its Small's home in Maples, Linker's way back. The Works Progress Filling Station in St. Joe, Administration aided in this process Townsend's General Store in by making the repair of the main Tillman, Farmer's Equity Exchange library and the branches one of its in Wallen, Noble's Grocery Store in projects. Waynedale, opposite Village Hall in The library that suffered almost Woodburn, the post office in Yoder, "an almost mortal blow"31 during and Knight's General Store in. the Depression, began to thrive again Zanesville. 28 during the 1940s and 1950s. Two 1930s-1950s new bookmobiles with some sixty­ The period of growth and expan- six stops began rolling on Fort Volume 10, Nwnber 2 (1991) /21 Wayne streets in 1949 and 1951, moved into cramped, temporary again reachfug toward formerly quarters in the Purdue Center. The distant patrons. 32 Carnegie library was razed and the 1960s-1990s new modem-looking building of By the early-1960s, when it was stark, white concrete went up. It was apparent that the facility had out­ dedicated and opened in August of grown its Carnegie building, Fort 1968. Wayne's population - in effect the An addition of 55,000 square feet public libr~'s "public" - had that now houses the Historical quadrupled. 3 Genealogy and Young Adults De­ In 1952, 56,204 registered patrons partments was added to the building had borrowed 1,352,307 books and in 1981.36 23,707 phonograph records, and by The year 1990 saw a great deal of 1962, 86,122 registered patrons renovation and growth for the facil­ borrowed 2,446,230 books and ity now known as the Allen County 32, 153 phonograph records, an Public Library. The main library and increase of more than half over 1952 its branches were renovated, ex­ figures.34 panded, moved or, in one case, Books and other materials were completely razed and rebuilt. In stored in 14 separate downtown addition, two new branches were locations because of a lack of space. opened in the Dupont and Aboite Seven bookmobiles covered Allen areas. County and made 250 stops per week. The system supported eight ENDNOTES branch libraries. Seventy-two public 1. "What to Read," Fort Wayne and parochial schools were stocked Journal, 29 January 1895, p. with books and staffed by public 1. . library personnel. 2. Ibid. "So we see that during the past ten years the faster pace of world affairs, 3. Ibid. business, technology and cultural writing, with the resultant flood of 4. Ibid. books from publishers, has brought to our Library a problem of contain­ 5. Ibid. ment. No place to put the books. The printed records is rapidly out­ 6. Ibid. growing our space for orderly ar­ rangement. Books are of no valt;ie if 7. Col. Robert S. Robertson, not readily available," said a local History of the Maumes River newspaper advertisement, apparently Basin - Allen County, Indi­ a pre-bond issue plea, in 1962. 35 ana, 3 vols. (Indianapolis: When firm plans were made for a Bowen and Slocum, 1905), new library building, collections 2:334-335. 22/ Indiana Libraries 8. M.M. Colerick, "Fort Wayne ures," Fort Wayne, Indiana, Public Library," Fort Wayne, 1990. Indiana, 1930 (Typewritten), p. 1. 22. "Equal Book Privileges for The Farm Home and The 9. Robertson, 2:340. City Home," undated pam- phlet distributed by the 10. Ibid. Public Library of Fort Wayne and Allen County that cie- 11. Colerick, p. 1. scribed the facility's library service to the community. 12. "Public Library of Fort Probable date: 1920-1931. Wayne and Allen County," Fort Wayne, 1928. (Bulletin), 23. Ibid. p. 3. 24. Ibid. 13. Colerick, pp. 1-2. 25. Colerick, Page 10. 14. Robertson, 2:341. 26. "Equal Book Privileges." 15. Colerick, p. 3. 27. Virginia C. Williams, "Many 16. Ibid, pp. 3-4. Additions Made to library Here Since 1907," Fort 17. Ibid., p. 7. Wayne Journal Gazette, 1931(?). 18. Robertson, 2:343. 28. "Equal Book Privileges." 19. "Potterf Traces Growth of Library System in City," Fort 29. "Founding and Growth of Wayne News Sentinel, 8 Library Told." March 1935. 30. Ibid. 20. "Founding and Growth of Library Told," Fort Wayne 31. "Founding and Growth of Journal Gazette, March Library Told." 1958. 32. Ibid. 21. Allen County Public Library Readers' Services Staff, 33. "Library Keeps Abreast of "Allen County Public Library Quest for Learning," Fort Fascinating Facts and Fig- Wayne Journal Gazette, 30 December 1967. Volume 10, Number 2 (1991) /23

34. Advertisement placed "as a service to the people of Allen County" by May Stone & Sand Co., 5 March 1963, Fort Wayne Journal Gazette, Fort Wayne, Indiana.

35. Ibid.

36. Allen County Public Library Readers' Services Staff.

Fort Wayne Children's Department, 1911. Photo courtesy of Allen County Public Library. 24/ Indiana Libraries

Fort Wayne Public Library Extension Department, Saint Joseph's Hospital, 1928. Photo courtesy of Allen County Public Library.

Fort Wayne Public Library Circulation Department, 1935. Photo courtesy of Allen County Public Library. Volume 10, Nwnber 2 (1991) /25

Fort Wayne Public Library Northside Branch, 1922. Photo courtesy of Allen County Public Library.

An unknown man demonstrates in favor of the library, 1976. Photo courtesy of Fort Wayne Journal Gazette. 26/ Indiana Libraries

An Invitation

Indiana Library Federation

The Indiana Library Federation invites you to become a member of the leading force in librarianship in Indiana.

The Indiana Library Federation (ILF) is a professional organization open to all library professionals, friends, and supporters throughout the state. The ILF offers its members a strong sense of unity along with a full range of services to promote career development and professional growth. Members can derive the maximum benefit from the services offered on district and statewide levles and through the liaison servic--es offered by the American Library Federation.

Your Membership in ILF provides you with...

-an organization that speaks out for all types of libraries with a legislative program that protects the interests of libraries and informs librarians on critical issues -special rates for the annual conference and district meetings with workshops designed to offer up-to-date programs on new tech­ nology and innovative library services -subscriptions to Focus on Indiana Libraries, Indiana Li­ braries, the membership directory, and other ILF mailings -scholarships to library science students -the opportunity for participation in divisions and committees which enables members to meet and exchange ideas with others having similar interests and concerns. Volume 10, Number 2 (1991) /27

Library Unionization and Its Ties to the Public Sector: History, Issues, and Trends

Ellen Flexman Librarian Adult Services Office · Indianapolis-Marion County Public Library

Abstract needs of librarians and support staff; and some of the perceived and actual effects of unionization. Because In the past twenty years, the many of the issues and conditions of economy of the United States has unionization are not unique to librar­ shifted from a manufacturing to a ies, particularly those issues affect­ service orientation, particularly with ing support staff, this paper will also the growth of the information indus­ look at similar issues in public sector try, considered to ·be "pivotal to the and white-collar organization. efficient operation of (the service)" Historical Background ·economy." 1 As the number of The history of library unionization service employees increases, and the is as old as the modern labor move­ membership of industrial unions ment in the United States, and its decreases, organization and collec­ growth parallels the growth of tive bargaining in the service areas, industrial unions, albeit on a much including libraries, has increased. smaller scale. 2 The first library to This paper will focus on various organize was the New York Public aspects of library unionization: the Library in 1917, followed by the history of library unions, including public libraries in Boston, the Dis­ recent organizing and bargaining; the trict of Columbia, and Philadelphia. 3 reasons why library employees seek These were "part of the general drive to unionize, and the issues raised to organize workers"4 during and during bargaining; the outside factors immediateI y after World War I. which influence organization at­ Many of these unions either dis­ tempts and bargaining agreements, banded or became inactive not long especially in public libraries; after their inception, primarily management's attitudes toward because of administration opposition unions; the different perspectives and or staff apathy, and they are consid- 28/ Indiana Libraries ered to have had a "minimal impact library systems: Cuyahoga County in respect to achievements." 5 Public Library (independent of The second wave of unionization Cleveland Public) and Stark County did not take shape until the 1930's, District Library (Canton) in 1985; again coinciding with increased Medina County District Library general labor activity as a result of (Medina) and Cleveland Public the Great Depression.6 As before, Library in 1986. Harvard's clerical these unions gradually became and technical employees voted to be inactive after World War II; "there represented by the United Auto was practically no library union Workers in 1987. The O~io library activity during the 1950's and early employees chose to be represented 1960's. Data on total union mem­ by the Service Employees Interna­ bership in the United States show tional Union (SEIU), "an organiza­ that membership declined between tion founded especial! y for office 1956 and the early sixties."7 At the workers,"10 in coordination with 9 same time, professional salaries to 5, The National Association of increased an average of 6 percent per Working Women, "the nation's year between 1951and1955, caus­ largest membership organization for ing little interest in unions or collec­ ·office workers." 11 Most currently tive bargaining. 8 organized library employees are Most of the unions still existing represented by the American Federa­ and active in libraries today were tion of State, County and Municipal established during the social activism Employees (AFSCME), but the of the 1960's and 1970's; some range of national representation is examples are Los Angeles and wide. Other unions include Ameri­ Berkeley Public Libraries and Yale can Association of University Pro­ University Library. These unions are fessors; American Federation of different from earlier ones in two Teachers; National Education Asso­ major respects: first, "while still ciation (NEA); Service Employees showing an interest in economic International; Public Employees matters, (current unions) also display Union; International Association of interest in matters relating to library Machinists and Aerospace Workers; administration and personnel poli­ International Federation of Profes­ cies" and second, "the formation and sional and Technical Engineers; success of current unions seem to International Brotherhood of Team­ have been aided by protective state sters, Chauffeurs, Warehousemen and municipal legislation," legisla­ and Helpets of American; and Hotel tion which protects the rights of and Restaurant Employees.12 public ·employees to organize. 9 Why Unite? Recent organization has taken Why do library employees orga­ place in the past five years, most nize? What do they want? Accord­ notably the unionization at Harvard ing to Connie Metro, a library assis­ University and four Ohio public tant and organizer at Cleveland Volume 10, Nwnber 2 (1991) /29 public Library, .the chief concern is as pay equity, child care, sexual to have "a say in the policies that harassment, and maternity/paternity effect us (library employees) and the leaves, are also factors in the deci­ community we serve at the li- sion to organize, as well as in any brary." 13 This broad statement can collective bargaining agreements. be separated into two major catego­ One of the difficulties employees, ries; Level I goals and Level II goals. especially women employees, have Level I goals are defined as "bread in receiving equal pay for equal or and butter" issues involving money, comparable work is that "equity" is such as salaries, benefits, vacations, not always defined the same way. working conditions and job security. For example, a local government in Level II goals are more long-run Minnesota defined equity as "92 issues; "autonomy, occupational percent of the average of the male integrity and identification, indi­ ·wage plus the female wage for any vidual career satisfaction, and eco­ given job point value" because of the nomic security and enhancement.~'14 way the state law was worded. An Association of Research Librar­ While the "concept behind pay ies' survey listed several concerns: equity and the ~ght for the economic "in addition to salaries and benefits, equality of women is unarguable ... union issues in ARL libraries typi­ it becomes extremely a difficult cally included: 1) employee rights, 2) concept to translate into practical working conditions~ 3) technological terms with a hostile city administra­ change, 4) job security, and 5) VDT­ tion and an ambiguous law to back CRT environmental conditions."15 up enforcement." 17 Unions argue While Level I goals are usually held that only through collective bargain­ by all library staff, support and ing can salaries be made equal, that professional, Level II goals are professionalism does not work; almost exclusively held by librarians. "Salaries are political. The historic The goals are reached in the several wage gap between female jobs and stages of collective bargaining: "the male jobs is well documented. first is winning the right to bargain; Librarians are the lowest-paid pro­ next, bargaining over basic economic fessionals for the years of education issues; and finally, reaching agree­ required and length of service in the ments on policy issues. They (re­ work force. Professionalism as a searchers in collective bargaining) single route to raising library salaries refer to this third state as 'profes­ is not effective. The professionalism sional unionism' . . . Each is re­ argument does not seem to raise pay sponding to the need to change the for women's professions. The pro­ working relationships ... and recom­ fessional argument is useful to mending collective bargaining as an enhance autonomy and foster shared appropriate vehicle for change." 16 decision-making. Collective bargain­ As stated earlier, other issues ing raises salaries."18 which primarily affect women, such Although many of these issues: 30/ Indiana Libraries equity, child care, sexual harassment, clerical and technical workers were minimum salaries, and environmen­ women.21 In 1984, women made up tal and technological changes, are 41 percent of the nation's workforce; being debated in legislatures and in today it may be closer to 50 per­ Congress, it is still largely up to the cent. 22 To attract these potential "generosity" and discretion of members, unions "have begun to administrations to deal with them. take an interest in issues often When employees feel these concerns perceived as women's issues such as are not being adequate! y addressed child care and pay equity ,"23 which by management, it may be that the will be discussed at greater length "only way that (library) employees later in this paper. may have a voice in setting the Library employees, because of conditions of employment, under their characteristics, are ripe for which they will work," as well as unionization; "library employees fit "how services are to be established the profile of workers likely to favor and delivered," and "determining collective bargaining. As a group, how crises will be met, how deci­ library workers are predominately sions are going to be made" is by female, work in bureaucracies, have having a "collective voice" through relatively low paying jobs, and are union representation.19 uncertain about the potential for While the number of libraries technology to routinize the work. whose workers are organizing has Unions recognize the change in the increased, it has not been an easy labor force and that employees are road. "Union membership as a concerned with the nature of their proportion of wage and salary em­ work, as well as their salaries."24 ployment has been drifting down This was not always so. Unions, in over the last four decades ... the the past, have steered away from number of union members has been organizing where the majority of virtually unchanged since 1985, workers are women "because women while the nation's employment ha~ are supposedly only temporary been increasing. Therefore, the employees and secondary breadwin­ proportion of the nation's wage and ners in a family;"25 however, re­ salary employees who are union search indicates that "among librar­ members, ... has continued to drift ians, sex is not a determining factor downward."20 This proportional in propensity to unionize."26 decrease has moved unions to in­ Environmental Factors crease their organizing attempts to Whether or not workers will white-collar workers, office workers, organize is determined by various and public sector service employees, environmental factors and worker including library employees. A characteristics. When researching the prime target of these organization organization of clerical workers, it efforts are women. When Harvard was determined that "clerical work­ organized in 1988, 83 percent of the ers (were) more likely to vote for Volume 10, Number 2 (1991) /31 union representation in states where following arguments in favor of the unions have a strong presence, collective bargaining for public particularly if the union movement is employees: "1) Public employegs are expanding. "27 Other surveys indi­ entitled to the same rights accorded cate that "public librarians who were private employees; 2) The right of pro-union were most likely to 1) be public employees to engage in employed in larger libraries, 2) have collective bargaining is meaningless worked less years as librarians, 3) unless supported by some mecha­ command lower salaries, 4) be nism for clout such as a strike; and 3) politically liberal, 5) have had less Strikes are an effective extension of administrative experience, 6) be the collective bargaining process, do employed in libraries without staff not occur frequently enough to associations or in libraries where justify their prohibition, and gener­ union representation was nationally ally are not harmful to public health, affiliated, and 7) be union mem­ safety, or welfare."31 Under these bers. "28 statutes, unions felt they operated The legal environment has also "from an unfavorable position been an obstacle to the unionization because public employers often of libraries. Because many employ­ (were) under no statutory obligation ees work for public librarie~ or to negotiate. Frequently, recognition libraries in state-supported colleges and negotiation (were) voluntary or and universities, they are considered discretionary ... employers could public employees, and are subject to just say, 'No, we won't bargain. ,,,32 the laws regarding collective bar­ In the past ten years, however, the gaining by public employees. In . laws have been changing; in Illinois many states, collective bargaining by and Ohio, laws have passed which public employees has been restricted permit public employees to bargain­ by state law; for example, the ing collectively, "obligate school Ferguson Act in Ohio prohibited districts and officials on all levels of strikes in the public sector because of government to recognize duly autho­ "numerous crippling strikes in the rized unions and bargain on union private sector following World War contracts ... (and give) nonsafety IL "29 The restrictions on public workers a legal right to strike if employees were considered neces­ negotiations reach an impasse."33 sary for the following reasons: "1) Professionalism public employees provide unique and The issue of professionalism has essential services; 2) private sector also hindered union organization, market forces are missing from the especially of MLS-degreed librar­ public sector; and 3) strikes may ians. "Because librarianship carries damage public health, safety, and professional status, there is often a welfare."30 feeling that unions, with their blue Opponents to this kind of govern­ collar overtones, are inappropriate ment interference presented the vehicles for affecting change for 32/ Indiana Libraries librarians."34 This attitude has been bargaining contract to include a coupled with the perception that process for collaborative decision librarians, "as white-collar profes­ making on policies, goals, service sional employees, identify more with deli very' and a peer performance management."35 Organizing is seen evaluation system of administrators, as "an expression of disloyalty, and in addition to one of employees. ."38 by extension as unprofessional As unions are willing to take on conduct."36 There is also the per­ larger issues related to professional­ ception that librarians are more ism and service, librarians may concerned with the higher ideals of realize that unionization does not service and professionalism than mean disloyalty to the system, but with salaries and benefits. One can present an opportunity for a author claims that this is a view greater voice in increasing the levels perpetuated by employers: "by of service. claiming this he (the employer) Opponents to unionization of almost puts his employees on a professionals, including librarians, pedestal, and I suspect that they are point to the plethora of associations somewhat receptive to the idea. It which serve the interest of profes­ puts a halo around their heads, and it sions on a national scope, such as the sounds nice. It also makes a nice American Library Association public appeal if the professional (ALA), and the National Association workers say they are more concerned of Social Workers. In some areas, about quality of service or how the "lines between unions and asso­ children learn than they are about the ciations will become increasingly fact that they are still working for blurred."39 Library staff associa­ $4,500 a year."37 tions also claim "the ability to This attitude is changing as unions represent the job and professional represent themselves as voices not interests" of library employees. only for money issues, but also for I_fowever, neither categO!Y of library issues which would enhance the organization can engage in collective service and professionalism of bargaining, ALA because it chose librarians. As another author writes, not to, and staff associations because "The effect of unionization on they are predominantly social organi­ library professionalism, and ulti­ zations.40 mately library service, concerns both ALA has chosen not to be a collec­ librarians and administrators. It is tive bargaining agent, even as other possible to negotiate contracts that professional associations have enhance the role and authority of become quasi-unions. Among these practicing librarians, as well as their are the National Education Associa­ salaries.· At this moment in educa­ tion (NEA), the American Nurses tion, the union is in the vanguard of Association, and the American promoting professionalism. The Association of University Professors. challenge is to use the.collective Conservatives in the 1960's sought Volume 10, Nwnber 2 (1991) /33 to make ALA a quasi-union believ­ want and did not vote for. ,,44 While ing it would "stem the tide of unions "being a special-interest group and organi$g librarians. ,,41 ALA being on the side of the public good foresaw problems with becoming a is not necessarily a contradiction in bargaining agent, which did occur terms ... (they) are often portrayed with other quasi-unions. Primarily, by opinion makers-with some "ALA is viewed by some members justification-as avaricious, egocen­ as an association run by library tric, and holding the good of their administrators. Although ALA has a members above the good of soci- great diversity of activities, it does ety. "45 "Unions (try) to control have a preponderance of library supply, exert market power, and administrators in leadership posi­ enhance their own self-interest."46 tions. ,,42 While ALA' s membership The potential loss of tax-exempt is not exclusive to librarians, most of status, challenges from other unions its members do have 11LS degrees, and state laws, and the weakness of and in 1979, 39 percent of ALA state library associations could be members were in management seen as detriments if ALA should positions.43 Because trustees and follow NEA and the others into institutions can also hold member­ collective bargaining status. While ship, conflicts would arise. This is "AL~ has not opposed unionization. also true at the state level. .. it (has) chosen (not) to represent The Indiana Library Association librarians in collective bargain­ (Federation as of 1991) shares its ing."47 ALA's lack of bargaining name with the Indiana Library status would seem to point to a need Trustees Association-ILA/ILTA, for union organization in libraries severely hindering any collective should the employees so desire. bargaining power $hould this asso­ Management Factors ciation choose to become a quasi­ Management's attitudes toward union. Professional associations unions and collective bargaining, which have taken on some of the however, can be the major factor duties and services of unions have influencing whether or not a library also had difficulty keeping their union is formed, or, if formed, voluntary status and projecting an survives. As stated previously, image of protecting the common earlier library unions became inac­ good as well as the desires of the tive or were eliminated partly due to profession. According to one author, the opposition of the administration. associations/unions such as the NEA In the private sector and in some are "arrogantly political .. pawning public sector organization efforts, itself off as an association in those management has used various tactics states where monopoly bargaining is to oppose unionization. At Harvard, not authorized ... in 34 states, public the associate vice-president for school employees can be required to human resources, Anne H. Taylor, accept representation they do not received "marching orders" from the 34/ Indiana Libraries administration to "inform employees rities peculiar to women workers­ about the negative aspects of union­ that women don't trust one another, ization without attacking the union have a need to please and are more or dividing the community ... the afraid of violence than men, for administration felt the union might example."52 An advertisement put bring conflict and rigidity to what out by one company presented a she (Ms. Taylor) describe(d) as a rather patem'alistic approach to its collegial and flexible relationship opposition, using "Peanuts" charac­ that existed between the university ters and a "Happiness Is ... Saying and its employees. ,,4g No to a Union" theme.53 Not all companies are so careful; In the library community, manage­ "charges by unions against compa­ ment voices its opposition to union­ nies during organizing campaigns, ization in the literature. The research including accusations of illegal for this paper indicated that a major­ surveillance of union sympathizers, ity of articles and research concern­ discrimination against employees ing the unionization of libraries dealt and refusal by the company to with the possible loss of manage­ bargain ... increased from 13,036 in ment prerogatives, management 1969 to 31,167 in 1979."49 Many of flexibility, staff productivity, and the charges are against people which management control. the companies call consultants, but Have Unions Made a Difference? which unions call union-busters, who Despite the opposition, many use "a sophisticated mixture of libraries have chosen union represen­ industrial relations and behavioral tation. Has it really helped? Have psychology. ,,50 One union, the salaries or conditions improved? Communications Workers of Ameri­ Specific instances, such as the can (CWA) seeks to counter these contract won by the Los Angeles moves in a brochure entitled "What Public Librarians Guild and the are six things bosses always say University of Connecticut profes­ when you try to form or join a sional employees in 19~5, report union?", outlining some of the "significant gains" in salary, equity, conversational tactics they feel and working conditions.54 Informa- · hinder union organization: "1) Let's tion in the literature is ambivalent talk privately, 2) You can trust me, about gains, particularly monetary 3) I'm telling you for your own ones. While one side concludes that good, 4) We're just one big happy "unions appear to have a positive family, 5) Give us another chance, impact on the salaries of those job and 6) My door is always open."51 positions they represent,"55 the other Acco~ding to union organizers, side states that in situations where these questions and the consultants unions qargain aggressively and "specialize in the manipulation of successfully for higher salaries, the women ... the consultants use outcome may not be good for all tactics aimed at the fears and insecu- employees."56 Volume 10, Nwnber 2 (1991) /35 The assertiveness of the bargaining rank. Unionization can enhance the unit may not be the deciding factor, adversarial and political relationship especially in the public sector, where between labor and management; "it "pressures resulting from the budget formalizes the employer-employee deficit and funding cutbacks con­ relationship, and from the time of tinue to challenge unions and man­ organizing onward, a person is on agement. These pressures have one side or the other-there are not resulted in significantly lower wage neutrals. "62 According to M~Cahill, adjustments in major collective a former consultant for managers in bargaining agreements. ,,57 This has collective bargaining, "the loss of been especially true in the last ten management rights tends to happen years; when the average increase in rather gradually, but nevertheless wages from major settlements these losses are real and will increase decreased from a range of 5.1 per­ as the years go by ... It is mislead­ cent to 7.9 percent, to a range of 1.6 ing oneself to assume that percent to 3.8 percent.58 Even when management's ability to manage will salaries go up, hours may be de­ remain unrestricted. "63 It is the creased and positions terminated. nature of collective bargaining to There do exist union "utopias", such limit management rights; "in the as Curry College of Milton, Massa­ place of unimpeded management chusetts, represented by the Ameri­ rights is a contract which restricts can Association of University Pro­ both parties in the exercise of their fessors, where collective bargaining respective rights and obligates both agreements have provided significant parties to act in responsible ways. gains. The librarians received faculty As a subject of bargaining, manage­ rank, including sabbaticals, research ment rights are regarded as both support, staff development, a coop­ mandatory and permissive,"64 and erative day care center, generous many times are itemized under a "list maternity/paternity /adoption leave, of permissive subjects".65 Manage­ and faculty pay.59 When studying ment view collective bargaining as a the overall monetary gains, the restriction of its "rights" to hire staff, methods of research and the vari­ transfer and promote, terminate, and ables are so different, "there appears reward merit, 66 although at the nine to be little consistency in find- state universities in Florida, merit ings. "60 Members, however, per­ pay is included in the bargaining ceive improvement; "members are agreement, and is "specifically satisfied with the job the union does exempted from the grievance proce­ for them. "61 dure. "67 Too often, it seems, unionization This opposition is not unique to the can bring conflicts between manage­ higher levels of management. A ment and staff, between MLS­ survey of middle managers at four degreed staff and support staff, and academic library systems expressed between staff members of similar many of the fears that accompany 36/ Indiana Libraries unionization: increased paperwork; were on the picket line, against the less control with more responsibility; other half, who stayed on the job. less flexibility; and more time spent One result has been near-permanent on personnel matters.68 Department damage to the human relations of the heads also expressed problems with entire support staff, with repercus­ the bargaining system: "brought up sions for the professional staff, in a world of hierarchical authority, which was technically, at least, not their adjustment to collegiality and · involved ... The aftereffects on peer processes (brought about by the individuals were many: marital bargaining agreement) seems to have stress, problems with children, even been difficult at best."69 However, nervous breakdowns, the anger and although the managers had many the hurt persist. ,,73 complaints and fears, the study The conflicts between librarians indicated that "middle managers do and support staff can be derived from not seem to have been greatly af­ the difference in goals. In a study fected by the arrival of collective comparing three types of bargaining bargaining for librarians. ,,70 units; one with only librarians, one Much depends on the personalities with only support staff, and one with and attitudes involved; negative librarians and support staff, it was attitudes foster negative responses. determined that "there was not At the Fort Vancouver Regional significant difference among the Library in Washington, the poor three types of bargaining units and relationship the union had with the their achievement of level one (bread director helped bring about votes of and butter) goals;" but that there was "no confidence," unratified agree­ a "significapt difference (in) ... their ments, and legal entanglements that achievement of level two (higher) lasted approximately two years. 71 goals."74 However, inter-member The director of Cleveland Public conflict must not be used as a reason Library, Marilyn Gell Mason, views against unionization; it can be used unionization differently: "Clear! y, to increase awareness of the various the employees exercised their rights. employee goals and to establish a We feel we can work well with the sense of mutual, long-term interest. union representatives, and we are The study concluded that "although approaching the chapter in a very librarians may not be as successful open and positive manner."72 in negotiating professional-type Conflicts working conditions in a mixed unit Although unionization is based on as they would be in a unit consisting collective goals and benefits for all only of librarians, the larger size and workers, conflicts between members hopefully less divisive working arises and can damage relations for climate (because librarians and some time. In 1985, Yale underwent suppo'rt staff are in the same unit) a bitter "union struggle that pitted can lead to successful negotiations · about half the support staff, who for professional-type working condi- Volume 10, Number 2 (1991) /37 no. ns .,,75 and the emotionalism, as in the rest There is also conflicting research of the economy, "unionization of concerning unionization' s effect on librarians and library employees has library productivity. The traditional become an accepted fact. ,,go De­ view of unions states that "although spite the fears of management and unions may benefit their members by the conflicts incurred by unioniza­ creating· non-compensating wage tion, it is a force which is prevalent differentials, they also cause and which can be justified through allocative efficiency losses and thus the collective voice, for librarians have a negative impact on the and support staff, as well as for other economy as a whole."76 workers in the public sector. One study which supports this If nothing else, unionization can theory found "that librarians who bring about changes in the way were members of a union held less employees and managers communi­ favorable attitudes toward service cate and develop. The "union expe­ than their colleagues who were not rience," according to White, "teaches members of the union ... unioniza­ the skills needed to develop an idea, tion may be causing a decrease in to work in coalitions to gain accep­ professionalism with the field ... (it tance to the idea, and to use existing is) a negative and possibly destruc­ political or power structures to enact tive influence upon the profes- the idea. Employees can acquire sion. "77 leadership skills from the union Opponents of this view argue that, experience, and by encouraging in the private sector, "Unions may participation in the union, the poten­ well increase productivity in a tial exists for the employee to be­ number of ways: by reducing turn­ come more effective at changing over, increasing morale and motiva­ existing library service condi­ tion, and expanding formal ·and tions"81 informal on-the-job training."78 The use of committees in collective When testing this assertion and the bargaining can "generate a coopera­ methodologies involved, Ehrenberg, tive approach to shared concerns ... Sherman, and Schwarz found that, and successfully ameliorate the outside of the increase in interlibrary traditional adversarial relationship loans in unionized libraries, "collec­ between employees and management tive bargaining coverage, on balance, ..."82 The key to this communica­ does not appear to affect signifi­ tion is the collective voice which is cantly library output ..."79 These associated with unionization, conflicting findings seem to indicate whether the relationship is that further study on how unioniza­ adversarial or cooperative. Many of tion affects output measures is the issues affecting library employ­ needed. ees and other service workers cannot Conclusion effectively be addressed through In spite of all the conflicting data one-to-one communication. Todd's 38/ Indiana Libraries statement can be applied to all 4. Rosenthal, Library Quarterly, library employees: "(It) is certainly p. 52. the case that librarians who are employees have common interests 5. Guyton, pp. 15-17. with librarians who are managers. In terms of these common interests, the 6. Guyton, p. 17. professional association serves both. But it is also the case that in some 7. Guyton, p. 44. areas the interests of these groups diverge, and the adversary relation- 8. Guyton, p. 19. ship provided by unions may provide the best means for dealing with these 9. Guyton, p. 45. issues. ,,g3 One member of the American 10. "Cleveland PL Employees Federation of Teachers, Albert Vote to Unionize," Wilson Einstein, summed it up this way: "I Library Bulletin 61 (Febru consider it important, indeed ur- ary 1987), p. 7. gently necessary, for intellectual workers to get together, both to 11. Wilson Library Bulletin, p. 8. protect their own economic status and also, generally speaking, to 12. "Trends in Collective Bar secure their influence in the political gaining and Labor Rela sphere. ,,34 tions," Library Personnel News 3 (Spring 1989), p. 18.

13. Wilson Library Bulletin, p. 8. REFERENCES 14. Archie Kleingartner and Jean 1. "Unions Aim at Women," Ad R. Kennelley, "Employee ministrative Management 41 relations in Libraries: The (July 1980). p. 12. Current Scene," in Collective Bargaining in Libraries, ed. 2. Mary Rosenthal, "The Impact Frederick A. Schlipf of Unions on Salaries in (Urbana-Champaign, Ill.: Public Libraries," Library University of Illinois 1975), Quarterly 55 (January 1985), p. 16. p. 52. 15. John W. Berry, "Labor Rela 3. Theodore Lewis Guyton, tions and Collective Unionization: The viewpoint Bargaining: 1985 Trends," in of Librarians (Chicago: ALA Year book of Library American Library Associa and Information Services '86, tion, 1975). p. 12. volume 11 (Chicago: ALA Volume 10, Number 2 (1991) /39 1986), P. 237. Hamden, Conn.: Library Pro fessional Publications, 1984), 16. Helen Lewis, "Beyond Bread p. 15. and Butter" Professional Unionism," Library person 26. Guyton, p. 74. nel News 3 (Spring 1989), p. 24. 27. Richard W. Hurd and Adrienne McEl wain, "Orga 17. Mary Rosenthal, "Collective nizing Clerical Workers: Bargaining and Pay Equity," Determinants of Success," Library Personnel News 3 Industrial and Labor Rela (Spring 1989), p. 24. tions Review 41 (April 1988), p. 371. 18. Lewis, p. 20. 28. Rashelle Schlessinger Karp, 19. Don Wasserman, "Unioniza "Public Library Unions: tion of Library Personnel: Some Questions," Public Where We Stand Today," in Library quarterly 8, (1988) p. Collective Bargaining in Li 73. braries, ed. Frederick A. Schlipf 29. Norman Holman, "Collective (Urbana-Champaign, Ill.: Bargaining in Public University of Illinois, 1975), Libraries: Preserving Manage pp. 28-29. ment Prerogatives," Library Trends 38 (Summer 1989, p. 20. Library Personnel News, p. 11. 17. 30. Holman, p. 16. 21. Susan Pollock, "Harvard Goes Union," Ms 16 (June 31. Holman, p. 16. 1988) p. 68. 32. Carry W. English, "For 22. Administrative Management, Unions, Another Crack at p. 12. PublicEmployees," U.S. News & World Report 95 23. Library Personnel News, p. (November 7, 1983), p. 91. 18. 33. English, p. 89. 24. Library Personnel News, pp. 18-19. 34. Rosenthal, Library Quarterly, p. 53. 25. Doreen Lilore, The Local Union in Public Libraries 35. Lilore, p. 16. 40/ Indiana Libra:ries 36. Kleingartner, p. 7. 49. Anne Field, "'Pinkertons' in Pinstripes Wage War on 37. Wasserman, p. 28. Women," Working Women 5 (December 1980), p. 69. 38. Lewis, p. 19. 50. Field, p. 69. 39. Rae Mark Hamilton, "Unions and Associations Are Not 51. Communications Workers of Mutually Exclusive," Asso America, What Are Six ciation Management 39 (De Things Bosses Always Say cember 1987), p. 55. When You Try to Form or Join a Union? _(Washington, 40. Kleingartner, p. 15. D. C.: Communications Workers ·of America) pam 41. Katharine Todd, "Collective phlet. Bargaining and Professional Associations in the Library 52. Field, p. 68. · Field, " Library Quarterly 55 (July 1985), p. 289. 53. Field, p. 69

42. Todd, p. 285. . 54. Berry, pp. 237-238.

43. Todd, p. 285. 55. Rosenthal, Library Quarterly, p. 68. 44. Joe M. Baker, Jr., "Voluntary Associations Are Not 56. Robert C. O'Reilly and Unions," Association Man Marjorie I. O'Reilly, Librar agement 39 (December ians and Labor Relations: 1987), p. 55. Employment Under Union Contracts, Contributions in 45. Hamilton, p. 56. Librarianship and Informa tion Science, number 35 46. Baker, p. 58. (Westport, Conn.: Green wood Press, 1981), p. 56. 47. Todd, p. 295. 57. Library Personnel News, p. 48. Debra E. Blum, "After a Com 17. bative Campaign, Harvard and Its New Union Try coop 58. Library Personnel News, p. eration," Chronicle of Higher 17. Education 35 (March 8, 1989), p. Al6. 59. "Picket Lines and Paradises," Library Journal 110 (Decem Volume 10, Number 2 (1991) /41 ber 1985), p. 20. 70. Shadwick, p. 21.

60. James M. Kusak, Unions for 71. Susan Avallone, "Clerical Academic Library Support Union and Washington Staff, New Directions in In Library Battling Over Wages formation Management, num and Practices, " Library ber 10 (New Yark: Green Journal 112 (June 1, 1987), wood Press, 1986), p. 35. p. 30.

61. Lilore, p. 109. 72. "Cleveland PL Staff Orga nizes District 925 Chapter," 62. Lilore, p. 32. American Libraries 18 (Feb ruary 1987), p. 108. 63. M. J. McCahill, "The Effects of Unionization on Library 73. Library Journal, pp. 22, 24. Capabilities and Overall Per formance," in Unions and the 74. Charlotte Mudge, "Mixed Management of University Li Unit Bargaining: Are Librari braries, ·ed. I. F. Bell, special ans Losing?" Canadian issue of CACUL Newsletter, Library Journal 43 (June 5 (December 2, 1975), p. 1986), p. 193. 347. 75. Mudge, p. 194. 64. Holman, p. 17. 76. Ronald G. Ehrenberg, Daniel 65. Holman, p. 18. R.Sherman, and Joshua L. Schwarz, "Unions and Pro 66. McCahill, p. 347. ductivity in the Public Sector: A Study of Municipal Librar 67. Jeanene McNair, "Merit Pay ies," Industrial and Labor Re for Librarians: The Florida lations Review 36 (January Academic Model, "Library 1983), p. 199. Personnel News 3 (Spring 1989), p. 21. 77. Karp, p. 78.

68. VirginiaAnn G. Shadwick, 78. Ehrenberg, p. 199. "Middle Managers and Col lective Bargaining," Library 79. Ehrenberg, p. 213. Personnel News 3 (Spring 1989), p. 20. 80. Todd, p. 295.

69. Shadwick, p. 21 81. Lewis, p. 19. 42/ Indiana Libraries 82. Holman, p. 20. 237-239. Chicago: American Li­ brary Association, 1986. 83. Todd, p. 297. Blum, Debra E. "After a combative 84. Lewis, p. 20. Campaign, Harvard and Its New Union Try Cooperation." Chronicle BIBLIOGRAPHY of Higher Education 35 (March 8, 1989): Al, A16. "Cleveland PL Employees Vote to Unionize." Wilson Library Bulletin Communications Workers of 61 (February 1987): 7-8 America. What Are Six Things Bosses Always Say When You Try to "Cleveland PL Staff Organizes Form or Join a Union? Washington, District 925 Chapter." American D.C.: Communications Workers of Libraries 18. (February 1987), 107- America, pamphlet. 108 Ehrenberg, Ronald G., Daniel R. "Picket Lines and Paradises." Li­ Sherman, and Joshua L. Schwarz, brary Journal 110(December1985): "Unions and Productivity in the 20-24. Public Sector: A Study of Municipal Libraries." Industrial and Labor "Unions Aim at Women." Adminis­ Relations Review 36 (January 1983): trative Management 41 (July 1980): 199-213. 12. English, Carry W. "For Unions, "Trends in Collective Bargaining and Another Crack at Public Employ­ Labor Relations." Library Personnel ees." News 3 (Spring 1989): 17-18. U.S. News & World Report 95 (November 7, 1983): 89-90. Avallone, Susan. "Clerical Union and Washington Library Battling Field, Anne. "'Pinkertons' in Pin­ Over Wages and Practices.'~ Library stripes Wage War on Women." Journal 112 (June 1, 1987): 30. Working Woman 5 (December 1980): 68-72, 94. B(;lker, Joe M., Jr. "Voluntary Asso­ ciations Are Not Unions." Associa­ Guyton, Theodore Lewis. U nioniza­ tion Management 39 (December tion, The Viewpoint ofLibrarians. 1987): 55-58. Chicago: American Library Associa­ tion, 1975. Berry, Jphn W. "Labor Relations and collective Bargaining: 1985 Trends." Hamilton, Rae Mark, "Unions and In ALA Year book ofLibrary and Associations Are Not Mutually Information Services '86. volume 11. Exclusive." Association Manage- Volume 10, Number 2 (1991) /43 ment 39 (December 1987): 55-56. Mc Cahill, M. J. "The Effects of Unionization on Library Capabilities Holman, Norman. "Collective and Overall Performance." In Bargaining in Public Libraries: Unions and the Management of Preserving Management Preroga­ University Libraries, ed. I.F. Bell, tives." Library Trends 38 (Summer 343-352. CACUL Newsletter 5 1989): 11-20. (December 2, 1975): special issue.

Hurd, Richard W. and Adrienne McNair, Jeanene. "Merit Pay for McEl wain, "Organizing Clerical Librarians: The Florida Academic Workers: Determinants of Success." Model." Library Personnel News 3 Jndustrial and Labor Relations (Spring 1989): 21-24. Review 41 (April 1988): 360-373. Mudge, Charlotte. "Mixed Unit Karp, Rashelle Schlessinger, "Public Bargaining: Are Librarians Losing?" Library Unions: Some Questions." Canadian Library Journal 43 (June Public Library Quarterly 8 (1988): 1986): 193-194. 73-80. O'Reilly, Robert C. and Marjorie I. Kleingartner, Archie and Jean R. O'Reilly. Librarians and Labor Kennelley, "Employee Relations in Relations: Employment Under Union Libraries: The Current Scene." In Contracts. Contributions in Collective Bargaining in Libraries, Librarianship and Information ed. Frederick A. Schlipf. 1-22. Science, number 35. Westport, Urbana-Champaign, Ill.: University Conn.: Greenwood Press, 1981. of Illinois, 1975. Pollock, Susan. "Harvard Goes Kusak, James M. Unions for Aca­ Union." Ms 16 (June 1988): 68. demic Library Support Staff. New Directions in Information Manage­ Rosenthal, Mary. "Collective Bar­ ment, number 10. New York: gaining and Pay Equity." Library Greenwood Press, 1986. Personnel News 3 (Spring 19890: 24.

Lewis, Helen, "Beyond Bread and ____. "The Impact on Unions Butter: Professional Unionism," on Salaries in Public Libraries." Library Personnel News 3 (Spring Library QuarterlJ. 55 (January 1989): 18-20. 1985): 52-70.

Lilore, Doreen. The Local Union in Shadwick, VirginiaAnn G. "Middle Public Libraries. Hamden, Conn.: Managers and Collective." Library Library Professional Publications, Personnel News 3 (Spring 1989): 20- 1984. 21. 44/ Indiana Libraries Todd, Katharine. "Collective Bar­ gaining and Professional Associa­ tions in the Library Field." Library Quarterly 55 (July 1985): 284-299.

Wasserman, Don. "Unionization of Library Personnel: Where We Stand Today." In Collective Bargaining in Libraries, ed. Frederick A. Schlipf. 23-29. Urbana-Champaign, ill.: University of Illinois, 1975. Volume 10, Number 2 (1991) /45

Federal Copyright Law: How It Affects Academic Video Services

Jill Rooker Ph. D. Student Indiana University

Few people would argue with the The scope of this review does not statement that the role of profes­ allow a complete study of all areas of sional media and library educators what is a very in-depth and some­ has changed drastically in recent times unclear copyright law. It will years due to continual advances in instead delve into the law as it technology which make available . affects the copying of video for more instructional materials for academic use. Various segments of classroom use than ever before. the paper will look at the law itself, Although technology is providing pertinent guidelines for educational access to a wealth of educational use, and recent court decisions - all films and video, it is also providing designed to discover possible impli­ one of the most troublesome areas of cations for media policy in academic day-to-day professional functioning, libraries. as library media professionals try to The 1976Law respond to the growing number of On October 19, 197 6, President questions about what is acceptable Gerald Ford signed Public Law 94- use of copyrighted audiovisual works 553, otherwise known as "General in the educational setting. "Media ~evision of Copyright Law." The professionals have increasingly been statute, which became effective thrust into the roles of lawyer, judge January 1, 1978, marked only the and jury, as the problem of copyright second time in the 20th century that has evolved into a situation where the U.S. copyright laws underwent a the development of technology has general revision. Due to the great outstripped the capacity of our laws technological innovations of the and legislature to keep up with time, it was agreed that the laws current events" (F. William Troost, were outdated and had not kept pace 1983, p. 211). with technology. Two hundred years ago the framers of the Constitution, 46/ Indiana Libraries in Article 1, section 8, granted reporting, teaching (including Congress the power ... multiple copies for classroom use). scholarship, or research, " ... to promote the progress is not an infringement of of science and useful arts, by copyright. In determining securing for limited times to whether the use made of a authors and inventors the work in any particular case is exclusive right to their a fair use, the factors to be respective writings and considered shall include: discoveries." 1. The purpose and The 1976 law was an effort by character of the use, Congress to protect creators of including whether copyrighted work while also provid­ such use is of a ing a reasonable means of serving commercial nature, or the needs of users. The revised law is for nonprofit, also attempted to update the concept educational purposes. of "fair use," an idea that "had been part of our copyright case law since 2. The nature of the 1841, and is basically a rule of copyrighted work. reason in using copyrighted work. It was left to develop as a judicial 3. The amount and interpretation for many years, until substantiality of the the 1976 revision-when it was portion used in included in our present law in section relation to the copy­ 107" (W.Z. Nasri, 1986, p. 85). righted work as a The fair use doctrine is based on whole. the assumption that if the use of copyrighted material is reasonable 4. The effect of the use and contributes to the advancement upon the potential of knowledge, then the use is likely market for or to be fair and not in violation of the value of the copy­ author's rights. Fair Use, i.e. section righted work. 107, reads as follows: Notwithstanding the provi­ Since the copyright law itself is sions of Section 106, the fair silent in respect to use of audiovisual use of a copyrighted work, works, other than works dealing with including such use by repro­ news, many questions arose as to use duction in copies in of audiovisual materials in classroom phonorecords or by any other teaching and to off-the-air taping (by means specified by that either teachers or librarians). The section, for purposes such as fair use clause is the section of the criticism, comment, news copyright law most often cited by Volume 10, Number 2 (1991) /47 educators as granting "permission" arisen as to whether the off-air taping for off-air copying of non-news guidelines are applicable to libraries, shows, but the issue was never clear. since the first numbered guideline "During the final days of consider­ indicates they were intended to apply ation of the copyright law revision "only to off-air recording by non­ by the House of Representatives, profit educational institutions." various educational interest groups Even without a specific reference to argued that some relief under the fair libraries, it seems that school librar­ use doctrine was necessary for aff­ ies and academic libraries/media air videotaping by teachers and centers were intended to fall within media personnel as well as librarians coverage of the guidelines. for the purpose of using those video­ Court Decisions tapes in classrooms and in libraries" Several court cases have impacted (LR. Vender, 1985, p. 101). The the copyright law in recent years, but need for more explicit rules brought a difficulty in these cases is that about the establishment (by the decisions made are often limited to House of Representatives) in 1979, the specific circumstances that of a committee made up of 19 indi­ caused the legal action to be initi­ viduals representing almost every ated, and many times the case cannot conceivable interest group which be generalized to other situations. might be affected by off-air guide­ One such case is known as the lines. It was almost a year later that BOCES (Board of Cooperative the committee informed Congress of Educational Services) case. BOCES the guidelines it had approved (see is a single agency that serves ap­ Appendix A). The guidelines were proximately 100 schools in western recognized in a House report accom­ New York state. The BOCES group panying a revision of the criminal was sued by Learning Corporation of penalties section of the law, but "the America (LCA) Time-Life Films question has often arisen as to (TLF), and Encyclopedia Brittannica whether the guidelines have any (EB). The agency was engaged in legal standing. Most legal copyright recording programs broadcast over authorities have taken the position the public airwaves, whose rights that the guidelines would be taken were owned by the above-mentioned seriously by a court faced with a companies. "The copying was claim of infringement based upon apparently conducted on a massive off-air taping for educational pur­ scale, and until the lawsuit was filed poses" (Bender, p. 103). BOCES made a practice of videotap­ The main thrust of the guidelines ing programs from all of the major seems to deal with the idea of spon­ networks and the local PBS station taneity, or the requirement of a prior without regard to any request from request from a teacher rather than the teachers and without obtaining recording in anticipation of such a permission from the copyright request. Also, the question has owners" (Bender, p. 104). In most 48/ Indiana Libraries incidences whole programs were works;-although distribution of copied, and multiple copies were copyrighted works may be in the made of many of the shows and then public interest when the information distributed to member schools. is hara to get, in this case it is evi­ In the original court decision (by dent that copies of the plaintiffs' Justice John Curtin) the defendants work may be obtained for short were found guilty of copyright periods through normal channels" infringement, but the judge indicated (Bender, p. 108). BOCES was fined that some limited or temporary use a total of $63,500 in statutory dam­ of the works might be legal. "After ages and assessed court costs of considering the potential harm to the $15,000. markets -, the judge again sided The "Betamax Trial" is another with the filmmakers" (Phi Delta major case impacting copyright in Kappan, 1973). The BOCES group the area of video or off-air copying. had suggested a temporary-use In 197 6 Sony Corporation of period (during which time no royal­ America was sued by Universal City ties would be paid and works could Studios and Walt Disney Corpora­ be used and then erased) of one year tion for copyright infringement, or 45 days, the latter period recom­ "alleging that consumers purchasing mended by the U.S. copyright guide­ the videotape recording equipment lines (see appendix A). But, in manufactured by the defendant were Encyclopaedia Britannica v. Crooks, using it to record films owned by the Curtin ruled that no temporary use of plaintiffs and that these videotapes the works is allowed under federal were illegal and violated the copy­ copyright law. Among the criteria right statute both in terms of illegal for judging fair use of copyrighted copying and illegal performances" works is the effect of the use on the (Bender, p. 105). The case went owner's potential market. The judge through all levels of the federal found it significant that all of the 19 judiciary, being first resolved in works at issue in the case are avail­ favor of the defendants by the Dis­ able for rental or lease for short or trict Court. It was fi?ally decided by long-term periods, in both film and the Supreme Court in January of videotape form and can be rented for 1984. The Supreme Court ruled (5- as short a time as one to three days" 4) in favor of Sony, finding that "the (PDK). In addition, the firms offered sale of videotape recorders by the many types of licensing agreements Sony Corporation to the general for schools, a factor Curtin said public does not make the machines' "would interfere with the marketabil­ manufacturers and marketers respon­ ity of these works, and the cumula­ sible for potential infringement..." tive effect of this temporary video­ (R.B. Williams, 1987, p.3). By the taping would tend to diminish or time the Sony case was finally prejudice the potential short-term decided by the Supreme Court in lease or rental market for these 1984, "time and technology had Volume 10, Number 2 (1991) /49 changed the nature of the issues what it saw as the job of Congress, to (original action began in 1976). The legislate policy related to a new videotape recorder had become less technology. The Court accom­ expensive and more accessible to the plished this goal by narrowly defin­ consumer - Congress had failed in ing the issues in place and time. two attempts to create legislation Betamax was considered only on its regarding the VTR and copyrights" merits as a single case" (Williams, (Williams, p6). p.8), not on the implications it could In essence, the Sony decision ruled hold for the entertainment industry that off-air recording for time­ as a whole or on how it affects the shifting purposes is legitimate fair academic world. use, a major implication for school Most typical school or university library use. the Supreme Court also library media personnel would made clear its overriding intent in probably be frustrated by review of their decision through two state­ the previous court case. All the ments: information available in court deci­ "Sound policy, as well as sions has been case-specific, with history, supports our consis­ very little possibility for generaliza­ tent deference to Congress tion. In addition, most of the specif­ when major technological ics of video copying/usage are based innovations alter the market on "guidelines" that have never been for copyrighted materials~ tested as having t~e weight of law. Congress has the constitu­ This requires an even more careful tional authority and institu­ consideration of the law when school tional ability to accommodate or university policy is being planned fully the varied permutations or written. William Troost, who is a of competing interests that college media consultant and Chair­ are inevitably implicated by man of the Instructional Media such new technology" (Sony, Committee of the Los Angeles supra note 5, at 431 ). Community College District, lists several "techniques that have been and successful in dealing with faculties " .. .it is not our job to apply -as far as practical functioning laws that have not yet been under current copyright regulations." written. Applying the copy­ All the techniques should be consid­ right statute, as it now reads, ered for adaptation to videotaping to the facts as they have been policy: developed in this case, the 1. Assign one person the judgement of the Court of responsibility for Appeals must be reversed" delivering ongoing (Id. at 456). and current informa­ tion about copyright "Clearly, the Court refused to do to the faculty. 50/ Indiana Libraries 2. Develop written guidelines. policies that establish procedures for the use 6. A void violations or of all video-related copying where there equipment. is obvious circumven- tion of payment to the 3. Maintain a file of copyright owner. materials including Support of adminis- copies of the law trators should be itself, pertinent enlisted, and all journal articles, persons should be circulars from the made a ware of penal- U.S. Copyright ties if legal action is Office, and make it taken; accessible to all staff. Also include sample 7. Communicate your permission letters for feelings and experi- contacting copyright ences to your elected owner~. Copies of ~e representatives if you print and off-air believe the current guidelines should be laws need revision" distributed to all staff (Troost, p. 218). members. Copyright is a problem area that 4. Update and educate will always be with those library staff members with a media professionals who are asked to newsletter on copy- copy off-air for faculty members. right. Strive to assure The issue is continually complicated that your staff is as newer and more advanced tech- aware of current law nologies emerge, but so far the and guidelines, as Congress has been unable to agree well as your local on a more specific law that would policies. answer many of the questions with which educators are left. The current 5. Invite an outside law makes no provision at all for speaker to come and emerging technologies, so in the present a session event that more specific legislation is devoted to copyright not forthcoming, certainly more problems; this is litigation will be. There are also especially helpful if other areas that media administrators there is discontent question - such as the legality of about copyright transferring "old, out-of-production" restrictions or newer 16mm film onto video before the Volume 10, Nwnber 2 (1991) /51 film is no longer usable. The current use once during the first ten law does not address this area, and it days of the 45 day period for is difficult to develop a policy that instructional reinforcement, will be both legal and at the same but for the remainder of the time reasonable for the real issues of period the recording can only today's Media Centers. The most be used for teaching evalua­ important issue in policy-making at tion purposes. the university level is being consci- entiously aware of the law as it is, 3. A specific program can be including the fair use provision, and recorded off-air only once for the guidelines for off-air taping. The the same teacher. best course of action, though also the roost conservative, would seem to be 4. Additional copies may be that of giving all rules and guidelines made but are subject to the the weight of law, if only to be sure same restrictions applicable of complete compliance (see sample to the original recording. policy in Appendix B). As far as activities that have no mention in 5. All recordings and copies federal law, it falls to the university must include the copyright and media administrators to decide notice as broadcast. the best course of action in an at- tempt to be fair to all copyright 6. Programs need not be used in owners and at the same time provide their entirety, but must not be instructional materials to both faculty altered, combined, or merged and staff to the greatest extent with other recorded material. possible. Appendix B Appendix A Sample Policy Pertaining to the Guidelines for Off-Air Recording of Use of Broadcast Programming Copyrighted Video Recordings ·For Educational Purposes 1. Copyrighted video recordings 1. An off-air recording, made at are restricted to use in the the request of an individual Media Center or campus teacher, may be retained for classrooms. 45 days, but then must be erased or destroyed immedi- 2. Copies of video recordings ately. licensed by the copyright proprietor for private home 2. The teacher can use the use only and not for public recording once in a classroom display or for library use may or similar place devoted to be used only for teaching, instruction and repeat such research, and educational 52/ Indiana Libraries purposes as permitted under Legacy of Williams and Wilkins for Section 107 of the Copyright Librarians." Library Trends, 32, 183- Law. Use of programs that 198. are essentially educational in subject matter is considered "Federal Judge Rules Temporary educational use. Use of Educational U ~e of Videotape · programs that were produced Copies of Copyrighted Works for entertainment purposes is Illegal." (1983). Phi Delta Kappan, considered non-educational 64. 746. use unless the user specifies otherwise. Lavoie, D.M. (1986). "Facts About Unlicensed Use of 1/2" Videocas­ 3. Off-air recordings of broad­ sette Productions in the Classroom." cast programs may be used in Canadian Journal of Educational the Instructional Media Communication, 15, 85-90. Center (MC) for educational purposes in a manner consis­ Merriam, E.B. (1986). Coping with tent with fair use. The copyright. (2nd ed). Madison, WI: "Guidelines for Off-Air Wisconsin State Department of Recording of Broadcast Public Instruction. Programming for Educational Purposes" published in Nasri, W.Z. (1986). "Copyright: A House Report no. 97-49, Lasting Question for Managers." April 29, 1982, and summa­ Journal of Library Administration, 7, rized in the following attach­ 83-98. ment, offer some assistance in determining appropriate Ramey, A.G. (1984). "Off-the-air use. Questions should be Educational Video Recording and referred to the President's Fair Use Achieving a Delicate Office. Off-air recordings Balance." Journal of College and copied for educational use University Law, 10, 341-78. with the permission of the copyright proprietor are not Reed, M.H. and Stanek, D. (1986). subject to these guidelines. "Library and Classroom Use of Copyrighted Videotapes and Com­ References puter Software." Information, Reports, and Bibliographies, 15, 20- Bender, LR. (1985). "Copyright law 23. and Educational Media." Library Trends, 34 , 95-110. Stanek, D.J. (1986). "Videotapes, Computer Programs, and the Li­ Billings, R.D., Jr. (1983). "Fair Use brary." Information Technology and Under the 197 6 Copyright Act: the Libraries, 5, 42-54. Volume 10, Nwnber 2 (1991) /53 Systems and Procedures Exchange CASES Center. (1984). Copyright Policies in ARL Libraries. (Kit 102). Washing­ Encyclopaedia Brittannica, et al. v. ton, DC. Crooks, et al., 558 F. Supp. 1247 (WDNY 1983). Taber, S.R. (1987). "Copyright and the New Technologies." Journal of Sony Corporation of America v. Reading, 37, 74-77. Universal City Studios, 464 U.S. 417 (1984). Toohey, D. (1984). "The Only Copyright Law We Need." Wilson Universal City Studios v. Sony Library Bulletin, 59, 27-30. Corporation of America 659 F. 2d 963 (9th Cir. 1981). Troost, F. W. ( 1985 ). "A Practical Guide to Dealing with Copyright Universal City Studios v. Sony Problems Related to Emerging Video Corporation of America, 480 F. Technologies in Schools and Col­ leges," Library Trends, 83, 211-221.

Walters, C. (1986). Video and copy rig ht: a special report. Chey­ enne, WY: Wyoming State Library.

Weil, B.H. & Polansky, B.F. (1985). Modern copyright fundamentals.New York: Van Nostrand Reinhold Company.

Williams, R.B. (1988, July). Copy­ right in the information age: Betama.x and the Congress. Paper presented at the meeting of the Association for Education in Journal­ ism and Mass Communications, Portland, OR.

Zukowski, A.A. (1988). "Copyright: Fair Use Doctrine and Justice." Momentum, 19, 53-54. 54/ Indiana Libraries

Preservation In Indiana Academic Libraries

Robert S. Lamb II Preservation & Conservation Librarian Indiana State University

Introduction Libraries) Preservation Statistics Questionnaire. The ARL Question­ naire covers statistics on administra­ This project's purpose was to tion, personnel, expenditures, conser­ survey the preservation and conser­ vation treatment, commercial bind­ vation policies and procedures as ing, mass treatment, preservation well as the staff, facilities, and photocopying, preservation micro­ expenditures of nine representative filming production, total library academic libraries in Indiana as holdings of preservation microform follows: Ball State University, · masters, footnotes, and comments. Butler University, Indiana State Each prospective academic library University, Indiana University - was originally sent two copies of the Bloomington, IUPU at Fort Wayne, ARL questionnaire with a set of IUPUI, University of Notre Dame, instructions and a cover letter. Later Purdue University, and the Univer­ a phone call was made to establish a sity of Southern Indiana. convenient date for a visitation, at The goals were to inform each which time Part II of the survey was library of its strengths and weak­ done together with the participating nesses in the Hbrary preservation preservation librarian (conservator or area and to give each a comprehen­ archivist) and several photographs sive view of what could be done to were taken of the work areas. Each improve its own situation and librarian was given a copy of Part II possibly to cooperate with other of the survey. academic Ii braries in preservation Part II of the survey was drafted matters. originally in the Spring of 1989 and This Indiana preservation survey later modified to eliminate duplicat­ consists of two main parts. Part I is ing portions of Part I. Part II of the the ARL (Association for Research survey covered the following areas: Volume 10, Nwnber 2 (1991) /55 equipment, facilities, preservation tor is included with the professional supplies, mending and repairs, staff. physical environment controls, Ball State has a total of 4 FTE staff security, remote storage, brittle in preservation units; Indiana State books programs, survey of collec­ has 5 FTE; Indiana University has tion, non-book preservation and 14.6 FTE; IUPU-FW has 3; IUPUI conservation, deacidification of has 1.5; Notre Dame has 3.25 and paper, educational activities, preser­ Purdue and Butler gave no report. vation plans and programs, disaster/ As far as library-wide preservation salvage plans, preservation commit­ activities were concerned, it was tee, cooperative preservation activi­ difficult to obtain complete or accu­ ties, and five-year preservation rate figures because of the chain of planning. This part of the survey command and decentralization of was mostly a yes-no format of tasks under various departments. policies and procedures and counting The organizational structure of these of preservation equipment, tools, libraries is rather diverse. The other facilities, and supplies. reason is several libraries provided Administration data only on staff reporting to the One way to measure progress in preservation administrator. Indiana presentation activities at Indiana University has the most staff overall academic libraries is to trace preser­ doing preservation work, namely vation units managed by a preserva­ 20.6 FTE library-wide, followed in tion administrator. The data show descending order by Ball State - 5.5 concretely that preservation pro­ FTE; Indiana State - 5.3 FTE; grams are really a standard part of Purdue - 4.1; Notre Dame - 3.25; current academic libraries. Six out University of Southern Indiana - 2; of nine libraries have appointed a IUPUI - 1.5; IUPU-FW-1; and Butler preservation administrator and only - .85 FTE. two of the nine libraries have a Expenditures preservation unit not supervised by a Monies spent for preservation full-time preservation administrator. activities in the nine Indiana ac'1;­ Five of the preservation administra­ demic libraries range from $2,371 to tors report $508,890 for fiscal year 1988-1989. directly to the dean of libraries. Also these representative Indiana Personnel academic libraries spend less than The staff size under the preserva­ 1% to as much as 5.7% of the total tion administrator is a key factor in library budget on preservation indicating a library's level of preser­ activities. vation program development. A Again, Indiana University leads the summary shows the number of others in preservation expenditures professional staff and of non-profes­ with $508,890 for FY 1988-89, sional staff and student assistants in followed in order by Purdue - preservation units. The administra- $181,810; Notre Dame - $171,888; 56/ Indiana Lfbrart.es Indiana State - $168,500; Ball State - Mass Deacidification $132,834; Butler University - None of the nine Indiana academic $33,910; IUPUI - $26,067; IUPU­ librapes surveyed is currentl'y doing FW - $18,075; and USI - $2,371. mass deacidification, although some Conservation Treatment are doing manual treatments by The totals below give the number spraying or dipping on a production of volumes that had minor treatment line basis. · as well as the number of volumes Preservation Photocopying given more work-intensive interme­ Most photocopying is done in­ diate or major treatment. It is well­ house on alkaline paper. None of the known that important differences pages were done outside from the exist in the type of work done and nine Indiana libraries under commer­ that comparisons are hard to estab­ cial contract. 7 42 total pages were lish. Purdue does the most conserva­ done in-house. Indiana State Univer­ tion work with 17, 144 volumes sity led the group with 650 pages treated. In order by total volumes followed by the University of South­ are the other libraries for FY 1988- ern Indiana - 31; Butler - 28; IUPUI - 89; Indiana University - 7 ,782 23; and IUPU-FW - 10 pages. The volumes; Inoiana State - 2,024, rest reported zero or no report. IUPUI - 2,000; Butler- 1,550; Notre Preservation Microfilming Dame - 1,293; USI - 892; IUPU-FW No uniform measure for counting - 689; and Ball State - no report. is presently in place. Some libraries Commercial Binding count titles; others count number of This activity consumes most of the exposures; while others count only preservation budget. The bulk of the physical volumes. What is needed money goes into contract binding are agreed-upon standards of count­ annually and the remainder into in­ ing. The statistics gathered do not house binding. Indiana University presently represent the current level spent the most on binding for FY of preservation microfilming produc­ 1988-89 at $208,123, and 32,717 tion of the nine academic libraries volumes bound, followed by Notre surveyed. Indiana State was the Dame at $127,868 and 10,280 leader with 60,400 total exposures, volumes. Next in order: Purdue with followed by Notre Dame with 31,868 $125,178 spent and 19,608 volumes exposures. The other seven libraries bound; Ball State at $65,000 and reported zero or not applicable. 10,866 volumes; Indiana State with The total library holdings of $50,000 and 6,678 volumes bound; preservation microform masters is IUPUI at $28,215 and 3,000 vol­ not particularly significant in Indi­ umes; Butler with $19,000 spent and ana. Most libraries surveyed, that is, 3,565 volumes; IUPU-FW at 8 out of 9, are apparently not doing $15,000 and 240 volumes; and usr anything in-house and not much by at $2,071 spent with 400 volumes contract either. Indiana libraries bound. cannot afford it, so new funds are Volume 10, Nwnber 2 (1991) /57 needed in this category. Dame - 95; IUPUI - 78; Purdue - 77; Equipment and IUPU-FW - 41. Ideally the researcher may assume Preservation Supplies that if a preservation unit has the These supplies are the usual mate­ most equipment and hand tools, it rials that are used in day-to-day probably has the personnel trained to mending and in-house repair opera­ operate them, and productivity is tions. The more you have, the more probably high or constant. Such is operations you can perform. Also, usually the case. The mending unit the more staff and student assistants at Indiana University is the best you can use during one or more work equipped, yet turns out the second shifts. Twenty-three types of sup­ largest production in mending and plies were counted. The totals were repairs, while Purdue leads totally in as follows: USI - 19; Notre Dame - this category with several mending 18; Indiana University - 17; Butler - workshops spread around the cam­ 16; Ball State and Indiana State - 14; pus. Equipment totals, including IUPUI - 9; Purdue - 8; and IUPU­ hand tools, are as follows: Indiana FW - 7. University - 468; Indiana State - 153; Mending and Repairs Notre Dame - 127; USI - 108; Butler These are the most frequently - 105; Ball State - 97; IUPU-FW - performed specific tasks done in­ 69; Purdue - 67; and IUPUI - 43. house and reported on daily and Facilities · monthly work tally sheets. The The more facilities available, better equipped and manned preser­ generally the better the preservation vation units will perform a greater unit is. If the laboratory can accom­ variety and usually better quality modate more staff and student work. Those schools doing the workers, it can do many more varied greatest variety of tasks are most tasks in conservation. More work outstanding. However, there are stations are in use, more space is some repairs that are not done available for brittle books, greater because it is more efficient to send efficiency is realized in work pro­ materials out to have the work done duction; and more ability to perform commercially. Sixteen types of assembly-line book repairs is readily repairs were surveyed showing the evident. The facilities surveyed following: Notre Dame - 15; Butler included lights, desks, chairs, stor­ and Indiana University - 14; Ball age, drawers, floor space, windows, State - 13; Indiana State, IUPUI, electrical outlets, water sinks, work Purdue and USI - 12; and IUPU-FW benches, rest rooms, book cases or - 11. shelves and heat controls. The Physical Environment preservation facility totals of Indiana This includes all the elements University were 537; next was necessary in regulating the physical Indiana State at 250; Butler - 205; situation in any library such as Ball State - 165; USI - 137; Notre temperature, relative humidity, 58/ Indiana Libraries lights, insects, rodents, fungi, dust, This category frequently does not smoke, food, drink and fire precau­ apply at universities with new library tions. Most libraries are doing a buildings or a small book collection good job in these categories. The because no necessity exists. Recent biggest problems have been flat book collections (less than 50 years roofs that leak and controlling eating, old) or collections devoted to under­ drinking and smoking. Of the nine graduate or a few master's level libraries surveyed, only one allowed programs, seldom if ever have a food and drink throughout the build­ remote storage area. The larger ing. Most libraries have signs on the schools with older, bigger collections entrances and throughout their and considerable research materials, premises, and rules on consumption offering many masters and doctorate and smoking are enforced by library programs, would be more likely to personnel and/or student monitors. have remote storage facilities. In Nine specific areas of regulation Indiana out of the nine libraries were inspected. The results were as visited, Indiana, Purdue, Ball State, follows: Notre Dame and USI - 9; Indiana State, and the University of Ball State, Indiana State, Indiana Southern Indiana have remote University, IUPUI - 8; Butler and storage areas. Purdue - 6; and IUPU-FW -4. Brittle Books Security Brittle books programs are now This area is a matter of consider­ more prevalent, and in many cases able concern to all Indiana academic the brittle books are either returned libraries, and it is perhaps the best to stack area encased in phase boxes, category in enforcement and compli­ sent to remote storage, or housed in a ance. The only area where most special area such as Special Collec­ libraries fall short is a lack of all­ tions or Archives. The preponder­ night or late night study rooms, since ance of libraries visited do have a these rooms were not built into the brittle bo_oks program, although original plans of libraries. Many those with newer book collection and schools use empty dining rooms for bound periodicals do not presently this purpose. Theft and mutilation need one. In Indiana seven of the are usually caught at the circulation nine libraries surveyed do have exists, but active brittle book programs. occasionally are seen in the stacks or Collection Survey government documents units. Notre The procedure of surveying the Dame has uniformed student guards condition of books in the collection at the front door and patrolling the has not caught on yet. Older collec­ stack areas. ISU has a student patrol tions need more attention to mending on week-nights and weekends. All and binding as well as brittle book libraries surveyed except IUPUI (3) culling. Only two procedures manu­ tied at 4 in this category. als were written and used in Indiana Remote Storage at the time of this survey. Books Volume 10, Number 2 (1991) /59 pulled for repair or mending are not deacidify paper. always checked out internally to the Educational Activities preservation unit so one would not In-house classes are designed to necessarily know the book's loca­ educate all library users: faculty, tion. Computer listings by author, staff, students, student workers and title or date groupings are seldom the general public on preservation used, although seven ,of the schools and conservation practices to protect surveyed have taken advantage of books and non-book library materi­ this invaluable library tool. Six of als. These activities are by lecture, the nine schools have surveyed the brochures and pamphlets, films, TV condition of the collection. programs and slides. Such programs Non-Book Materials get the message across with empha­ The non-book materials preserva­ sis and entertainment. Most of the tion and conservation category nine libraries did not feel it prudent covers such items as sound record­ to proselytize their teaching faculty ings, microforms, video discs and on these matters--only 3 out of 9 did tapes, motion pictures, film (slides so. For the library staff-5 out of 9 and reels), photographs (positives orientated their staff in preservation and negatives) and fine arts and of books. For students and the lithographs. These formats do need public, 6 out of 9 academic libraries preservation and conservation prepared conservation instruction attention in any modem academic and orientation programs. Butler and library. In three out of nine Indiana USI are the two most active aca­ libraries surveyed, tlie preservation. demic libraries in this area. tasks are not applicable because they Preservation Plans are under the purview of the audio­ Usually a fom1al written document visual, archives or some other unit on preservation policy is written by outside the library. In some cases, the preservation librarian, archivist, the library does not take care of a or the faculty preservation committee particular format. for the university library and ap­ Deacidification of Paper proved and modified by the adminis­ Because no American library is trators. Five out of nine Indiana using mass methods of deacidifica­ academic libraries in this survey tion, it was prudent to learn how have done so. These plans generally many Indiana libraries were using cover all aspects of preservation and manual methods. Some libraries conservation such as goals and have few or no old~r books, so they objectives, environmental controls, did not need to deacidify their binding, mending and repair, brittle holdings. Others had more older books program, fumigation and books, manuscripts, and scores deacidification preservation micro­ ·which needed treatment and repairs. filming, remote storage, library Butler and Indiana State were active security and a disaster plan. in using either spray or dipping to Disaster Salvage Plans 60/ Indiana Libraries

Such plans are es~ential to save as academic libraries active. As these many books and non-books as practical workshops have become possible in libraries from destruction more widespread, preservation and to salvage whatever can be information and procedures reach not restored after a flood, fire, tornado, only our academic colleagues, but earthquake, stack or wall collapse, into the grass r?ots of librarianship. leaky roof or ·boiler explosion. Five-Year Plans Emergency plans for evacuating Five-year preservation plans personnel and patrons are under a project incremental planning in different jurisdiction in the library. preservation and conservation into Five out of nine Indiana academic the future, always dropping the last libraries surveyed have a disaster/ year and adding more ideas as each salvage plan. With such a plan in academic year commences. Also, a place actions become routine be­ review of each year's achievements cause all procedures were written in and shortcomings in preservation is advance. conducted in a follow-up study. Not Preservation Committee all academic libraries engage in The establishment of a preserva­ strategic planning when it comes to tion committee composed of teach­ preservation policies and conserva­ ing faculty, professional librarians, tion procedures. Of the nine libraries and library staff is considered a surveyed, only four, Indiana Univer­ positive step by most academic sity, Indiana State, Butler and USI libraries in order to advise the library wrote five-year plans. administration of real needs and Finally, it should be emphasized problems as well as solutions in that each of the nine representative preservation and conservation mat­ academic libraries surveyed is ters. However, not all libraries constantly striving to improve its concur on this point, nor do they give preservation operations by acquiring preservation concerns much attention more equipment, supplies, personnel or support. In this survey only three and facilities to provide greater out of nine Indiana libraries re­ service in conserving books for sponded positively. future generations of Indiana stu­ Cooperative Preservation Activi .. dents and scholars. ties This category deals with work­ shops and conferences in cooperation with other academic libraries or public and school libraries in matters of proper preservation policy and standard conservation procedures and practices. These activities are popular and widespread in Indiana as· indicated by the survey with- all nine Volume 10, Nwnber 2 (1991) /61

The Evolution Of Bibliographic Instruction In College Libraries

Gail Glynn MLS Graduate Indiana University

In the beginning, there was the University of Rochester, wrote chaos. And the students moved that, "The time is passing also when aimlessly upon the face of the the chief duty of a librarian was to library. And the reference librar­ collect books and preserve them. ians said, "Let there be instruc­ How to get them used most exten­ tion." And there was instruction. sively, most intelligently, and at the The reference librarians brought same time carefully, is becoming his forth the workbook, and the fifty­ chief concern." 1 minute lecture; and the students Librarians of the late nineteenth no longer moved aimlessly about, and early twentieth centuries faced but searched purposefully through the same problems and barriers in the card catalog and the journal pursuit of their goal to educate the indexes and the serials catalog. library user as librarians in academic And the reference librarians institutions today. The constantly looked upon what they had changing technology developed to wrought and they found it good. handle the information explosion has lent an added dimension to the In spite of the fact that the number complexity of the library instruction. of academic libraries and the size of Terminology has changed from their collections and staff have library use instruction to biblio­ grown many fold and the student graphic instruction to information body has changed from a predomi­ literacy (the ability to effectively nantly homogeneous 'group to a access and evaluate information for a heterogeneous one, the philosophy of given need - Tessmer, 1985).2 Yet librarians who are proponents of the ultimate goal of all library in­ library instruction has not changed. struction has remained the same and In 1880, Otis Hall Robinson, Profes­ it is " ... to enable all recipients of the sor of Mathematics and Librarian at instruction to use any library ... ,,3 62/ Indiana Libraries Throughout the library instruction College from 1836 to 1872, typified movement in the United States, the the educational philosophy of the era conviction has been that the ability to whei:i he said, "I don't read .books, in find and evaluate information is as fact I never did read any books." important as the information itself. President James Garfield stated that The following survey of the history the 'ideal college was Mark Hopkins of bibliographic instruction will be on one end of a log and a student on divided into time frames much as the other. "6 Hardesty, Schmitt, and Tucker Following the Civil War the old­ organized their User Instruction in time college philosophy of reconcil­ Academic Libraries. Emphasis will ing reason and natural law with be placed upon the writings of Christian theology was replaced by leaders in field of bibliographic the adoption of original research, the instruction, how professional organi­ introduction of the seminar method zations have reflected the increased of instruction, and the new curricula awareness of bibliographic instruc­ in the social sciences and in profes­ tion, and the importance of the sional and technical education.7 faculty in the successful pursuit of "All these trends resulted in unprec­ library instruction. In almost all edented growth in the production of instances the focus will be on under­ knowledge as well as faculty and graduate or college libraries as student demands for library re­ opposed to graduate, research, or sources and services. "8 Between university libraries. 1870 and 1890, the number of Pre 1880 academic institutions grew from 563 "Although reports on instruction to 998."9 Library collections grew about the library's 'most rare and dramatically - Pennsylvania's and valuable works' date from the Columbia's quadrupled while 1820' s, substantial, continuous Cornell's grew tenfold. Library course offerings and course-related hours were extended as librarians lectures came about only as a result became aware of the need to make of major developments in the their collections more accessible. I 0 library's academic environment in 1880-1900 the latter part of the nineteenth "Significant growth in library use century. ,,4 instructions during the 1880s and "Despite repeated calls for reform, 1890s followed naturally from the higher learning in 1865 remained dramatic changes occurring in higher much as it had been decades earlier. education in the same period." 11 Through the traditional methods of The optional credit course usually memorization and recitation, the taught by the college librarian not colleges fulfilled their purpose of only stressed bibliography, the training young men to meet their history of books and printing, or professional and civic obligations."5 even history of libraries but also Mark Hopkins, president of Williams contained a solid library-use compo- Volume 10, Nwnber 2 (1991) /63 nent. Book talks, bibliographical The proposition then is to lectures, and orientation tours were make the library the grand also given by librarians, but no rendezvous of the college for established structure or accepted teacher and pupil alike, and method for effective instruction was to do in it as much of the created. However, they did call for teaching as is convenient and " ... clearly stated objectives for their practicable ... As he (the instructional programs, they sought librarian) needs the coopera­ conceptual models for the tion of his colleagues of the library, ... and they caught a vision of faculty, his first aim is to the educational potential of the make everything agreeable to library in the academic commu- them and himself indispens­ m.'ty "12 able, if possible ... In this way Amongst the leaders of this move­ suavity and sacrifice will ment, Justin Winsor, the first presi­ compel the condition of dent of the American Library Asso­ brotherhood which is neces­ ciation, ( 187 6 to 18 85) and head of sary and is worth the the Harvard University Library effort.15 (1877-1897) stands out. Ernest Cushing Richardson of Princeton Otis Hall Robinson, credited by described " ... Winsor's appointment Holley in the Dictionary of American as 'professor of books' and his work Library Biography as having done at Harvard as watershed events in the "as much as anyone in the American history of bibliographic instruc­ library profession to push the idea of tion.13 While at Harvard, Winsor · the educational role of the college " ... enlarged the reserve book collec­ library"16 wrote in 1880 tion, authorized stack privileges for "that next to the acquisition students, brought a number of small of knowledge itself is the libraries into the main building, learning where and how it encouraged interlibrary loan, may be acquired. The range and .. .installed electric lights, new of knowledge is rapidly furniture and better ventilation."14 increasing. We believe, In an article written in 1880 therefore, that the demand Winsor expresses his ideas on the can be met best, not by role of the college library and librar­ making the curriculum cover ians when he writes: everything, but by giving To ·fulfill its ri.ghtful des­ special attention to the where tiny, the library should and the how of acquisition.17 become the central agency of our college methods ... the He also believed that professors Ii brarian becomes a working with students on a volun­ teacher... not with a text book, tary, personal basis in the library but with a world of books. would do more " ... to encourage 64/ Indiana Libraries broad scholarship and to make men purpose of a college education was independent in their investigations to provide tools for further study, than any amount of class lectur­ "the rp.ost essential (tool) of all being ing." 18 the ability to use libraries effec­ Raymond C. Davis, librarian at the tively. "22 Thus by 1900 the modern University of Michigan from 1877 to day philosophy of and justification 1905, is credited by Arthur Q. for bibliographic instruction had Hamlin in The University Librarv in been written about, spoken of, and United~ as teaching the first put into practice in several academic course in bibliography in an Ameri­ libraries. It is interesting that these can university in 1879.19 The Board early instructional librarians wrote of of Regents of the University of the same problems in dealing with Michigan approved the course for faculty, limited budgets, changing credit in 1881. Davis justified his student bodies, and increased and request for the course by stating, more complex resources that plague "The book is the student's chief tool, instruction librarians today. - his sine qua mon. Has he mas­ 1901-1917 tered the Literae humaniores.,. if on The changes which began in higher the day of his graduation he knows education during the last decades of little or nothing about this tool with the nineteenth century stabilized which he wrought - either its during this period. "The libraries history or its workmanship?"20 themselves emerged at once both Davis's course does remind one more bureaucratic and more service more of a course for librarians that oriented."23 In spite of the fact that one designed for library use instruc­ these years marked the integration of tion. reference services into the permanent In addition to creating the Dewey administrative staff of academic Decimal Classification and founding libraries, "library use instruction the first library school in America, failed to in its efforts at full integra­ Melville Dewey was also a great tion in to the personnel, service, and advocate for bibliographic instruc­ bureaucratic structures of academic tion. In the inaugural issue of Ameri­ libraries, perhaps because of its can Library Journal (1876), inadequately developed conceptual Melville Dewey wrote "The time is and theoretical foundations."24 "As when a library is a school, and the if to quell their uncertainties, librar­ librarian is in the highest sense a ians conducted a number of surveys teacher."21 In 1891 Dewey spoke in in their att~mpts to verify the sup­ Philadelphia to the College Associa­ posed popularity of user instruction." tion of the Middle States and Mary­ 25 An ALA survey conducted in land. He expounded upon the impor­ 1912 found that 57 percent of 149 tance of the college library calling it institutions surveyed offered re­ the "laboratory library" and the quired or elective courses in library "college well". He stated that the instruction. 26 Volume 10, Number 2 (1991) /65 Several academic librarians, at the education was plagued by an era of time, continued to emphasize the social discontent, academic libraries importance of library instruction. entered a positive phase which "In 1905, William Harper observed, benefitted from private philanthropy. 'The equipment of the library will "The educational climate of this never be finished until it has upon its period proved most hospitable to staff men and women whose sole user instruction, which advanced work shall be, not the care of books, both conceptually and programmati­ not the cataloging of books, but the cally."31 As curriculum innovations giving of instruction in their use. rn27 were developed and defined by Joseph Schneider, library director at educators such as John Dewey and Catholic University, philosophically Robert Hutchins, so too were think­ followed Davis in his belief in " ... the ers in the field of library instruction necessity of making the study of defining, rethinking and clarifying bibliography a part of the curriculum library instruction programs. Charles in our colleges and universities. "29 B. Shaw, creator of the "Shaw list" William Warner Bishop recom­ developed three proposals to allevi­ mended the training in the use of ate the "haphazard, unscientific" books to help students and professors teaching which characterized biblio­ deal intelligently with the deluge of graphic instruction. He proposed: 1) new materials published each year. eliminating library lecture and Successful bibliographic training replacing them with a required will enable the student to " ... use course t~ught by professors of easily bibliographic tools of all sorts bibliography, 2) that colleges should from the simple check list to the establish a department of bibliogra­ erudite works of Fabricuis and phy, and 3) colleges "evolve and Poggendorf. "29 train" a group of bibliographic Lucy M. Salmon, a history profes­ instructors who would have the sor· at Vassar College from 1887 to librarian's knowledge of books with 1927, felt that bibliographic instruc­ the teacher's ability to teach. 32 tion should be " ... definitely planned, Lamar Johnson, who was dean of systematically carried out, (with a) instruction and librarian at Stephens definite progression from year to College, was able to establish a year in the kind of bibliographic library use instruction program work required, and directly related to throughout the curriculum. His the specific and individual work of program had three objectives: "1) to every student."30 Interestingly, teach students how to use reference Salmon feels that professors and not sources effectively, 2) to teach them librarians should be responsible for good study habits, and 3) to make the their students' library instruction as library function as the center o the their course work requires. instructional programs. 33,, 1918-1940 This era also witnessed the creation In spite of the fact that higher of the concept of Louis Shores' 66/ Indiana Libraries "Library Arts College." "Patricia during the freshman year to deter­ Breivik sees the 'library college' as mine which students need extra offering the only clear-cut philo­ library instruction. 37 sophical statement of service with 1941-1968 accompanying objectives of how Activity without progress academic libraries can support the characterized library use educational trends of this cen- instruction during this period. tury. "34 The Library Arts College Numerous programs existed differs from the conventional college at the freshman orientation in five ess{mtials. 1) Regular class and basic instruction levels, attendance is supplemented by but the increasing number of voluntary and irregular library students overwhelmed many reading. 2) All instructional quarters of even the well-established are in the library. 3) Upper-class advanced efforts. As early as students will tutor lower-class 1949, Erickson reported students. 4) Faculty members will insufficient numbers of be library-trained, subject-matter library personnel as the most specialists. 5) The curriculum will serious deterrent to success­ represent a carefully planned reading ful library instruction pro­ program intended to acquaint the grams. student with man's accomplishments of the past and problems of the In 1956 Patricia Knapp outlined present.35 her proposals for a user instruction In 1940 Harvie Branscomb took a program which provided the founda­ more pragmatic approach than tion for many programs which Shores to the study of the college followed including the Monteith library's educational effectiveness · Library Project at Wayne State and its integration into the institution University and the Earlham College as a whole in his book Teaching instruction program. She summa­ With Books: A Study of College rizes her thoughts as follows: Libraries. In summary, Branscomb Competence in the use of sees " ... the primary task of the the library is one of the college library is to provide certain liberal arts. It deserves facilities for and to aid in carrying recognition and acceptance as out the instructional program of the such in the college curricu­ faculty."36 Branscomb emphasizes lum. It is, furthermore, a the relationship between the librarian complex of know ledge, and the instructor as one of coopera­ skills, and attitudes not to be tion with. the reference librarian acquired in any one course attending classes and the instructor but functionally related to the entering the library to assist the content of many. It should, librarian. He afao suggests the use of therefore, be integrated until a test (Miss Lulu Ruth Reed's test) the faculty as a whole is Volume 10, Nwnber 2 (1991) /67 ready to recognize the valid­ leaving the library clientele unsure of ity of its claim and to imple­ just what kind of service is being ment this recognition through offered. ,,40 "The real future of regularly established proce­ library reference service lies in the dures of curriculum develop­ direct provision of comprehensive ment. and accurate information to satisfy For these reasons, the user demands; instructing the user in librarian should accept the the technique of information-search­ responsibility of initiating the ing is an important, but secondary, program, remaining con­ goal and is not necessarily a refer­ stantly aware, at the same ence function. ,,41 time, that ultimate implemen­ Library use instruction programs tation must come through the during the 1940s and 1950s were teaching faculty. In other analyzed by Tom Kirk, and he words, the librarian must reached the following conclusions. convince the faculty that 1. Those involved failed library instruction is neces­ to distinguish orienta­ sary; he must educate the tion from instruction faculty on the poten~al role and, therefore, pro­ of the library and assist it in vided only the former; planning instruction. 38 2. The instruction or Louis Shores's Library-College orientation was not movement reached its height of given in a context of popularity during the 1960's, but few the student's need to of the examples cited by Shores were know how to use the extensive implementation of his library; ideas. "Patricia Breivik concludes 3. The instruction when that the enthusiasm that served as the ·it went beyond orien­ strength of the Library-College also tation tended to take blinded its followers to the obstacles its scope and content they needed to overcome and alien­ from the reference ated many librarians and teaching training which librar­ faculty." 3 9 ians had received; All librarians were not then nor are 4. Librarians were not they now convinced that biblio­ sensitive to educa­ graphic instruction should be a tional changes that function of the librarian. Anita R. were occuning. 42 Schiller thinks that user instruction impedes the " ... effectiveness of 1968-1970s information service to the extent that For one unfamiliar with the history it serves as a substitute for it, offer­ of library use instruction, one might ing less service instead of more, and assume that the 1960s marked the beginning of library use instruction. 68/ Indiana Libraries "The number of articles on library Association formed the Committee use instruction indexed in Library on Instruction in the Use of Librar­ Literature doubled from 35 in 1958 ies."45 "In 1971, the First Annual to 70 in 1971 "43 The instruction Conference on Library Orientation renaissance of the 1970s was facili­ was held at Eastern Michigan Uni­ tated by: versity. "46 Out of this conference 1) the changing nature of evolved in 1972, Project LOEX higher education, along with (Library Orientation Exchange) a rapid growth of library which was formed to collect, orga­ collections and the construc­ nize, and disseminate library-instruc­ tion of newer library build­ tion materials to interested librarians. ings that gave emphasis to a In 1971 the Bibliographic Instruction book-centered educational Task Force was formed by the philosophy; 2) technological Association of College and Research developments and their Libraries (ACRL). The task force effects on libraries, especially issued guidelines for library use in the area of computer instruction in academic libraries. applications; 3) changes in The task force also recommended the the nature of reference establishment of a bibliographic service: 4) grants from instruction section with the ACRI governmental agencies and and the section was approved in foundations; 5) the prolifera­ 1977. Interestingly, the Biblio­ tion of published articles and graphic Instruction Section became books on the topic of biblio­ the most active section within the graphic instruction; 6) the ACRL. At the 1977 midwinter support and activities of meeting, the ALA Council voted to professional library associa­ establish the Library Instruction tions; 7) numerous confer­ Round Table to provide a means of ences, workshops, and simi­ communication among divisions and lar meetings dealing with the committees of ALA and state clear­ topic; 8) the establishment of inghouses.47 clearinghouses, along with "The dominant influences of the their bibliographic instruc­ 1970s were the instruction programs tion-related newsletters and at Earlham College, the University of directories; and 9) standards Wisconsin-Parkside, Sangamon State established by various profes­ University, the University of Michi­ sional groups and accrediting gan, SUNY College of Environmen­ agencies. 44 tal Science and Forestry, the Univer­ sity of Texas-Austin, and UCLA.48 Professional organizations began to The writings and presentations of formally recognize library instruc­ Tom Kirk, Hannelore Rader, Evan tion as a part of the librarians' s job. Farber, John Lubans, Miriam "In 1967, the American Library Dudley, Patricia Breivik, Jacquelyn Volume 10, Number 2 (1991) /69 Morris, Sharon Hogan, Anne Rob­ the recognition of bibliographic erts, Nancy Fjallbrant, Carla Stoffle, instruction by the AlA and the and Richard Werking forged the ACRL, fewer than ten library shape and direction of library in­ schools were offering courses on struction for the decade.49 bibliographic instruction in 1979 For the most part, instruc­ according to a survey conducted by tion librarians in the 1970s the ACRL.51 were concerned with the A review of the research presented mechanics of developing in Lubans' Educating the Library local instructional programs User does not support the idea of a and materials and all the positive correlation between library issues attendant with that, instruction and academic success. including how to gain faculty "Research on the relationship be­ interest and support, organize tween library use and class level, and administer programs, academic achievement, and scholas­ market or sell programs, and tic aptitude has failed to identify any plan and evaluate activities. causal connection."52 Nor was any Other major concerns cen­ "evidence found that the level of tered on developing defini­ library service was positively corre­ tions and trying to appropri­ lated with college grade-point aver­ ately label the activity; ages."53 Research does substantiate justifying the need for pro­ the dominate role of the instructor in grams and "proving" that the influencing library use. 54 instruction was effective, that Four years later in 1978, Lubans is, demonstrating that instruc ~ edited another collection of essays tion improves the academic entitled Progress in Educating the performance of students; Library User:. Salient points from creating an underlying phi­ some of these authors will indicate losophy or foundation; the way library instruction was developing idealized models, heading in the 1970s and into the such as the Model Statement 1980s. In the forward Lubans of Objectives; creating a characterizes the change in libraries history or sense of tradition and librarianship as moving" ... away for those engaged in instruc­ from an almost exclusively materi­ tional activities; and gaining als-centered orientation and toward a recognition and acceptance client-centered mode of for instruction as a basic operation ... The overriding objective library service. 50 of the client-centered library is to make the uni verse of recorded Yet in spite of the library instruc­ information effectively accessible to tion activity taking place across the its clientele ... Thus, to inform or United States, the writings of well­ educate the library user becomes a respected librarians in the field and matter of critical importance to 70/ Indiana Libraries librarians."56 should it be) of the user's atten- Lubans is critical of librarians' tion. 59 In summary, Lindgren "missionary-like zeal" in "convinc­ believes that at "the-heart of the user ing the converted" of the need for instruction matter is the belief that library instruction and failing to the ability to use libraries effectively convince those in power - most ought to be viewed as one of the importantly teachers -f the crucial classic resources of the educated need for library instruction. He feels person, that it has hitherto been that unless teachers change their much neglected in formal education, · existing curriculum to include and that a corrective is badly information use and unless informa­ needed. "60 tion use skills are seen as being as On a more positive note, Allan J. important as literacy, then the Dyson, in a 1978 study of the 25 progress of library instruction has largest undergraduate libraries in the reached an impasse. 57 United States and Canada, found: John Talley explored library " ... an almost radical expan­ instruction in junior and community sion of library instruction colleges and found that the majority progress in undergraduate of instructional programs fell into the libraries during the last five category of library orientation. years. Several elements have However, he also found that research contributed to the expansion - shows these students to be desper­ a sense of professional duty, ately lacking in entrance-level library a need to cope with an enor­ use skills - 7 4 percent did not under­ mous user population, (in stand the use of call numbers, 98 197 6-1977 there were an percent could not identify a book average of 5,416 undergradu­ review source, 67 percent did not ate students per undergradu­ understand the basic author, title, and ate librarian) a move toward subject entries in the library cata­ a more visible teaching role, log.58 and a sense of self-preserva­ John Lindgren in 1978 sent out a tion.61 questionnaire to 220 college libraries to determine the perceptions of the An area of library instruction instruction librarians on their own which had been neglected in the past eff~ctiveness, problems arid needs. and which proponents and critics had Lindgren found that the myth that been urging library instructors to "libraries are easy to use" persists for address was evaluation of their several reasons, two of which are: 1) programs. brewer and Hill observed users seldom ponder what resources in 1976 that until very recently they may have missed in the library references to evaluation in the and 2) library research is always literature of library instruction had auxiliary to other enterprises, and is, been virtually non-existent.62 One therefore, never the final object (nor of the reasons for a lack of evalua- Volume 10, Number 2 (1991) /71 tion is the scarcity of adequate, valid personal characteristics of tests. Som.e institutions were still successful instruction librar­ using the Feagley Test developed in ians; the high burnout rate 1955. The survey is the most widely among instruction libraries; used method of determining system­ how to develop tests to atically the effects of bibliographic measure skills; and the lack instruction on the student. The real of sustained growth of most problem lies in the fact that "without instruction programs, which standardized measuring tools and was partly attributed to the agreement on objectives, instruction growing realization that librarians lack norms, whether for programs were being based assessing a student's bibliography, on the talent of individuals answers on an objective test, or rather than on educational ratings tabulated from a question­ principles. Also about this naire. "63 All librarians are not in same time, a number of total agreement with the need for instruction librarians began to statistical data to provide proof of the feel that the movement had legitimacy and effectiveness of reached a plateau and was in library use instruction. Miller, in danger of becoming stagnant. citing the Earlham College's pro­ To itj.entify new directions, gram, says that it has demonstrated it challenge what had now worth but not in a quantitative become dogma, stimulate manner.64 discussion and perhaps a little 1980s controversy, raise conscious­ By 1980, after a decade of ness, and in general, create a ferment and development, "new" agenda and focus for instruction became an ac­ the 1980s, a Think Tank was cepted basic public service proposed and then held. 65 activity in most libraries; it overcame most of the prob­ The Think Tank, which was spon­ lems of splintering; and it sored by the ACRL/BIS, was held in gained recognition from the 1981. From this meeting six sections profession at large as evi­ of focus were identified and elabo­ denced by its inclusion in the rated upon with an " .. .introduction, various guidelines and stan­ recommendations, and a few state­ dards· issued by ALA units ments or concepts which the partici­ and by the adoption of the pants agreed should be accepted as "Policy Statement: Instruc­ fact and no longer debated. "66 The tion in the Use of Libraries" six sections were: by the ALA Council. Atten­ 1. Integration of biblio­ tion now shifted to issues graphic instruction such as the "personality" or and library profes­ sion. 72/ Indiana Libraries

2. Integration of biblio­ suggest that ~I concepts can be graphic instruction integrated into the existing library and the whole of school'curriculum successfully if: 1) academic the faculty is aware of the competen­ librarianship into cies needed by BI librarians, 2) BI higher education. concepts are included in course 3. Integrating library use content where feasible, and 3) skills, bibliographic faculty are alert to the potential for concepts, and avail­ students to use the various course able technology. options to develop B_I 4. Relationships with proficiencies. 72 schools of library Even though bibliographic instruc­ science. tion courses are not common in 5. Importance of re­ library schools, in the Chadley and search. Gavryck survey of 72 ARL libraries 6. Importance of publi­ from 1983 to 1988, BI has become cation. 67 part of the mainstream library ser­ vice. "Provision of instruction in "The creation of a high-quality these libraries increased in scope and journal was stressed by the Think reached a larger percentage of the Tank report. Within eighteen student body with more types of months of the Think Tank meeting, instructional programs in 1988 than the first issue of Research Strategies: in 1983."73 .In an often sited survey A Journal of Library Concepts and by LOEX in 1987 of academic Instruction was published."68 libraries to determine which types of Library schools should play a instructional methods and materials critical role in the training of instruc­ were used in bibliographic instruc­ tion librarians yet the "deans of tion, it was found that fewer credit library schools are, at best, lukewarm courses, term paper clinics, and to the idea of separate BI courses."69 audiotape programs were offered in In 1980, 11 out of 67 ALA - accred­ 1987 as compared to 1979. "In ited library schools offered a sepa­ general, the amount of publicity, rate course and four years later the evaluation, and use of print and number remained the same.70 nonprint material has increased. Of ~ibrary schools argue that in a one particular interest is the increase in year program it is difficult to add the number of libraries in which new courses and maintain the neces­ required BI sessions (primarily sary focus of the curriculum. An­ required by the faculty) and/or tours other problem is the lack of staff are offered."7 4 qualified to teach a BI course be­ Future cause much of the course must deal "The disparity between library with learning and instructional services, including user education, design theory.71 Aluri and Engle on the one hand, and the information · Volume 16, Nwnber 2 (1991) /73 _seeking patterns and ~problems of develop a better the academic community on the understanding of the other represents the single most faculty. important and difficult challenge 5. Developing research facing libraries and librarians to­ skills to facilitate day. "75 Stoffle and Bemero have program evaluation broken down this broad challenge and identify more into several more specific areas effective learning when presenting the challenges of environments for the future to the "Second Genera­ users should be of tion" of instruction librarians. Some prime importance. of the challenges they see for future 6. Instruction librarians instruction librarians are as follows: must not let activities 1. To be able to clearly become "ends in label and articulate themselves, but must the characteristics of remain committed to the successful product broad goals and of instruction pro­ objectives based on grams - identify the the environmental characteristics of the context, user needs, independent user. · and available re­ 2. Performance stan­ sources, if the educa­ dards for instruction tional role of the librarians themselves library is to be suc­ must be created, cessfully imple­ certified, and dissemi­ mented.76 nated - criteria for Clyde Hendrick, dean of the assessing the suitabil­ graduate schqol of Texas Tech ity of librarians for University, spoke in 1985 about the the instruction role role of the librarian in the twenty­ need to be identified. first century. 3. Librarians should take The growth of know ledge the lead in initiating a will lead to ever greater more thorough review complexity of knowledge. of the role and philo­ Therefore, organization of sophical base of the that knowledge is likely to academic library - become more complex, and librarians should lead the physical media for storing the colleges and and, sorting information will universities through become more di verse. The the technological user's task, therefore, will changes ahead. become more difficult in two 4. Librarians need to ways: a) mastery of the 74/ Indiana Libraries physical means of getting at follows that the library · the information and b) mas­ profession should move as tery of the conceptual sys­ rapidly as possible toward the tems for the organization of Ph.D. as the terminal de­ the library's store of knowl­ gree. 77 edge. Once the physical and conceptual systems of organi­ Conclusion zation are mastered, utiliza­ "The concept of library instruction tion will be enormously more in academic libraries is not new. efficient than it is today. College and University librarians Thus "entry difficulties" into have long accepted the notion that in the library will increase, addition to assisting users with the while "utilization difficulties" identification of specific needed will decrease. Solution of the information, they also have an entry difficulties will require obligation to teach searching skills teaching by the librarian, and which could enable their users to this teaching will need to be function more independently."78 systematic and sustained. An examination of the From the user's point of records of the past century view, solutions to the entry reveals that library use problems of the machines and instruction has had an uneven the abstract organization of and uncertain history. Dur­ knowledge will be high-level ing the past hundred years, technical skills that must be library use instruction clearly mastered in order for students has been influenced by it to succeed in college. As a surrounding environment of matter of fact, in the next higher education. At time century, I expect that one or instruction programs have more courses on library flourished because preemi­ instruction will be required nent and farsighted individu­ for every college student, als, such as Justin Winsor, much like freshman English have recognized changing is required of all students currents in higher education today. Faculty will also need and employed library use comparable systematic instruction to propel the tutoring. academic Iibrary in to a more This development implies intellectually useful direction. that one major role change At other times, these pro­ for the professional librarian grams have waned because of will be uniform movement to the inability of individuals to faculty status. Such faculty capitalize on the advances of status, probably with tenure, their predecessors or because will be of a special nature. It of the willingness of librar- Volume 10, Number 2 (1991) /75 ians during a given period ENDNOTES merely to acquiesce to condi­ tions rather than to anticipate 1. Otis Hall Robinson, "College and lead. Libraries as Aids to Instruction: Given the history of its Rochester University Library­ growth and development, Administration and Use," User library use instruction could Instruction in Academic Libraries: A be entering a "golden pe­ Century ofReadings;,. ed. Larry L. riod." Advocates may have Hardesty, John.P. Schmitt, and John anticipated the renewed Mark Tucker (Metuchen, N .J.: interest in under-graduate Scarecrow Press, 1986) 19. education of the 1980s, as 2. Patricia Senn Breivik, "Putting evidence by the recent publi­ Libraries Back in the Information cation of numerous books Society," American Libraries No­ and reports on the subject. vember 1985; 723. Moreover, proponents of 3. James rice Jr., Teaching Library instruction currently occupy Use: A Guide for Library Instruction many of the leadership (Westport, Conn.: Greenwood, 1981 positions in academic librar­ 4. ies and professional library 4. Larry L. Hardesty, John P. associations. In addition, the Schmitt, and John Mark Tucker, ed., continuing adverse economic User Instruction in Academic Librar­ conditions of higher educa­ ies: A Century of Readings tion may discourage the (Metuchen, N.J.: Scarecrow Press, complacency of the more 1986) 3. prosperous periods and 5. Larry Hardesty and John Mark encourage the innovation and Tucker, "An Uncertain Crusade: The creativity characteristic of History of Library Use Instruction In user programs in the 1930s a Changing Environment," Academic and 1970s.79 Librarianship Past, Present, and Future: A Festchrift in Honor of "It seems that librarians shall David Kaser, ed. John Richardson, always be in pursuit, because library Jr., and Jinnie Y. Davis (Englewood, instruction must be dynamic to be Co.: Libraries Unlimited, 1989) 98. relevant and must always strive to 6. Hardesty and Tucker 98. meet the current needs of stu­ 7. Hardesty, Schmitt, and dents."80 Tucker 3. 8. Hardesty and Tucker 99. "How index-learning turns no 9. Hardesty and Tucker 99. student pale yet holds the eel of 10. Hardesty anq Tucker 99. Science by the tail" 11. Hardesty, Schmitt, and Pope, Dunciad~ I, 279 Tucker 3. 76/ Indiana Libra:Hes 12. Hardesty, Schmitt, and Instruction in Academic Libraries: A Tucker 4. Century of Selected Readings, ed. 13. Hardesty and Tucker 99. Larry L. Hardesty, John P. Schmitt, 14. Hardesty and Tucker 99. and John Mark Tucker (Metuchen, 15. Justin Winso, "College Librar N.J.: Scarecrow Press, 1986) 63. ies as Aids to Instruction: The 29. William Warner Bishop, College Library," User Instruction in "Training in the use of Books," User Academic Libraries: A Century of Instruction in Academic Libraries: A Selected Readings, ed. Larry L. Century of Selected Readings:i. ed. Hardesty, John P. Schmitt, and John Larry L. Hardesty, John P. Schmitt, Mark Tucker (Metuchen, N.J.: and John Mark Tucker (Metuchen, Scarecrow Press, 1986) 6-8. N.J.: Scarecrow Press, 1986) 83. 16. Hardesty, Schmitt, and 30. Lucy M. Salmon, "Introduc­ Tucker 17. tion in the Use of a College Library," 17. Otis Robinson 25. User Instruction in Academic Librar­ 18. Otis Robinson 27. ies: A Century of Selected Readings, 19. Hardesty, Schmitt, and ed. Larry L. Hardesty, John P. Tucker 35. Schmitt, and John Mark Tucker 20. Raymond Davis, "Teaching (Metuchen, N.J.: Scarecrow Press, Bibliography in Colleges," 1986) 93. User Instruction in Academic Librar­ 31. Hardesty and Tucker 101. ies: A Century of Selected Readings, 32. Charles B. Shaw, "Biblio­ ed. Larry L. Hardesty, John P. graphical Instructions for Students," Schmitt, and John Mark Tucker User Instruction in Academic Librar­ (Metuchen, N.J.: Scarecrow Press, ies: A Century of Selected Readings, 1986) 43. ed. Larry L. Hardesty, John P. 21. Hardesty, Schmitt, and Schmitt, and John Mark Tucker Tucker46. (Metuchen, N.J.: Scarecrow Press, 22. Mel vii Dewey, "The Relation 1986) 107. of the Colleges to the Modern Li­ 33. B. Lamar Johnson, "Stephens brary Movement," User Instruction College Library Exp~riment," User in Academic Libraries: A Century of Instruction In Academic Libraries: A Selected Readings:J. ed. Larry L. Century of Selected Readings:J. ed. Hardesty, John P. Schmitt, and John Larry L. Hardesty, John P. Schmitt, Mark Tucker (Metuchen, N.J.: and John Mark Tucker (Metuchen, Scarecrow Press, 1986) 50. N.J.: Scarecrow Press, 1986) 110. 23. Hardesty and Tucker 100. 34. Louis Shores, "The Library 24. Hardesty and Tucker 101. Arts College, A Possibility in 1954? 25. Hardesty and Tucker 101. User Instruction in Academic Librar­ 26. Hardesty and Tucker 101. ies: A Century of Selected Readings, 27. Rice 8. ed. Larry L. Hardesty, John P. · 28. Joseph Schneider, "A College Schmitt, and John Mark Tucker Course in Bibliography,," User (Metuchen, N.J.: Scarecrow Press, Volume 10, Number 2 (1991) /77 1986) 121. Unlimited, 1987) 12. 35. Louis Shores 127-29. 45. Rice 9. 36. Harvie Branscomb, "Bridging 46. Rice 10. the Gap" User Instruction in Aca­ 47. Arthur P. Young and Exir B. demic Libraries: A Century of Brennan, "Bibliographic Instruction: Selected Readings, ed. Larry L. A Review of Research and Applica­ Hardesty, John P. Schmitt, and John tions," Progress in Educating the Mark Tucker (Metuchen N.J.: Scare­ Library User, ed. John Lubans, Jr. crow Press, 1986) 131. (New York: R.R. Bowker, 1978) 17- 37. Harvie Bransc:omb 136, 139. 18 38. Patricia B. Knapp, "A Sug­ 48. Stoffle and Bemero 12. gested Program of College Instruc­ 49. Stoffle and Bernero 12. tion in the Use of the Library," User 50. Stoffle and Bernero 13. Instruction in Academic Libraries: A 51. Jacquelyn M. Morris, Biblio­ Century of Selected Readings, ed. graphic Instruction In Academic Larry L. Hardesty, John P. Schmitt, Libraries: A Review of the Literature and John Mark Tucker (Metuchen, and Selected Bibliography (Syracuse N.J.: Scarecrow Press, 1986) 163-64. University: ERIC, 1979) 8. 39. Louis Shores, "The College 52. Arthur P. Young, "Research on Becomes the Library," User Instruc­ Library-User Education: A Review tion in Academic Libraries: A Cen­ Essay," Educating the Library User:I. tury of Selected Readings:I. ed. Larry ed. L. Hardesty, John P. Schmitt, and 53. Young 5. John Mark Tucker (Metuchen, N.J.: · 54. Young 5. Scarecrow Press, 1986) 205. 55. Thomas J. Galvin, "Forward" 40. Anita R. Schiller, "Reference Progress in Educating the Library Service: Instruction of Information," User, ed. John Lubans, Jr. (New User Instruction in Academic Librar­ York: R.R. Bowker, 1978) VIL ies: A Century of Selected Readings, 56. Thomas J. Galvin VII. ed. Larry L. Hardesty, John P. 57. John Lu bans, Jr., "Introduction: Schmitt, and John Mark Tucker Seeking A Partnership between the (Metuchen, N.J.: Scarecrow Press Teacher and the Librarian," Progress 1986) 193. in Educating the Library User, ed. 41. Anita R. Schiller 201-02. John Lubans, Jr. (New York: R.R. 42. Hardesty and Tucker 103-04. Bowker, 1978) 2-4. 43. Hardesty and Tucker 105. 58. John Lolley, "Instruction in 44. Carla J. Stoffle and Cheryl A. Junior and community Colleges," Bemero, "Bibliographic Instruction Progress in Educating the Library Thin Tank I: Looking Back and the User:I. ed. John Lubans, Jr. (New Challenge for Think Tank II," York: R.R. Bowker, 1978) 59, 63. Bibliographic Instruction: The 59. John Lindgren, "Seeking a Second Generation:1. ed. Constance Useful Tradition for Library User A. Mellon (Littleton, Co.: Libraries Instruction in the College Library," 78/ Indiana Libraries Progress in Educating the Library in Bibliographic Instruction in the User:i. ed. John Lubans, Jr. (New 1980s: A Comparison of Data from York: R.R. Bowker, 1978) 74. Two Surveys," Research Strategies 60. John Lindgren 77. Winter i989: 10. 61. Allan J. Dyson, "Library 75. Allan J. Dyson, "Library Instruction in University Under­ Instruction in University Under­ graduate Libraries," Progress in graduate Libraries," Bibliographic Educating the Library User:i. ed. John Instruction: The Second Generation:i. Lubans, Jr. (New York:P R. R. ed. Constance A. Mellon (Littleton, Bowker, 1978) 101. Co.: Libraries Unlimited, 1987) 101. 62. Richard Werking, "Evaluating 76. Stoffle and Bernero 14-17. Bibliographic Education: A Review 77. Clyde Hendrick. "The Univer­ and Critique, " Library Trends sity Library in the Twenty-first Summer 1980: 153. Century," College and Research 63. Werking 165. Libraries March 1986: 128. 64. Werking 167. 78. Sandy Ready and others, 65. Stoffle and Bernero 13. "Library Instruction in Academic 66. Stoffle and Bernero 6. Libraries Including Graduate, Four­ 67. Stoffle and Bernero 6. Y ear, and Two-Year Institutions," 68. Stoffle and Bernero 11. from the Library Instruction Planner 69. Rao Aluri and June Lester Handbook 1985: 56. Engle, "Bibliographic Instruction 79. Hardesty and Tucker 106. and Library Education," Biblio­ 80. Sonia Bodi, "Relevance in graphic Instruction: The Second Library Instruction: The Pursuit," Generation, ed. Constrance A. College and Research Libraries . Mellon (Littleton, Co.: Libraries January 1984: 65. Unlimited, 1987) 112. 70. Kay F. Jones, "The Role of Library Schools in Educating Biblio­ graphic Instructors," Teaching Libraries to Teach: On-the-Job Training for Bibliographic Instruc­ tion Librarians:i. ed. Alice S. Clark and Kay F. Jones (Metuchen N. J.: Scarecrow Press, 1986) 4. 71. Aluri and Engle 112-13. 72. Aluri and Engle 120. 73. Otis Chadley and Jacquelyn Gavryck, "Bibliographic Instruction Trends in Research Libraries," Research Strategies Summer 1989: 112. 7 4. Teresa B. Mensching, "Trends Volume 10, Nwnber 2 (1991) /79

Establishment of the Knox County Records Library

Brian Spangle Knox County Records Librarian

The proper storage of older, less A brief overview of the situation, active records is a problem faced by as it did exist, is required to fully most county governments. Inad­ appreciate the change that was equate space, lack of funds to prop­ instituted. A large portion of Knox erly maintain records, and apathy on County's records, after being sub­ the part of public officials are the jected to more than one move, came major factors leading to the poor to be stored in a dilapidated old state of these materials in county house on the block east of the court­ courthouses. Records are often house. This structure had no con­ relegated to inaccessible storage trolled temperature and suffered areas under conditions that contrib­ from a badly leaking roof. Materials ute to their deterioration and limit were piled with little organization in their use by genealogists and histori­ filthy surroundings. Some individual ans. documents were even strewn on the Knox county, which was organized floor. Others had been exposed to in 1790, easily had one of Indiana's moisture and were molding. Perhaps worst scenarios regarding record worst of all, anyone wishing to use storage, a particular shame given the the records was allowed to obtain a county's rich history. Happily, key to the house, enter on their own, conditions that persisted for so many and work unsupervised. This lax years ·have been eliminated in a policy not only contributed to the dramatic way. Thanks to efforts of disorder, but most likely led to the the local government and the Knox theft of records. Only a portion of County Public Library, Knox County these materials had been micro­ has observed her bicentennial year filmed. with a new facility, the Knox County The records involved here that Records Library, created for the were so poorly managed included purpose of housing these long ne­ both those of permanent historic glected treasures. value (court cas~ files dating from 80/ Indiana Libraries

Librarian Brian Spangle in the new Knox County Records Library

Knox County Records Library, 1991 Volume 10, Nwnber 2 (1991) /81 1796) and records only a few years the public library board of trustees, old (commissioners' claims and tax proposed a project aimed at preserv­ receipts) that were still used for ing the records. An agreement was county business. These latter records made between the commissioners are examples of those that have to be and the public library board, retained for a specified period based whereby the county would set up a on a statute of limitations. Many had record storage facility, and a public been retained needlessly and were library employee would act as staff, · merely taking up space. A time being directly involved with the consuming search by county person­ initial work and later maintaining nel, who often had to sift through regular hours. Thus, the interest and mounds of loose files or reach a initiative of one commissioner and ledger on the bottom of a waist-high the commitment of the public library, stack, was far from an effective whose aid went well beyond supply­ means of information retrieval. The ing staff, were both key to establish­ library was conceived as a repository ing the Knox County Records Li­ for both categories of records, but brary. salvaging the oldest was of highest The project was carried out in a priority. very cost efficient manner. A sec­ Records were also stored in other tion of an old warehouse, the interior locations, including the courthouse of which was completely renovated, attic and the basement of the jail. was used for the library. This build­ Such a lack of consolidation made it ing was already owned by the county even more difficult for specific and had been rented to a local busi­ records to be found. To the county's. ness. It stood directly behind the credit, some records of particular house where the records had been interest to genealogists, among them held. County employees played a the marriage records, were moved to major role in the renovation, the bulk Lewis Historical Library on the of which was completed in early Vincennes University campus some · 1987. years before the new facility was Not only was existing space used, contemplated. A number of these but with the exception of lumber for currently remain at that library. shelves and some new file cabinets, Obviously, the need for change the library was furnished almost was great and many interested local exclusively with used items moved persons had long rallied for a solu­ from other ·county buildings or taken tion to the problem. Positive change out of storage. These included a finally commenced approximately massive twelve foot long work table. four years ago with a very unique The metal shelves and cabinets that arrangement involving the Knox were holding records in the old County Public Library. The president house were, naturally, moved and of the board of county commission­ utilized again. The public library ers, who also served as president of assisted in this area as well, provid- 82/ Indiana Libraries ing old shelves, lumber for new years of collected dirt. Cleaning shelves, and other miscellaneous quarter-folded court case files was an materials. All of these factors agonizingly slow process since the helped make the physical structure contents of over 1700 4 1/2 x 13 1/2 itself economically feasible. inch file drawers (variations of the It should be noted that tke enter­ old Woodruff file drawers) had to be prise was not entered into blindly. removed and dusted, and the drawers Experts were consulted concerning washed. The cleaning of ledgers correct procedures. Former Indiana offered its own problems. Persons State Archivist John Newman visited working with these would soon find the site several times, offering themselves covered with the brown guidance in many areas throughout dust of decayed leather bindings. the early stages of the effort. Mr. There was neither time nor money to Newman drew a proposed floor plan engage in precise preservation for the new library and inventoried techniques at this point. More records, noting whether they were to deliberate steps toward preservation be moved or destroyed. His help were seen as long-range goals. What proved to be invaluable. was important was to clean the The first records were moved as records and situate them in a secure soon as the basic work on the build­ area. ing was finished. These eventually Despite the tedious nature of the came not only from those places work, shelves and cabinets were already mentioned, but also directly gradually filled and a sense of from county offices. This helped organization did emerge. The unify records and freed up valuable moving, cleaning and organizing of space in the courthouse. Part of the records continued for over a year and warehouse adjoining the library was a half. In that time the old house was used as a point of transition. Files also demolished and the ground in and ledgers were stacked there front of the building was leveled out before being placed in their new for a parking area. home. County maintenance was The library itself is made up of one responsible for constructing shelves large room measuring 46 x 48 feet, and moving records, and public with a 12 foot ceiling. A small library staff (several in the beginning office and restroom are separate as their time allowed) cleaned the from this. Wooden shelves rein­ badly soiled records. One public forced with steel, with four levels of library employee even helped with compartments that are approximately some of the carpentry. This illus­ 2 feet wide and little over 1 1/2 feet trates the degree of cooperation that high, line the north and east walls. was evident as the project pro­ One freestanding shelf of similar gressed. dimensions runs parallel through the Initially, the records were wiped room. These were built to accom­ with dry cloths in order to remove modate heavy ledgers and storage Volume 10, Number 2 (1991) /83 boxes and are deep enough to hold than the latest dates shown remain in long tax duplicates. Metal roller the courthouse. shelves hold ledgers horizontally on The project brought to light many the west wall. Metal shelves, stan­ interesting and long forgotten Knox dard file cabinets, and a case of County records. Among these are metal file drawers stand against the the following: tax lists and back or south wall. A combination appraisements for the years 1802, of all of the latter, plus short wooden 1804 and 1805; Register of Negroes shelves and the large work table, are and Mulattoes, 1853-1858; Record also placed in parallel rows through of Patent Rights Certificates, 1882- the room. Most metal furnishing 1920; and Enrollment of Soldiers, were put on treated lumber platforms Widows and Orphans 1886. The up off the painted concrete floor. location of the county's Negro Heat and air conditioning were, of register (in which Blacks were course, installed and overhead fans required to register as a means of provide air circulation. enforcing the notorious Article XIII The records are organized chrono­ oflndiana's 1851 Constitution) logically by series in five sections, benefitted one researcher early on. based on the five major county A gentleman from Bloomington offices that are represented in the came to Vincennes with the hope of library. These are recorder, trea­ finding this singular volume shortly surer, clerk, auditor and assessor. after it had been discovered. The wide variety of records from the By October 1988, the majority of office of county clerk consume the the records were in place and a most space, while those from the complete list of holdings had been county assessor require little room at compiled. That month, an open all. Examples of some of the perma­ house was held to mark the Knox nent records housed in the facility, County Records Library's formal with the dates they cover, include the opening. After the opening, regular following: deed records, 1814-1909; business hours were started, roughly miscellaneous records, 1862-1933; corresponding to those of the court­ tax duplicates, 1846-1987 (many house. Hours are 8:00-12:00 and missing volumes); probate records, 1 :00-4:00, Monday through Friday. minute/order books from 1790-1980 Genealogists and historians have and varying dates for case files; civil taken full advantage of the environ­ and criminal court records from the ment the library offers them. For 1790's through the mid twentieth­ Knox County researchers, cramped century; commissioners' records, courthouse offices and officials too 1823-1985; and county council busy with daily responsibilities to records, 1899-1982. The most recent give them needed attention, are date for each type of record differs virtually a thing of the past. County based on the preference of the personnel also refer to the records officeholder. Those more recent frequently, as do local abstractors. 84/ Indiana Libraries The first year saw over 600 individu­ earlier this year. There has been no als use the library. problem at all with officials being Patrons may obtain photocopies of overly possessive of their records. records at a cost of$ .25 per usage. On the contrary, officeholders have The public library had purchased a been so anxious to create space that new copier, so their old machine was it has been hard to keep the library put into use at the new building. from becoming a dumping ground. This deferred another major expense. Batches of obsolete records are also Public library funds also cover being destroyed each year, following copier maintenance and a small proper guidelines and another year's amount was budgeted for supplies. worth are moved in to replace them. Further, the library board has as­ Plans are currently in the works to sumed a lead role in setting policy pave the library's gravel parking lot for the Knox County Records Li­ and side the front of the building. brary. For instance, the board Nothing had been done previously to requested that patrons use only a alter the appearance of this ex­ pencil when working with the tremely unattractive tin facade and it records. The county commissioners, contrasts sharply with the clean, well on the other hand, are responsible for lighted and very modem interior. utilities, general maintenance and New patrons are always pleasantly other major operating costs, exclud­ surprised upon entering. Genealo­ ing staff salary. gists, who are more often exposed to While the county's most pressing the neglect local records suffer and needs were met when the new perhaps have a better appreciation facility opened, work is ongoing for their value than the average today directed both at better preserv­ person, are always extremely im­ ing the records and making them pressed. Many of them proceed to easier to use and at improving the . relate horror stories about the condi­ building itself. One future goal is to tion of records in other counties flatten the oldest quarter-folded court where they have done research. case files, so that they can be in­ Knox County was only the second dexed and placed in acid-free folders county in the State of Indiana to and boxes. Other in4exing projects create a facility specifically designed have been completed or are in to house its records and make them progress. The early court minute accessible to the public. The first to books and some documents dating do so was Bartholomew County. A from the territorial period have Knox County delegation traveled already been tucked away in acid­ there in 1988 to make comparisons. free boxes. There are many differences between In addition, records continue to be the two, as well as in the way they brought over from the courthouse. came into being. The fact that county Nearly 100 more court order books officials and the public library board were moved from the clerk's office worked together, each assuming a Volume 10, Number 2 (1991) /85 share of the burden, makes the Knox County venture totally unique. It very much shows what can be accomplished through a cooperative endeavor and reveals that libraries can make an enormous contribution where the care of local records is concerned. Some may see this as an awkward arrangement, but if so it is one that got the job done. The Knox County model is not necessarily a model for record programs in other counties. Each county must use its own avail­ able resources in embarking on such a project. The first and foremost requirement is a resolve on the part of elected officials to implement change. Hopefully, initiative will be taken in more counties, regardless of how the final product is achieved, so that local history is preserved. The Knox County Records Library is located at 819 Broadway Street in Vincennes. Group tours of the library are available during regular business hours, or at other times by prior arrangement. For further information, call (812) 885-2557. 86/ Indiana Libraries

An Experiment With Electronic Pagers

Philip H. Young Director University of Indianapolis Library

High technology and libraries-we reference desk due to collection immediately envision automated development and interlibrary loan catalogs, optical bar code checkout, responsibilities, not to mention the CD-ROM indexes, telefacsimile frequent need to take patrons to find machines, online databases, etc. books in the reference stacks or to This paper is a report of one library's help them use library equipment. At usage of yet another product of these times, other patrons needing technology which originated outside reference assistance gravitate to the the library world but which might circulation desk where the staff are have a place in it. At Krannert put in the awkward position of trying Memorial Library of the University to locate the Reference Librarian of Indianapolis we have experi­ themselves or, if unsuccessful, to mented with an electronic paging find another professional to deal with system for over a year and are in a the patron. position to comment on its installa­ In order to maximize reference tion and effectiveness. service to a campus constituency Our background scenario was becoming increasingly library and simple (and typical)-a library with information oriented, the other three too few staff and too many hours and professionals join the Reference librarians harboring a deep-seated Librarian in working late shifts service attitude trying desperately to Monday through Thursday evenings. find ways to overcome the former All staff members participate in a problems. Our small library has only rotation of weekend hours and one reference librarian who, obvi­ provide reference assistance to the ous! y, cannot work every hour best of their abilities. However, during the long academic week. while on duty during evening or Even when she is on duty, it is weekend hours, staff members must impossible for her always to be at the balance the need to do their own Volume 10, Number 2 (1991) /87 work at their regular desk with the whether the concept would work. need. to be available for a reference Not wanting the monthly expense or call. inconvenience of a telephone paging The problem, then, was twofold: service, I selected the Realistic brand how to keep the Reference Librarian PG-80 "8-Channel Digital Paging apprised of patron needs during her System" which retails for $99.95. time away from the public desk; and The basic set-up includes a base unit how to provide backup reference and one pager receiver, and I pur­ assistance when she was busy or at chased an additional receiver for times when she was not in the li­ $29 .95. The base unit is a radio­ brary. The makeshift system, as sized box (6 1/2" x 4 1/2 11 x 1 1/2") outlined above, which had grown up with a large, extension antenna, and to meet these needs consisted of a it has eight buttons on top for paging physical search for the Reference up to eight different receivers. In Llibrarian if she was in the building addition, there is an "All Paging" followed by a search for another button, a "Store" button (for pro­ professional if she could not be gramming codes), and a "Paging" found. The basic goal of finding an light which blinks when a receiver answer to a reference question was button has been pushed. The pager usually met, but the frequent slow­ receiver unit which is a matte black ness in finding a reference person to plastic is lightweight and compact work with the patron became the (4" x 2 11 x 3/4"), and it has a large impetus to try something new. clip for fastening to belts, pockets, One day, when the problem of etc. When the codes between the locating a reference person was base unit and the receivers have been being informally discussed, someone coordinated (a five minute job), jokingly suggested that we needed a pushing a base unit button causes the "beeper." My immediate reaction pager to beep and a light on it to was that librarians would probably flash. The beeping and flashing are consider such a device unprofes­ canceled with the touch of a button sional or a nuisance. However, the on the pager, or in the event of an more I thought about it, the more I unattended pager they will cease wondered if perhaps an electronic after a minute or so. pager might, indeed, be a solution, The system is advertised to have a not only to the reference dilemma range up to two miles, but within our but also to problems my staff some­ library building its extent is two times have in finding me, the Library floors. The third floor which is Director, when I am "roving" about accessible only by elevator or stair­ in various departments and not in my well is not within range of the base office. unit on the circulation desk, but the I visited my local Radio Shack second floor and basement can be store and decided to purchase an reached by the pager. The base unit inexpensive paging system to see plugs into an ordinary electrical 88/ Indiana Libraries outlet, and the receivers use three hands, and that person is, essentially, AAA batteries each. I was initially "on-call" to help patrons. Thus, from concerned about having to replace the circulation staff's perspective, a batteries frequently but experience simple push of the button will sum­ has shown that we get several mon a reference person, whomever months of service from a single set. that might be at the time. In addi­ The possible longer term solution of tion, we have adopted a backup purchasing rechargeable batteries procedure in case the "Reference and a recharger unit does not really Librarian" button does not get seem necessary. assistance quickly. At these times, The electronic paging system has the circulation staff member can permitted more flexibility of move­ push my button so that I can come to ment by both myself and whichever help the patron. This situation might staff member is covering reference occur if the Reference Librarian responsibilities. I find that I can were already busy with a patron or move about the library without being otherwise too occupied to respond to out of touch for telephone calls or the call. unexpected visitors who need me Another important benefit of the personally. Likewise, the Reference electronic paging system is that the Librarian can move about the refer­ circulation desk person does not ence collection or in and out of our have to physically leave the desk technical services area and still be area to search for assistance, as he or reached for a patron who has asked she did in the past. Leaving the desk for help at the circulation desk. In unattended is a violation of a cardi­ the evening and weekend hours, the nal rule of the library, but it was staff members on call for reference sometimes necessary when other questions can work at their own circulation staff were away from the desks and still be available when desk (e.g. shelving or servicing needed. I believe that the quicker equipment.) The pager permits a response for patrons encourages discreet call for assistance while them to ask for help more often than keeping the desk covered. This when they knew they would have to electronic connection to assistance is wait for assistance. Another advan­ also a benefit for student workers at tage of the reference pager is that the circulation desk who may have when the Reference Librarian is not lost track of where their supervisor in the library, or is leaving for the has gone just at the time when some day, the "torch" of reference respon­ dilemma arises which they cannot sibility is tangibly passed on to handle. another staff member by the transfer It would be incorrect to imply that of the paging receiver instead of we have not had some problems with verbal notification alone. We have a the implementation of an electronic rule that the reference librarian's paging system. When we first in­ pager will al ways be in someone's stalled it, we discovered that pushing Volume 10, Nwnber 2 (1991) /89 a paging button not only sounded the pager but also set off our circulation security alarm system.. After experi­ mentation, I found that plugging the base unit into an outlet on a different electrical circuit from the security system stopped this annoyance. The other problems with the paging system have been due to human factors, especially failure to pass the pager to another librarian when going off duty or failure to keep the pager on one's pers·on while on duty. It is true that the receiver unit, while small, is still somewhat of a bother to keep about one's ·clothing. I find that it fits well in my sport coat pocket, but my female librarian colleagues have a harder time finding a pocket or belt on which to place it. How­ ever, when these problems are overcome, the system works well. Paging systems are becoming increasingly popular in business for executives and other people with whom immediate contact is re­ quired-why not librarians? We are bringing technological developments into the_library in other areas, such as computers, optical data storage, telecommunication linkages- why not borrow the electronic pager too? 90/ Indiana Libraries

Statement of Opinion To "Degree" or not to uDegree": Academic Librarians and Subject Expertise

Jean-Pierre V. M. Herubel Philosophy and Political Science Bibliographer Stewart Center Purdue University

Library literature is replete with librarians are exposed to the pres­ discussion of issues of professional­ sures of faculty status as defined by i~m, the M.L.S. degree as profes­ the higher Darwinian orders, and by sional qualification, and the profes­ their own professional duties and sional image of the practicing librar­ roles. Where faculty status does not ian. These sometimes heated discus­ exist, academic librarians, are still sions are all for the better and prob­ prey to the subservient roles assigned ably attest to the vitality, if not to them in the minds of higher strength and resiliency, of the profes­ orders, i.e. teaching and research sion. Just what criteria constitute the faculty. For the academic librarian, possible definitional parameters. of the state of mutual respect can the professional librarian are often indeed be wanting. debated and vigorously defended or One major measure of academic criticized.1 If the professional value· respectability is the attainment of of the M.L.S. degree is generally intellectual pedigree via trial by fire. upheld as the sine que non of the This normally takes the form of library profession for academic, having taken holy orders in the life public, and special libraries, the of the mind, through the exposure to value of additional "paper" qualifica­ substantive and research elements in tion is not. graduate work in a subject discipline. Formal educational attainment in Disciplines by their nature are highly the world of academia is a given; refined fields of investigation and where terminal degrees are often professional acculturation. Even in research-oriented, their acquisition professional programs such as the and inclusion in professional portfo­ M.S.W., M.B.A., M. Arch., or lios is vitally important, if not a M.L.S. certain psychological and necessary, minimal requirement. sociological habits of mind are Being members of the lower species cultivated, nurtured, and projected as in the academic pond, academic sustainable and viable professional Volume 10, Nwnber 2 (1991) /91 traits to hone and maintain as part of The case of the subject bibliogra­ one's professional repertoire. In-· pher is a good if not striking example deed, in some professions (law, of. the desirability or even necessity medicine, nursing), codes of proper of an additional subject background. professional conduct guarantee the Although a subject bibliographer's formal training and education first role is substantially different from experienced in a given disciplinary teaching faculty in the same disci­ or professional program. pline, their mutual support is condu­ Given the condition of the aca­ cive to solid collection development. demic librarian, various roles and Knowledgeable appreciation of the expectations must be met, often with nuances and parameters of a little institutional support. This is not discipline's mission and growth is unusual, for even teaching faculty very crucial to the collection devel­ decry the state of inadequate facili­ opment efforts in support of an ties or financial support-an ac­ institution or department's research cepted state of higher education as it and instructional vision. Balance in exists today. The problem confront­ approach and a sense of identifica­ ing the academic librarian is a tion with the discipline's substantive difficult and peculiar one. One and methodological life is indicative salient but crucial aspect governing of a commitment to a form of aca­ the academic librarian's professional demic librarianship and to the disci­ cachet as viewed by others in the pline it supports. academic community is the real Disciplinary expertise for subject factor of formal academic creden­ bibliographers and for academic tials. According to some, the lack of librarians is the underlying assump­ formal credentials in subject disci­ tion motivating the argument for plines allows one to trade in the additional education, whether it academic economy with less cur­ culminates in degree or not. Prag­ rency. 2 Of course, an effective matic factors, pecuniary and politi­ librarian need not have a subject cal, make additional degree attain­ masters, let alone the doctorate, to be ment preferable. Questions of a major contributing member in the credentialism as a negative force in academic community, but it may society at large, and in academic help in enhancing professional libraries in particular, should be currency with others and certainly addressed critically. Paper qualifica­ provides a profound sense of the tion alone without attendant qualities scholarly mission vis-a-vis pedagogy of service and scholarly librarianship and research. A subject background should not subsume the efforts and may very well provide that exposure talents of those academic librarians which the practicing academic lacking the additional pedigree. librarian could meld with his/her Additional subject backgrounds can own professional mission in aca­ only enhance the efficacy and demic librarianship. services provided by a librarian, 92/ Indiana Libraries subject bibliographer or not. Dual upon the academic librarian's pursuit masters degrees are a case in point of graduate subject studies. and have been an option for some · Unlike many other disciplines, in time in library schools.3 Moreover, librarianship, the doctorate is not the in-depth acquaintance with the terminal degree; the M.L.S. qualifies intellectual agenda of a given disci­ as such. Certainly, other professional pline sensitizes the academic librar­ programs culminate in masters ian to the myriad world of disci­ degrees (social work, urban plan­ plines, fields of research, and their ning, engineering, public administra­ sociology of knowledge. tion, etc.), but the inter-active intel­ Given that a majority of academic lectually rich world of higher educa­ librarians do not possess additional tion demands disinterested knowl­ graduate backgrounds, several edge of and pursuit of rarified agen­ reasons come to mind: institutional das which push back the bounds of suppo.rt may be lacking; financial or human knowledge, not just informa­ academic constraints prove insur­ tion, which is rudimentary and fonns mountable; and insufficient desire or the basis of knowledge. Subject "opportunity costs" are greater than expertise cultivates that necessary the effort put forth. These very real quality of mind and controlled factors need further explanation. reflection inherent in a discipline. Some colleges and universities do When such expertise is combined not permit faculty or professional with a background of practice in ranks to pursue "in-house" degrees librarianship, the academic librarian and the logistics of attending another becomes a translator in the "no­ institution may hinder attendance. man' s" land between scholar, stu­ Rising costs of graduate education dent, and the collections. Public have and will present a financial services and bibliographic consulting constraint upon librarians' motiva­ can then become even more enrich­ tions. Finally, the time, effort, and ing in the library as educative pro­ acculturative requirements attendant cess. to graduate programs demand serious It must be emphasized that there attention. For the librarian, bifurca­ are costs attached to additional tion of roles as librarian and as graduate subject degrees. What embryonic scholar is delineated and subject to pursue, if it does not sometimes exacerbated by the support collection development of demands of disciplinary accultura­ public services, may depend upon tion which the librarian must balance individual interests as well as abili­ with the professional acculturation of ties. The difference between a librarianship. Most important, this masters and a doctorate in any process is perhaps the most difficult discipline is not only a difference of to reconcile, especially if the latter time and effort but in kind; different degree is a doctorate.4 These are but qualities of expertise and intellectual some of the major factors impacting expectations are involved (especially Volume 10, Nwnber 2 (1991) /93 since the masters reflects a very possess, certain knowledge bases broad definition of accomplishments tempered by sound appreciation for while the doctorate is uniformally higher education should be accepted defined)5 Timing is another factor and· maintained. which affects an academic librarian's Subject graduate experience career. Whether subject degree provides useful tools, i.e. languages, attainment precedes or follows the statistics, and methodologies, and M.L.S. is crucial for several reasons. instills a research and scholarly Graduate training is difficult at ethos. The latter is difficult to best-while pursuing a career full­ define, but is evident in its relation­ time it becomes even more so. Prior ship to knowledge. Lacking in the graduate experience is easier to M.L.S., a pronounced and extended manage, but most academic librar­ socialization in a discipline is vitally ians do not embark upon important for the academic librarian, librarianship with prior graduate since it reinforces the ethos of degrees in hand. Former graduate intellectual commitment to the goals socialization must be "un-learned" or of scholarship. A period of guided successfully integrated into library intellectual effort indelibly affects school and later as a professional, those who undergo an educative making for cognitive dissonance. 6 process in a subject discipline. The Perhaps the most telling factor is the benefits translate into social and problem of remuneration-the fact intellectual cachet in a community is, an academic librarian will never which is enriched but impoliticly recoup the effort in time or the maintains that to be even equal and emotional and financial investment. different, academic librarians should Intrinsic interest and career enrich­ perform this rite of passage. ment are not al ways as satisfying when confronted with the prevailing ENDNOTES con di ti on of financial and profes­ sional compensation or remuneration 1. Holley, Edward G. "Defining in librarianship. These factors the Academic Librarian" militate against earning additional College and Research Li­ formal graduate degree credentials. braries, 4(November 1985): If the desirability of possessing a 465-466. two-year M.L.S. is problematical, the 2. Ibid: 468. added significance of a subject 3. Marchant, Maurice P., and qualification appears less so. 7 As Carolyn F. Wilson. "Devel­ the nature of academic work is oping Joint Graduate Pro­ qualitatively different from the grams for Librarians." J our­ concerns of society, so is academic nal of Education for librarianship. Again, although it is Librarianship, 24(Summer debatable what formal qualifications 1983): 31. an academic librarian should ideally 94/ Indiana Libraries 4. Clark, B. M. and T. M. Gaughan. "Socialization of Library School Students: A Framework for Analysis of a Current Problem." Journal of Education for Librarianship, 19(Spring 1979): 283-293. 5. Glazer, Judith S. The Mas­ ters Degree: Tradition, University, Innovation ASHE-ERIC Higher Educa­ tion Report No. 6. Washing­ ton, D.C.: Association for the Study of Higher Educa­ tion, 1986. 6. Cooper, Jeffrey, Gertz, Janet, and Mark Sandler. "From Ph.D. to M.L.S.: Retraining in Librarianship." Library Journal 112 (1May1987): 41-42. 7 Holley, Edward G. "Defin­ ing the AcademiC ... , 468. CALL FOR PAPERS or continuing education fail to address? What programs need to be developed for Practitioners, educators, and re­ education of professionals in library searchers are invited to submit manu­ management? scripts for publication in the Indiana • NO~RINT CORE COLLEC­ Library Federation sponsored journal TIONS. What are the basic nonprint INDIANA LIBRARIES. needs of the public and academic li­ If you have an idea for a paper or you brary? What nonprint services can the want to discuss a possible topic, contact school libraries provide to the commu­ Daniel Callison, School of Library and nity? What sources are best for the cur­ Information Science, Indiana Univer­ rent video and audio compact disc revo­ sity, Bloomington, IN 47405; or call lution? (812) 855-5113, or 855-2018. • CffiCULATION WITH THE Most manuscripts need not exceed COMPUTER. What has been your ten double-spaced, typed pages, al­ experience with the use of a computer­ though longer manuscripts are wel­ ized circulation system? Have the come. Manuscripts may concern a cur­ records you keep and the collection de­ rent practice, policy or general aspect of velopment questions you ask changed the operation of a library system in Indi­ since the system was placed into opera­ ana. Editorials or opinion papers are tion? also welcome, and should not exceed • HISTORY OF LIBRARIES IN five, double-spaced, typed pages. INDIANA. We are always .seeking a Specifically, ideas and manuscripts good historical sketch of a library in associated with the following topics are Indiana. Who was responsible for welcome, although any aspect oflibrary founding the library? What has been practice in Indiana will be considered. the evolution in services? Photographs CENTRAL TOPICS FOR 1991 from all time perjods are welcome. MANUSCRIPT SUBMISSIONS • PUBLIC RELATIONS. 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What are the policies and proce­ script. dures for evaluation of the collection and Photographs or graphics are welcome determining those titles which must be and should accompany manuscript if removed? What happens to those titles applicable. after they leave your collection? The editor reserves the right to revise • NEEDS IN LIBRARY EDUCA­ all accepted manuscripts for clarity and TION. What are the areas of library style. Upon publication, the author will education which the library schools and/ receive two complimentary copies. INDIANA LIBRARIES Non Profit Org. Indiana Library Federation U. S. Postage 1500 North Delaware Street PAID Indianapolis, IN · Indianapolis~ IN 46202 Permit No. 5611