College and Research Libraries Bv F R A N K A . L U N D Y » Faculty Rank of Professional Librarians—Part I Mr. Lundy is director of libraries, Uni- versity of Nebraska. This is the first of two articles on this topic. THE university library is the laboratory f o r teaching and research in the hu- manities and the social s t u d i e s ; 1 it is an auxiliary laboratory in the sciences. T h e un- d e r g r a d u a t e s t u d e n t may rely heavily upon one o r t w o textbooks in a f e w of his courses, but in m a n y courses the basic text is but the i n t r o d u c t i o n to a w i d e range of reading, and in some courses the textbook has been dispensed w i t h altogether. A t the g r a d u a t e level of study, the library is an indispensable source of i n f o r m a t i o n and service. T h e same is t r u e of the faculty's need in f u r t h e r i n g good teaching and research. A well-stocked library is taken f o r g r a n t e d in a university. T h e book and peri- odical collections m u s t be well-developed and c u r r e n t l y maintained to serve both the u n d e r g r a d u a t e college need in general edu- cation and the g r a d u a t e and faculty need in research. W h a t does this imply f o r the li- b r a r y s t a f f ? 1 I n p r e p a r i n g t h i s p r e l i m i n a r y d i s c u s s i o n o f e d u - c a t i o n a l t h e o r y u n d e r l y i n g the a s s i g n m e n t o f a c a d e m i c r a n k t o p r o f e s s i o n a l l i b r a r i a n s , f r e q u e n t r e f e r e n c e w a s m a d e to the f o l l o w i n g : W i l s o n , L . R . , a n d T a u b e r , M . F . " P e r s o n n e l : S a l - a r i e s a n d S t a f f R e l a t i o n s , " a n d " T h e T e a c h i n g F u n c - t i o n o f the U n i v e r s i t y L i b r a r y . " I n t h e i r The Univer- sity Library: Its Organization, Administration, and Functions, c h a p t e r s 8 a n d 12. C h i c a g o , U n i v e r s i t y of C h i c a g o P r e s s , 1 9 4 5 . L y l e , G u y R . " T h e C h a n g i n g C o l l e g e L i b r a r y , " " T h e T e a c h i n g S e r v i c e o f the C o l l e g e L i b r a r y , " a n d " P e r s o n n e l . " I n h i s The Administration of the College Library, c h a p t e r s 1 , 7 a n d 9. N e w Y o r k , H . W . W i l s o n , 1 9 4 5 . T h e library p r o g r a m is basically con- cerned w i t h teaching and learning, w i t h a d a p t i n g the library to instructional needs, and w i t h improving s t u d e n t w o r k and achievement. I t is i m p o r t a n t , therefore, t h a t the library staff have a t h o r o u g h academic training, technical library training, and an u n d e r s t a n d i n g of the problems teachers and students encounter in p u r s u i n g their stud- ies. T o be able to appraise the objectives of the college and university p r o g r a m , to study the library needs of courses and research projects, and to t r a n s l a t e this knowledge into library procedures designed to f u r t h e r the ends of instruction, require qualifica- tions of personnel as exacting as those re- quired f o r teaching. T h e general principle u n d e r l y i n g faculty- library cooperation is the simple one t h a t the library can f u n c t i o n effectively only as an integral p a r t of the whole instructional or- ganization. T h e f a c u l t y w o r k u n d e r a dis- tinct handicap w h e n the library staff is not a w a r e of the teaching methods and objec- tives in the different d e p a r t m e n t s and in the university as a whole. O n the other h a n d , the library is limited in the services it can render to teaching w i t h o u t an a l e r t f a c u l t y which appreciates and uses these services. F o r the best service, each is dependent upon the other f o r intelligent u n d e r s t a n d i n g and f u l l cooperation. T h e r e is a g r o w i n g in- clination on the p a r t of college administra- tors and faculties to look upon the library JANUARY, 1951 11 in connection w i t h the entire c u r r i c u l u m as definitely instructional. T h i s t r e n d reflects not merely modifications of old f o r m s of service, but includes variations in vitally i m p o r t a n t f u n c t i o n s of t h e library as illus- t r a t e d by the divisional plan incorporated in some of the n e w e r university library build- ings. I t must be recognized t h a t m a n y s t u d e n t s enter the university w i t h very little ex- perience in the use of library materials. T h e catalogs, reference aids, and general resources of the university l i b r a r y are so extensive and complex as to make their use difficult f o r the u n i n i t i a t e d . G r a d u a t e s t u d y and research are largely dependent upon a k n o w l e d g e of the l i t e r a t u r e and source materials in the field of specializa- tion. T h e essential elements in an effective p r o g r a m of library i n t e r p r e t a t i o n must in- clude the orientation of f r e s h m e n , and other n e w students, a n d their instruction, at an elementary level, in the use of the college library. F u r t h e r instruction must be u n d e r t a k e n at advanced u n d e r g r a d u a t e and beginning g r a d u a t e levels to encourage a f u l l comprehension and use of the services and resources of the university's system of libraries. T o some extent this w o r k should be f o r m a l i z e d t h r o u g h classroom teaching. S u p p l e m e n t i n g a f o r m a l p r o g r a m , however, a g r e a t deal can and m u s t be done i n f o r - mally. T h e i n t e r p r e t a t i o n of the l i b r a r y goes on constantly at almost every point of contact between students a n d librarians in the central library and the several branches. Open-shelf collections in reading rooms are developed p a r t l y in the hope of s t i m u l a t i n g s t u d e n t interest in reading still f u r t h e r . T h e university l i b r a r y spends a substantial p a r t of the university's f u n d s f o r books and periodicals and service. I t is housed in a relatively expensive university building, and branch libraries are m a i n t a i n e d in other buildings. A l l of this equipment and per- sonnel is intended to facilitate instruction and research. I t w i l l c o n t r i b u t e effectively if it is consciously utilized f o r this purpose. A d m i n i s t e r i n g the l i b r a r y at the level of good housekeeping implies effective and economical o r g a n i z a t i o n in the acquisition and processing of materials, and efficiency in m a i n t a i n i n g good o r d e r in the book col- lection and accurate records thereof. A d - m i n i s t e r i n g the library at the level of teach- ing and research, to enable the library to make its m a x i m u m c o n t r i b u t i o n to the uni- versity in t h e a t t a i n m e n t of its educational objectives, implies t h a t the l i b r a r y m u s t play a positive role in university education. Such a d m i n i s t r a t i o n is based upon t w o assump- t i o n s : t h a t l e a r n i n g is promoted by various methods, including the use of the library as well as the lecture, discussion, l a b o r a t o r y exercise, field trip, and so o n ; and t h a t the library can be administered so as to make a significant c o n t r i b u t i o n to the l e a r n i n g proc- ess. Such a d m i n i s t r a t i o n m u s t emphasize com- petence and specialization in the library staff and facilities for close cooperation w i t h the f a c u l t y . I t calls f o r a p r o g r a m of li- b r a r y i n t e r p r e t a t i o n t h a t is not casual or incidental, but so c a r e f u l l y planned and well directed that students and f a c u l t y secure m a x i m u m assistance f r o m the l i b r a r y . T h e position of the staff in library service is pivotal. T h e s t u d e n t s and f a c u l t y are pe- culiarly sensitive to its abilities, good j u d g - m e n t , tact and initiative. A t the housekeeping level the o r d i n a r y routines of ordering, processing and circulat- ing books are m a i n t a i n e d . B u t close co- operation between the library and the f a c u l t y in developing the collections, and in the i n t e r p r e t a t i o n of the collections to the s t u d e n t s and f a c u l t y at every level of in- s t r u c t i o n and research, implies the employ- m e n t of a l i b r a r y staff w i t h t r a i n i n g and 12 COLLEGE AND RESEARCH LIBRARIES experience c o m m e n s u r a t e w i t h these respon- sibilities. N o sharp line of cleavage can be d r a w n between the library's educational staff at the public desks and the professional staff in the library's auxiliary services of ordering, cata- loging and circulating materials. B u y i n g books is an essential a d j u n c t of the book selection process and the l a t t e r is a responsi- bility shared w i t h the faculty, to some ex- tent, by t h e entire professional staff. T h e cataloging and classification of books is sometimes regarded as the most continuous scholarly activity in the library, and while the circulation of books is a more or less clerical operation, the loan desk is the focal point of contact between the p a t r o n and the library. A t this desk he is assisted in identi- f y i n g his w a n t s in the card catalog nearby and in u n d e r s t a n d i n g the organization and contents of the several reading rooms, the central stacks, and the branch libraries. T h e entire professional staff must comprise a closely coordinated team if it is success- f u l l y to implement the educational p r o g r a m of the university at a high level of com- petence. A continual effort m u s t be made, w i t h these responsibilities in mind, to r e c r u i t and retain a professional staff whose individual members have a broad basic academic t r a i n - ing, some g r a d u a t e t r a i n i n g in the subject areas in which they w o r k , technical com- petence in librarianship, and an u n d e r s t a n d - ing of the objectives of higher education. A sincere interest in the educational process a n d those t r a i t s of character and personality t h a t make a good teacher are no less requi- site t h a n academic and professional t r a i n i n g and experience. If the library is accepted as an integral p a r t of the educational organization and its services at the level of teaching and research are regarded as indispensable, it should be clear t h a t t h e library professional staff must be closely integrated w i t h the com- posite f a c u l t y of the several colleges and schools t h a t may comprise the university. O n e of the most effective measures t o w a r d achieving such integration is the assignment of academic r a n k to these staff members to a degree that is commensurate w i t h their duties and responsibilities and w i t h the edu- cation, experience, and other qualifications which they individually possess. Academic r a n k can be recommended as a means of identifying the library staff w i t h the academic or teaching and research staff, r a t h e r t h a n w i t h the administrative or cleri- cal staff. I n fact, on many campuses aca- demic rank has been assigned to librarians because it is the most convenient and effec- tive means available f o r securing this close integration between teaching and library personnel. Academic rank carries w i t h it certain r e w a r d s and privileges which in t u r n enable the director of libraries to r e c r u i t and re- tain staff members w i t h better educational background and greater ability than w o u l d otherwise be available. A m o n g these re- w a r d s and privileges, f o r example, is a salary scale appropriate to the education, experi- ence, and responsibilities of the staff, w i t h suitable prospect of salary a d v a n c e m e n t ; likewise provision f o r t e n u r e in the upper ranks, participation in a r e t i r e m e n t plan on the same basis as the faculty, longer a n n u a l vacations, sickness and disability leaves, sab- batical leaves and special short leaves f o r study, travel or investigation, a n d encour- agement to a t t e n d and participate in the activities of professional associations. I t may be well to c l a r i f y a common point of confusion in the application of r a n k as distinguished f r o m the assignment of title. I n a complex organization such as a uni- versity, each position m i g h t be subjected to a c a r e f u l analysis of its duties and responsi- bilities and a title assigned to the incumbent JANUARY, 1951 13 7 of each position m o r e or less a c c u r a t e l y descriptive of t h e w o r k he is expected to p e r f o r m . P r e s u m a b l y t h e t i t l e assigned to each l i b r a r i a n is descriptive of his w o r k , j u s t as t h e titles of d e a n s a n d p r o f e s s o r s are b r o a d l y descriptive of t h e i r w o r k . C u t - t i n g across these v a r i o u s g r o u p s , h o w e v e r , a n d irrespective of w h e t h e r t h e y a r e in- s t r u c t o r s , extension w o r k e r s , research s t a f f , l i b r a r i a n s o r o t h e r s , t h e concept of r a n k g r o u p s t h e m on t h e basis of s i m i l a r i t y or c o m p a r a b i l i t y in duties, responsibilities a n d requisite e d u c a t i o n , experience, a n d p e r s o n a l capacities. I t m a y be a p p r o p r i a t e t o assign p r o f e s s o r i a l t i t l e to l i b r a r i a n s only in those instances in w h i c h t h e l i b r a r i a n is a c t u a l l y t e a c h i n g or d o i n g r e s e a r c h in a m a n n e r suit- able to t h e c o m m o n u n d e r s t a n d i n g of these t e r m s on u n i v e r s i t y campuses. B u t this s h o u l d n o t p r e c l u d e t h e a s s i g n m e n t of ap- p r o p r i a t e a c a d e m i c r a n k to these same l i b r a r i a n s in r e c o g n i t i o n of d u t i e s a n d re- sponsibilities a n d p e r s o n a l q u a l i f i c a t i o n s w h i c h a r e c o m p a r a b l e t o those of o t h e r s in t h e a c a d e m i c c o m m u n i t y t o w h o m such r a n k is c o m m o n l y assigned. I n o t h e r w o r d s , t h e t i t l e of p r o f e s s o r m a y p r o p e r l y a n d l i t e r a l l y be r e s t r i c t e d to o n e w h o teaches in t h e classroom, b u t t h e r a n k of p r o - fessor m a y be applied t o a l i b r a r i a n , a n a d m i n i s t r a t i v e officer, or some o t h e r indi- v i d u a l w h o s e p r e p a r a t i o n a n d a t t a i n m e n t s e n t i t l e h i m t o this r e c o g n i t i o n . T e n y e a r s ago M i r i a m C . M a l o y u n d e r - took t o s u r v e y t h e s t a t u s of college l i b r a r i - ans. 2 H e r q u e s t i o n n a i r e w a s d i s t r i b u t e d t o l i b r a r i e s in l a r g e colleges a n d universities, in s m a l l colleges, a n d in t e a c h e r s colleges a n d n o r m a l schools. H e r findings have been s u m m a r i z e d a n d t a b u l a t e d in L y l e ' s The Administration of the College Library3 a n d in W i l s o n a n d T a u b e r ' s The JJniver- 2 M a l o y , M i r i a m C . " F a c u l t y S t a t u s o f C o l l e g e L i b r a r i a n s . " A.L.A. Bulletin, 3 3 : 2 3 2 - 2 3 3 . 302, A p r i l 1939-3 Op.cit., p.278-281. sity Library.4 A m o n g 35 l a r g e college a n d u n i v e r s i t y l i b r a r i e s , M a l o y f o u n d t h a t 2 8 chief l i b r a r i a n s h a d f a c u l t y s t a t u s , seven did n o t ; 12 assistant l i b r a r i a n s had s t a t u s , 10 did n o t ; in 13 i n s t i t u t i o n s d e p a r t m e n t h e a d s h a d s t a t u s , in 10 t h e y did n o t ; in e i g h t i n s t i t u t i o n s p r o f e s s i o n a l assistants h a d s t a t u s , in 11 t h e y did n o t . M c M i l l e n , f o r m e r d i r e c t o r of l i b r a r i e s a t L o u i s i a n a S t a t e U n i v e r s i t y , surveyed " t h e r e l a t i o n of m e m b e r s of t h e l i b r a r y staff to t h e f a c u l t y a n d t h e n u m e r o u s o t h e r em- ployees of t h e u n i v e r s i t y " a n d p u b l i s h e d a r e p o r t of his s t u d y in 1940. 5 H i s r e p o r t w a s based u p o n l e t t e r s f r o m 37 u n i v e r s i t y l i b r a r i e s w i t h collections in excess of 2 0 0 , 0 0 0 v o l u m e s each. M c M i l l e n ' s s u m m a r y disclosed n o w i d e - s p r e a d a p p r e c i a t i o n of t h e p r o m i n e n c e of the e d u c a t i o n a l f u n c t i o n of u n i v e r s i t y li- b r a r i a n s in t h e i r daily w o r k as a logical basis u p o n w h i c h a n appeal f o r f a c u l t y r a n k m i g h t be based, n o r of the p r i n c i p a l reason f o r e s t a b l i s h i n g a c a d e m i c r a n k f o r l i b r a r i a n s , n a m e l y t o secure t h e several benefits a n d privileges in t h e a c a d e m i c c o m m u n i t y t o w h i c h t h e i r t r a i n i n g a n d responsibilities w o u l d a p p e a r t o e n t i t l e t h e m . M c M i l l e n r e p o r t e d : O n l y eleven institutions have specific regu- lations on this m a t t e r and but f o u r definitely have rules stating t h a t members of the pro- fessional library staff are classed as members of the faculty. I n seven universities the members of the library staff are considered as a special professional group and are, t h e r e f o r e , set a p a r t f r o m other administrative employees. Of the twenty-six institutions remaining, ten definitely r a t e library w o r k e r s , except some d e p a r t m e n t a l heads, as administrative em- ployees, while sixteen have no p a r t i c u l a r r a n k assigned to professional library m e m - bers. . . . J u d g i n g f r o m the replies, the l i b r a r i a n or 4 Op.cit., p. 280. 5 M c M i l l e n , J a m e s A . " A c a d e m i c S t a t u s o f L i b r a r y S t a f f M e m b e r s o f L a r g e U n i v e r s i t i e s . " College and Research Libraries, 1:138-140, March 1940. 14 COLLEGE AND RESEARCH LIBRARIES director of the library is almost invariably given academic rank, usually as professor and in one or two cases as dean. While the rank of associate librarian does not prevail in all institutions, these officials are counted as members of the faculty in twenty institutions while only eleven universities include heads of library departments among the faculty. M c E w e n , then librarian of C a r l e t o n Col- lege, reviewed the problem of status f o r the M i n n e s o t a L i b r a r y Association in 1941.6 H e , like M c M i l l e n , failed f u l l y to appreci- ate the educational w o r k of the professional members of the library staff and the impor- tance of the educational f u n c t i o n of the li- brary to all teaching and research carried on by the college. Nevertheless, he expressed sympathetic u n d e r s t a n d i n g of the l i b r a r i a n s ' need to become a p a r t of the academic com- m u n i t y f o r both professional and personal reasons and urged t h a t librarians not only seek favorable administrative action and participate individually in teaching and research whenever possible, but t h a t they also analyze the close relationship between their w o r k and t h e whole p r o g r a m of teach- ing and research. I n order to learn w h a t general progress had been made in the application of academic r a n k to librarians since these studies by M a l o y , M c M i l l e n and others had been reported, the f o l l o w i n g questions were ad- dressed, in September and O c t o b e r of 1946, to the librarians of 35 large colleges and universities: Do professional employees in the library have faculty rank at your University? If so, in what ranks? On what basis is rank assigned? Do you consider this application of faculty rank desirable? Replies w e r e received f r o m all 35.7 6 M c E w e n , R o b e r t W . " T h e S t a t u s o f C o l l e g e L i - brarians." College and Research Libraries, 3:256-261, J u n e 1942. 7 T h e a u t h o r c a n m a k e a v a i l a b l e u p o n r e q u e s t la f u l l b i b l i o g r a p h y of t h i s c o r r e s p o n d e n c e . S p e c i f i c r e f e r - e n c e s to t h e s e l e t t e r s a r e o m i t t e d in t h e f o l l o w i n g p a g e s . JANUARY, 1951 I n D e c e m b e r 1948, a f t e r academic r a n k had been secured f o r the l i b r a r y ' s profes- sional staff at the U n i v e r s i t y of N e b r a s k a , letters w e r e again addressed to the 35 correspondents in order to b r i n g their in- f o r m a t i o n up-to-date in f o r m suitable f o r quotation. I n the early weeks of 1949 all 15 again responded. T h e situations in t w o of these institu- tions, the Louisiana State U n i v e r s i t y and the U n i v e r s i t y of Illinois, have recently been reported in detail in the professional l i t e r a t u r e . T h e y a f f o r d interesting studies of the application of f a c u l t y r a n k to li- brarians. Personnel Plan for the Louisiana State University Library Staff8 T h e Louisiana State U n i v e r s i t y L i b r a r y has developed a classification and pay plan to create conditions which will a t t r a c t staff members of high quality to the library's service. O n e purpose u n d e r l y i n g its classi- fication of personnel is to identify t h e li- b r a r y staff w i t h the teaching staff r a t h e r t h a n w i t h the administrative or clerical staffs. A library assistant or subprofessional is a college g r a d u a t e w i t h previous library ex- perience, special subject t r a i n i n g or f o r m a l courses in librarianship, but no library de- gree. J u n i o r librarians are g r a d u a t e s of library schools but beginners in the profes- sion. Senior librarians are the experienced g r o u p and constitute the m a j o r i t y of the staff. I n this group, g r a d u a t e t r a i n i n g in subject fields is o f t e n desirable. Senior librarians are f r e q u e n t l y given supervisory responsibilities; assistant librarians are de- p a r t m e n t heads. I n this g r o u p master's degrees in librarianship or in subject fields, and varied but related experience, are requisite. Above the d e p a r t m e n t heads are 8 H a r r i n g t o n , R o s e a n n e H . , a n d L y l e , G u y R . " R e - c r u i t i n g a n d D e v e l o p i n g a L i b r a r y S t a f f . " College and Research Libraries, 8:427-435, October 1947. 15 the associate director and the chief of technical processes. J u n i o r librarians are appointed w i t h the r a n k of assistant, initially f o r one year and subject to a n n u a l renewal, but w i t h o u t tenure. Senior librarians are appointed w i t h r a n k of i n s t r u c t o r , initially f o r one year and subject to a n n u a l r e n e w a l f o r three years, b u t w i t h t e n u r e of indefinite d u r a t i o n t h e r e a f t e r . Assistant librarians are appointed w i t h r a n k of assistant profes- sor, initially f o r a period not to exceed three years, b u t w i t h t e n u r e of indefinite d u r a t i o n t h e r e a f t e r . Associate directors, w i t h r a n k of associate professor, may be appointed initially f o r a stipulated t e r m , b u t there- a f t e r have t e n u r e of indefinite d u r a t i o n . A j u n i o r librarian w i l l reach the maxi- m u m salary for his g r a d e at approximately the same time t h a t his experience will j u s t i f y promotion to the next r a n k . I t is assumed t h a t a staff member at the j u n i o r level w h o does not m e r i t p r o m o t i o n a f t e r reaching the m a x i m u m salary f o r his grade is prob- ably not w o r t h r e t a i n i n g on the staff. Senior librarians e n j o y a larger salary range than j u n i o r librarians. T h e need f o r this is obvious since opportunities f o r promotion in r a n k f r o m this g r o u p are limited by the n u m b e r of d e p a r t m e n t s headed by assistant librarians. T h e l i b r a r y m u s t offer induce- m e n t s other t h a n promotion in r a n k to re- tain the services of Senior librarians, one being the prospect of continued salary ad- vancement over a period of years. Simi- larly, the m o r e liberal provisions of t e n u r e available f o r librarians t h a n f o r f a c u l t y w i t h rank of i n s t r u c t o r or assistant profes- sor, are justified on the g r o u n d t h a t there is very limited o p p o r t u n i t y f o r l i b r a r y ap- pointees below the r a n k of associate pro- fessor a t t a i n i n g a r a n k w h e r e provisions of teaching t e n u r e apply. T h e university r e t i r e m e n t plan provides f o r a u t o m a t i c r e t i r e m e n t and a pension at the age of 70, the a m o u n t depending on the length of service and the a n n u a l salary. T h e optional plan is membership in the Louisi- ana T e a c h e r s ' R e t i r e m e n t System, which is based on contributions by the staff member matched by university f u n d s . B o t h librari- ans and teachers have their choice between the t w o systems. L i b r a r y staff members w h o have w o r k e d a f u l l year are entitled t o 30 calendar days of a n n u a l leave. L i b r a r i a n s w h o have been on the staff less t h a n a year are g r a n t e d a n n u a l leave on a p r o - r a t a basis. A l l staff members have, in addition, 16 university- w i d e holidays. T h e m a x i m u m sick leave is 3 0 days w i t h f u l l pay d u r i n g any fiscal year and not m o r e t h a n 6 0 days d u r i n g the first five-year period of employment. T h o s e w h o have served over 15 years may be g r a n t e d as much as six m o n t h s ' sick leave w i t h f u l l pay d u r i n g the f o u r t h five-year period of em- ployment and d u r i n g each succeeding five- year period. A n y additional time required may be recommended as leave w i t h o u t pay. T h e staff code states t h a t a n n u a l leave and sick leave benefits shall be the same f o r the l i b r a r y staff as f o r t h e teaching a n d re- search staffs. C o n t i n u e d study by members of the li- b r a r y professional staff is stimulated a n d en- couraged by various means. A staff mem- ber may, w i t h the approval of his d e p a r t - m e n t head, enrol f o r one class related to his w o r k , w i t h the time f o r class meetings being deducted f r o m his r e g u l a r schedule of 39 hours per week. T h e tendency has been f o r staff members to take courses in foreign languages w h i c h benefit both the l i b r a r y a n d the individual l i b r a r i a n . T h e university regulations governing sabbatical leave f o r the teaching staff apply to all members of the l i b r a r y staff w i t h the r a n k of assistant librarian or higher. Such staff members may, upon the completion of six consecutive years of service, be g r a n t e d 12 m o n t h s ' leave w i t h one-half pay, or six m o n t h s ' leave w i t h 16 COLLEGE AND RESEARCH LIBRARIES f u l l pay, f o r study, research or other equally meritorious p u r s u i t . Shorter leaves w i t h pay may be g r a n t e d to any member of the library staff f o r the purpose of advanced study. T h e m a x i m u m period f o r such shorter terms shall be t w o months, exclus- ive of the r e g u l a r a n n u a l vacation leave. T h e t e r m "advanced s t u d y " is i n t e r p r e t e d to include individual research and travel f o r professional observation, as well as a t t e n d - ance at f o r m a l school sessions. Staff mem- bers are encouraged by being allowed time off and, w h e n possible, by financial assist- ance, to a t t e n d meetings of the various pro- fessional associations. T h i s Louisiana State U n i v e r s i t y L i b r a r y staff plan is based upon several assumptions or principles, a m o n g them the f o l l o w i n g : ( i ) If the library is to be an integral p a r t of the educational p r o g r a m , the library staff should be identified w i t h the teaching fac- ulty r a t h e r t h a n w i t h the administrative or clerical staff. ( 2 ) E v e r y librarian should k n o w his status in relation to others on the staff and his chances f o r advancement in salary and promotion in rank. ( 3 ) T h e professional g r o w t h and development of an individual staff member t h r o u g h f o r m a l study and t h r o u g h participation in profes- sional activities has a direct and perceptible effect on the staff member's ability to con- t r i b u t e to good library service. T h e university l i b r a r i a n adds t h a t this personnel plan is by no means static. 'There is every indication t h a t the code will be sub- ject to f u r t h e r revision and modification to meet the n e w problems which result f r o m changing conditions in the library and in the profession as a whole. Personnel Plan for the University of Illi- nois Library Staff9 O n the assumption t h a t librarians in colleges and universities p e r f o r m f u n c t i o n s 9 D o w n s , R o b e r t B i n g h a m . " A c a d e m i c S t a t u s f o r U n i v e r s i t y L i b r a r i a n s — a N e w A p p r o a c h . " College and Research Libraries, 7:6-9, 2'6, January 1946. similar in kind to those carried on by the teaching staff, a general reorganization of the U n i v e r s i t y of Illinois L i b r a r y staff re- cently took place. A s n o w defined in the university statutes, the academic staff which conducts the edu- cational p r o g r a m shall consist of the teach- ing, the research and the extension staffs, deans, directors of educational d e p a r t m e n t s , high school visitors, librarians and such other members of the staff as are designated by the president. C a r e f u l investigation disclosed t h a t about 2 0 librarians had regular teaching responsi- bilities, including library school' lectures, courses in the use of the library, instruc- tional tours of the library and participation in courses offered by other d e p a r t m e n t s . A considerably l a r g e r n u m b e r , perhaps 50, w e r e actively engaged in research or directly assisting f a c u l t y and g r a d u a t e research programs. In this g r o u p w e r e reference li- brarians, d e p a r t m e n t a l librarians, bibliogra- phers and catalogers. Less directly, but j u s t as concretely, a sound case could be made out f o r the aid given teaching and re- search by other members of the library staff. R e f e r e n c e is made t h r o u g h o u t , of course, to the professional staff and not to secre- taries, typists, bookkeepers and other assist- ants commonly employed in campus offices. F u r t h e r analysis showed t h a t 50 librar- ians h a d master's or doctor's degrees in li- brary or special subject fields. F o r t y - t h r e e had one year of professional t r a i n i n g beyond college g r a d u a t i o n and most of these w e r e w o r k i n g t o w a r d master's degrees. In short, over 50 per cent of the staff had f r o m t w o to f o u r years of professional training, c o m p a r i n g favorably in this respect to the instructional group. F r e q u e n t l y , and especially in the case of d e p a r t m e n t a l and divisional librarians, combination t r a i n i n g w a s required, including not only a l i b r a r y school degree but knowledge of such fields as chemistry, biological sciences, law, agri- JANUARY, 1951 17 c u l t u r e , engineering, education, a r t , medi- cine, m o d e r n and classical languages, history, social sciences and j o u r n a l i s m . Academic titles w e r e assigned only to those h a v i n g actual teaching responsibilities, a total of 2 0 individuals. Provision w a s made to give rank, but not titles, to approxi- mately 9 0 staff members. T h e s e r a n k s are shown in contracts, directories, catalogs and any other sources in which the librarians' names may be listed, thus clearly defining their status. A l l staff members w e r e as- signed professional titles descriptive of their positions and grouped in f o u r categories. ( 1 ) L i b r a r y assistants, w i t h the r a n k of assistant. T h i s g r o u p includes f u l l - t i m e and p a r t - t i m e assistants in all d e p a r t m e n t s of the library. ( 2 ) L i b r a r i a n s , w i t h the r a n k of i n s t r u c t o r and w i t h the title of i n s t r u c t o r w h e n teaching. T h i s g r o u p includes assist- a n t heads of medium-size d e p a r t m e n t s , heads of d e p a r t m e n t a l divisions, revisers, catalogers, bibliographers, specialists in sub- ject and library science fields, librarians in charge of some college a n d d e p a r t m e n t a l li- braries and assistant reference librarians. ( 3 ) L i b r a r i a n s w i t h the r a n k of assistant professor and w i t h the title of assistant pro- fessor w h e n teaching. T h i s g r o u p includes heads of d e p a r t m e n t s , librarians of large de- p a r t m e n t a l libraries, assistant heads of large d e p a r t m e n t s , senior specialists in bibliog- raphy, cataloging, reference, a d m i n i s t r a t i o n and subject fields. ( 4 ) L i b r a r i a n s w i t h the rank and title of professor or associate pro- fessor. T h i s g r o u p includes the assistant university librarians f o r technical services, public service and personnel. F o r t e n u r e rules, disability leaves, sab- batical leaves and r e t i r e m e n t benefits, li- b r a r i a n s receive identical t r e a t m e n t w i t h the teaching staff. Salary scales also cor- respond to those of similar ranks in the in- structional group, w i t h recognition of the f a c t t h a t , in the case of persons on the teach- ing staff, service is required only d u r i n g the t w o semesters of the r e g u l a r academic year, beginning in September and ending in J u n e , while librarians are on t w e l v e - m o n t h ap- pointments. F o r hours of w o r k , vacations and holi- days, librarians are grouped w i t h general administrative officers. T h i s means a w o r k week of 39 hours, an a n n u a l vacation of one m o n t h and all holidays observed by the university. Incidentally, analogous provi- sions govern the university's n o n t e a c h i n g re- search staff in various d e p a r t m e n t s . I n s u m m a r y , it is the conclusion of those w h o have given long study to library staff problems at the U n i v e r s i t y of Illinois, first, t h a t professional librarians, by the n a t u r e of their functions, definitely belong in the instructional and research g r o u p ; second, by comparable s t a n d a r d s of education and prep- aration, they q u a l i f y f o r inclusion w i t h the teaching s t a f f ; and, t h i r d , there are n u m e r - ous tangible and intangible advantages f o r librarians in holding an academic classifica- tion. W i t h reference to the last point, the f a c t o r of staff morale is of p r i m a r y signifi- cance. O n e can expect the best results f r o m any organization only if its place is clearly understood and appreciated. T h e improved status of librarians at the U n i v e r s i t y of Il- linois is certain to play a m a j o r p a r t , as time goes on, in the development of a library staff w i t h a high sense of professional pride and responsibility, conscious of the importance of its w o r k and receiving proper compensa- tion and recognition f o r its contribution to the institution. T h e s e t w o personnel plans f o r the library staffs of Louisiana State U n i v e r s i t y and the U n i v e r s i t y of Illinois present a compara- tively t h o r o u g h review of academic status f o r librarians in recent actual application. T h e r e does, however, appear to be a fallacy in theory and a corresponding weakness in practice reflected in these t w o case studies, in rigidly c o r r e l a t i n g academic r a n k w i t h administrative responsibility in the hierarchy 18 COLLEGE AND RESEARCH LIBRARIES of library organization. I t is not common practice in d e p a r t m e n t s of instruction and research to make promotion to the rank of associate or f u l l professor contingent upon assignment to the d e p a r t m e n t a l chairman- ship. I n fact, the m a j o r i t y of f u l l profes- sors in a university are assigned no r e g u l a r administrative responsibilities beyond the usual a m o u n t of participation in the w o r k of committees. I t is generally considered desirable to f r e e the professor of higher rank f r o m as much of the chore of administration as possible. T h e same f r e e d o m f r o m purely adminis- trative w o r k m a y in some instances be highly desirable a m o n g members of the li- brary staff and, f o r precisely the same rea- son, to enable the staff member to devote his energies to the educational f u n c t i o n s of the library at a high level of p e r f o r m a n c e . I t does seem to be unnecessarily restrictive to ' s a y to a professional librarian, in effect, t h a t unless he succeeds in being appointed to one of the very f e w top administrative posts in the library, and otherwise, despite his achievement of advanced degrees and any continuing contribution of high order he may make to the educational p r o g r a m , he will be restricted in promotional possibility to the rank, salary and privileges of an in- s t r u c t o r or an assistant professor. T o look at it otherwise is to assume t h a t the library is primarily an administrative organization r a t h e r than an educational institution and t h a t real educational responsibility can de- velop only in the higher administrative posts. T h i s is an absurd assumption and in some instances may be quite the opposite f r o m actual fact. I t is, of course, easier to administer promotions in a system w h e r e the p a t t e r n is laid out rigidly in terms of the administrative hierarchy, but so doing tends to avoid an i m p o r t a n t point at issue, the identification of the librarians w i t h the teaching and research personnel. (Part II of this article will appear in a later issue of College and Research Li- braries.—Editor) A Decade of Book Storage at Iowa State College (Continued from page 10) in storage any longer t h a n necessary. I n the j u d g m e n t of the library staff, these j o u r n a l s should be r e t u r n e d to the c e n t r a l book stack as soon as possible r a t h e r than be kept in storage on or off campus. T h e other materials, such as the single book titles, including those classified accord- ing to the D e w e y decimal system and those w i t h the w o r k m a r k " X S " above the call n u m b e r , can be held in storage indefinitely w i t h o u t appreciably i m p a i r i n g service at t h e loan desk. T h e l a t t e r category will g r o w as the book collections increase in n u m b e r and as the appearance of n e w edi- tions and n e w w o r k s makes it possible to store books n o w in active use. T h e early r u n s of general periodicals, the reserve stock of materials f o r the exchange p r o g r a m and a partial serial set, while needed on the campus, can j u s t as well be shelved in the low-cost type of housing represented by the library storage building. If all of the book collections at I o w a State cannot be housed in the c e n t r a l book stack, and this inclusion seems to be unnec- essary f r o m the s t a n d p o i n t of service, the next best location f o r them is in a supple- m e n t a r y storage building on the campus. Since this plan is also an economical solu- tion, t h e r e is small likelihood t h a t any plans will be made in the foreseeable f u t u r e f o r the library to solve its book storage prob- lem in any other way, w h e t h e r on an emer- gency or on a long-range basis. JANUARY, 1951 19