College and Research Libraries B y J E R R O L D O R N E A n Experiment in Integrated Library Service Dr. Orne is director, Air University Li- brary, Maxwell A ir Force Base, A la. FOR DECADES a c a d e m i c libraries h a v e s t r u g g l e d w i t h the problem of b r i n g i n g their p u b l i c and the l i b r a r y ' s collections closer t o g e t h e r . T h a t this is t r u e is evi- d e n t in l a r g e measure in the l i t e r a t u r e of librarianship w h e r e m a n y and diverse means of i m p r o v i n g this situation h a v e been de- scribed at l e n g t h . T h e problem of b r i n g i n g t o g e t h e r the user and l i b r a r y m a t e r i a l s be- came acute in the A i r U n i v e r s i t y f o u r y e a r s a g o . S h o r t l y t h e r e a f t e r an e x p e r i m e n t w a s initiated and the experience of the past three years is here reported f o r such use as it m a y be in other a c a d e m i c c o m m u n i t i e s . T H E L I B R A R Y ' S P U B L I C S W h e n reduced to its f u n d a m e n t a l bases, the l i b r a r y public of an academic c o m m u n i t y should p r o p e r l y be c h a r a c t e r i z e d in three types. T h e first of these, and p r o b a b l y the l a r g e s t g r o u p , includes a l l those w h o use the l i b r a r y as a place to read and study, in b r i e f , as a study h a l l . T h i s p a r t of our p u b l i c is p r i m a r i l y concerned w i t h c o m f o r t a b l e seats, a reasonably quiet room, and w i t h l i b r a r y m a t e r i a l s o n l y , as assigned readings or books, near at hand. If this g r o u p has a p r o b l e m , it is p u r e l y physical and n o t o u r c o n c e r n here. T h e r e m a i n i n g t w o g r o u p s are concerned w i t h w h a t is loosely called research and w e do find the basis of our problem w i t h t h e m . T h e research publics of an academic li- b r a r y are of t w o quite distinct types. O n e of these types, representing a r e l a t i v e l y s m a l l p r o p o r t i o n of the w h o l e , includes the typical f u l l y - t r a i n e d f a c u l t y m e m b e r , possessing his P h . D . , h a v i n g extensive experience in research methods, a c t i v e l y e n g a g e d in pro- d u c t i v e research, f u l l y acquainted w i t h the c u r r e n t b i b l i o g r a p h y of his field, and t h o r o u g h l y a w a r e of the resources he can expect to find in the research academic li- b r a r y . O b v i o u s l y , a m e m b e r of this select g r o u p is a p a r a g o n , and his n u m b e r s are f e w in a n y academic c o m m u n i t y . T h e second of the research publics stands upon the m i d d l e g r o u n d . I t includes ad- v a n c e d students and n e w y o u n g instructors in massive n u m b e r s . A l s o i n c l u d e d is a type of professor w e a l l k n o w , v e n e r a b l e in service, fixed in b i b l i o g r a p h y , and neo- lithic in course c o n t e n t . T h e s e people are r e l a t i v e l y u n a c q u a i n t e d or o u t of t o u c h w i t h the l i t e r a t u r e of their respective fields. B y n u m b e r s and potential, they are the most difficult, y e t most r e w a r d i n g , of the aca- demic l i b r a r y ' s public. O u r statistics of libraries, as c o l l e c t e d t o d a y , do not reveal the separation of these three kinds of u s e ; h o w e v e r , a realistic li- brary a d m i n i s t r a t o r w i l l r e a d i l y r e c o g n i z e this g r o u p i n g , f o r he must deal w i t h it in e v e r y w o r k i n g day on his j o b . O u r prob- lem, and the area in w h i c h w e have experi- m e n t e d , concerns p a r t i c u l a r l y the l a t t e r g r o u p , n o t the r e a d i n g - r o o m user or the a c t i v e professional researcher. T h e prob- l e m is one of access. H o w can these users be r e a c h e d ? H o w can l i b r a r y m a t e r i a l s be made k n o w n t o them, and h o w can they be b r o u g h t into c o n t i n u o u s and ready em- p l o y m e n t of the m a t e r i a l s they should h a v e ? OCTOBER, 1955 353 E A R L Y E X P E R I M E N T S I t is p r o b a b l y n o t necessary to p r o v e that such a p r o b l e m e x i s t s ; h o w e v e r , it m a y be u s e f u l to indicate some of the e a r l i e r at- t e m p t s to s a t i s f y some of the above ques- tions. W i t h o u t g o i n g back too f a r , li- b r a r i a n s r e m e m b e r w e l l the e x p e r i m e n t at Stephens C o l l e g e , i n t r o d u c e d by B . L a m a r J o h n s o n , 1 aimed in the g e n e r a l d i r e c t i o n of t a k i n g the l i b r a r y to the students and the f a c u l t y . S o m e w h a t l a t e r , H a r v i e B r a n s - comb stressed the i m p o r t a n c e of c o o r d i n a t - i n g t e a c h i n g and u s i n g the l i b r a r y to good e f f e c t . 2 G u y R . L y l e sums up these e f f o r t s s u c c i n c t l y and to the p o i n t : an increased emphasis is being placed on the coordination of faculty and library effort in the common goal of instruction. D r . B . L a m a r Johnson, dean and librarian of Stephens C o l l e g e and D r . H a r v i e Brans- comb of V a n d e r b i l t University have made this the m a j o r thesis of three important books which have provoked thought and discussion in library and faculty groups throughout the country. F e w disagree w i t h their basic premise, though a good many librarians are confused and skeptical regarding the methods proposed for ac- complishing this closer coordination in a common good.3 P h y s c i a l approaches to the p r o b l e m have not been l a c k i n g . A n e a r l y one w a s the de- v e l o p m e n t of divisional r e a d i n g rooms at C o l o r a d o , N e b r a s k a , and in m a n y s m a l l e r libraries. 4 T h i s p l a n w a s designed to b r i n g m o r e m a t e r i a l s in a g i v e n field closer to the r e a d i n g - r o o m p u b l i c . I t m a y h a v e im- p r o v e d the usefulness of the r e a d i n g rooms, but it c a n n o t be said to h a v e succeeded in r e a c h i n g our p r o b l e m public. A recent de- 1 B . Lamar Johnson, Vitalising a 'College Library (Chicago: A L A , 1939). 2 Harvie Branscomb, Teaching with Books (Chicago: A L A , 1940). 3 Guy R. Lyle, The Administration of the College Library (2d ed.; N . Y . : Wilson, 1949), p. 197. * R. E. Ellsworth, "Colorado University's Divisional R e a d i n g R o o m P l a n . " COLLEGE AND RESEARCH LIBRARIES, I I (March, 1941), 103-9, 192. 354 v e l o p m e n t is t h a t of the u n d e r g r a d u a t e li- b r a r y or r e a d i n g r o o m . T h i s concept has reached its f u l l e s t flowering w i t h the under- g r a d u a t e l i b r a r y a t H a r v a r d . 5 T h i s idea is n o w a p a r t of the p l a n n i n g of m a n y n e w l i b r a r y b u i l d i n g s . E a c h of the above briefly noted e x p e r i - m e n t s or concepts had specific goals. E a c h in its o w n w a y c o n t r i b u t e d s o m e t h i n g to the i m p r o v e m e n t of l i b r a r y services w i t h one p u b l i c or a n o t h e r . E a c h represents a c l e a r evidence t h a t m a n y t h o u g h t f u l m e n h a v e been g r e a t l y c o n c e r n e d o v e r the seeming l a c k of c o o r d i n a t i o n b e t w e e n the user and the l i b r a r y . A s w e see it, none of these ideas has solved the p r o b l e m of the inter- m e d i a t e p u b l i c , the one public w h i c h , in o u r eyes, g i v e s serious p r o p o r t i o n s to the s t a t u r e of the l i b r a r y in an a c a d e m i c c o m m u n i t y . T H E S P E C I F I C P R O B L E M O F T H E A I R U N I - V E R S I T Y L I B R A R Y P e r h a p s the p r i n c i p a l reason w h y the A i r U n i v e r s i t y has been so a w a r e of the kind of p r o b l e m it has, is t h a t in m a n y w a y s the p r o b l e m s of a l i b r a r y s e r v i n g an academic institution in a m i l i t a r y c o m m u n i t y u n d e r both g o v e r n m e n t and m i l i t a r y r e g u l a t i o n s are c e r t a i n to be s o m e w h a t a g g r a v a t e d by these conditions. 6 W h a t m i g h t be a m a t t e r of concern in a typical academic institution o r w h a t m i g h t even pass u n n o t i c e d becomes a m a t t e r of v e r y c r i t i c a l concern r e q u i r i n g i m m e d i a t e and drastic action to avoid com- pleted dissolution in a l i b r a r y like ours. T h e first d i f f i c u l t y f o r the A i r U n i v e r s i t y L i b r a r y lies in the c h a r a c t e r of its collec- tions and its areas of interest. M o s t aca- demic libraries have books, j o u r n a l s , and g o v e r n m e n t d o c u m e n t s in considerable n u m - bers. O u r l i b r a r y has a l l of these, b u t 5 K . D. Metcalf, " T h e Lamont L i b r a r y ; I I . Func- tion." Harvard Library Bulletin, I I I (Winter, 1949), 12-30. 6 Jerrold Orne, " T h e M a j o r Problems of Military Libraries." Special Libraries, X L I V (September, 1953), 268-71. COLLEGE AND RESEARCH LIBRARIES superimposed is a w o r k i n g c o l l e c t i o n of o v e r half a m i l l i o n classified reports and d o c u m e n t s . F u r t h e r , by the n a t u r e of o u r fields of interest, these reports and docu- ments are our p r i m a r y m a t e r i a l s , w h e r e in o t h e r libraries such m a t e r i a l is secondary or not even present. T o c o m p o u n d the diffi- c u l t y , their s u b j e c t c o n t e n t and f o r m a t is n o t such t h a t it lends itself easily to analysis or use. I n the air age and in an institution devoted to the p r e p a r a t i o n f o r c o m m a n d of A i r F o r c e officers, in s u b j e c t fields w h e r e no l i b r a r i a n i n i t i a l l y possesses the basic sub- j e c t competence, this l i b r a r f begins its w o r k in most cases beyond the point w h e r e other libraries h a v e exhausted their resources. I n most academic institutions the t y p i c a l s t u d e n t body is a selected one, composed of men and w o m e n in a c o n t i n u i n g p r o g r a m of e d u c a t i o n , i.e., students. I n the A i r U n i v e r s i t y , " s t u d e n t s " have this name o n l y by v i r t u e of their presence f o r the short period of a y e a r or less in the A i r U n i v e r - sity. T y p i c a l s t u d e n t s are senior officers of the A i r F o r c e w i t h f r o m five to f i f t e e n years a w a y f r o m a n y academic experience, f r e - q u e n t l y not interested in an academic ex- perience b u t p r e f e r r i n g t h e i r chosen field of operations and, t h o u g h necessarily con- cerned w i t h s u c c e e d i n g in their course w o r k , not at a l l interested in the cloistered w a l l s or contents of a l i b r a r y . T h e s e stu- dents f r e q u e n t l y cannot r e m e m b e r w h e n last they s a w the inside of a l i b r a r y . T h e y u n d e r s t a n d v e r y l i t t l e of its purpose o r methods. T h e r e is no c o m p u l s i o n on the s t u d e n t to use the l i b r a r y , and w e m i g h t reasonably e x p e c t to see not m o r e t h a n one in ten of these students w i t h i n our w a l l s . F u r t h e r , o u r students are not of typical s t u d e n t age. M o s t students of the A i r U n i v e r s i t y are m a t u r e senior officers w i t h f a m i l y responsibilities, w e l l a d v a n c e d in their profession. T h e assignment to a course of s t u d y at the U n i v e r s i t y is f o r some an u n s o u g h t and unappreciated d u t y . T h i s institution d i f f e r s f r o m the n o r m also in the c h a r a c t e r of its f a c u l t y a n d , to a certain degree, its a d m i n i s t r a t i v e s t a f f . A l t h o u g h there are a considerable n u m b e r of c i v i l i a n educators, advisors, and lecturers, the t e a c h i n g staff and course p l a n n i n g staff are l a r g e l y made up of m i l i t a r y officers w h o do not d i f f e r g r e a t l y f r o m their students. A l m o s t the o n l y d i f f e r e n c e in most cases is the f a c t t h a t the i n s t r u c t o r has been t h r o u g h the course, and has been assigned an ex- tended t o u r of d u t y at the A i r U n i v e r s i t y because of d e m o n s t r a t e d abilities. A g a i n , the d u t y of the i n s t r u c t o r is v e r y f r e q u e n t l y an assignment neither s o u g h t n o r desired. T h e i n s t r u c t o r has v e r y l i t t l e m o r e experi- ence w i t h l i b r a r y m e t h o d and m a t e r i a l s than the s t u d e n t . F u r t h e r , by the n a t u r e of their professional field of w o r k , these i n s t r u c t o r s do n o t keep up w i t h their field t h r o u g h l i t e r a t u r e but r a t h e r t h r o u g h the application of the tools developed f o r t h e m by others. T h e y are w h o l l y u n l i k e a typi- cal u n i v e r s i t y professor in that their litera- t u r e is n o t p u b l i c i z e d t h r o u g h c a t a l o g s , r e v i e w i n g j o u r n a l s and publishers' an- n o u n c e m e n t s w h i c h come almost a u t o m a t i - c a l l y to their desk. W h a t l i t e r a t u r e does exist f o r them not o n l y does n o t c o m m o n l y reach their desks, b u t m u s t be d i l i g e n t l y pur- sued, and m a y be f o u n d o n l y a f t e r consider- able e f f o r t . O b v i o u s l y , the A i r U n i v e r s i t y i n s t r u c t o r or p l a n n i n g staff m e m b e r c a n n o t be considered i n d e p e n d e n t l y l i b r a r y or re- search m i n d e d . P L A N FOR T H E E X P E R I M E N T I t is clear f r o m the above p a r a g r a p h s that the A i r U n i v e r s i t y L i b r a r y had a p r o b l e m w h i c h d e m a n d e d some n e w approach. A plan to m e e t the need w a s devised in 1 9 5 1 . I t e v o l v e d o u t of the r e o r g a n i z a t i o n of staff and f u n c t i o n s w i t h i n the l i b r a r y , the back- bone of w h i c h w a s a reversal of direction in e m p l o y m e n t of staff. I n 1 9 5 1 the m a j o r i t y of the l i b r a r y staff w e r e e n g a g e d in w h a t OCTOBER, 1955 355 c o u l d be p r o p e r l y c a l l e d t e c h n i c a l processes activities w i t h a m u c h s m a l l e r n u m b e r con- cerned w i t h activities d i r e c t l y i n v o l v e d in s e r v i n g the l i b r a r y ' s public. I n a f e w y e a r s it has been possible to relocate and o r i e n t the staff so t h a t at the present time a con- siderable m a j o r i t y of staff m e m b e r s are e n g a g e d in p u b l i c service activities. W i t h i n the p u b l i c service activities, the first step w a s to separate w h a t w e c a l l g e n e r a l r e f e r - ence w o r k and the w o r k of a n o w l a r g e g r o u p of w e l l - q u a l i f i e d l i b r a r i a n s w h o are c a l l e d b i b l i o g r a p h i c assistants. T h e s m a l l g e n e r a l r e f e r e n c e g r o u p is re- sponsible f o r m a n n i n g a r e f e r e n c e desk ( w h i c h is the first point of access to the u s e r ) t h r o u g h o u t the l o n g scheduled hours. I n so f a r as their r e f e r e n c e w o r k is con- cerned, these l i b r a r i a n s are b e g i n n i n g r e f e r - ence l i b r a r i a n s w h o are qualified and able to a n s w e r a n y of the t y p i c a l f a c t questions, and w h o k n o w specifically the p a r t i c u l a r competences of each of the b i b l i o g r a p h i c as- sistants so as to be able to direct a n y p a t r o n w h o needs m o r e a d v a n c e d g u i d a n c e to the r i g h t person. T h e l i b r a r i a n s in g e n e r a l r e f e r e n c e are in t r a i n i n g f o r a d v a n c e m e n t to the b i b l i o g r a p h i c assistant l e v e l . T h e b i b l i o g r a p h i c assistants are g i v e n course or s u b j e c t assignments w i t h i n f a i r l y n a r r o w limits. E a c h one has the responsi- b i l i t y f o r the m o s t c o m p l e t e k n o w l e d g e of a l l l i b r a r y resources on a g i v e n s u b j e c t o r in a g i v e n field. A b i b l i o g r a p h i c assistant is f r e e d of desk scheduled assignments f r o m 5 0 to 90 per cent of his time. T h e s e li- b r a r i a n s are i n s t r u c t e d to be a w a y f r o m the l i b r a r y and t o g e t h e r w i t h their constituents, the students, f a c u l t y and s t a f f . W i t h i n their p a r t i c u l a r competences they spend as m u c h time as necessary m a i n t a i n i n g a con- t i n u o u s a w a r e n e s s of w h a t is g o i n g on any- w h e r e in the A i r U n i v e r s i t y t h a t is their c o n c e r n . T h e s e l i b r a r i a n s m a y p a r t i c i p a t e in e v e r y m e e t i n g of a course, or a t t e n d such lectures and classes as they w i l l . T h e y h a v e f r e e and direct c o m m u n i c a t i o n w i t h the in- s t r u c t o r s , the course planners, and a d m i n - i s t r a t i v e officers w i t h w h o m they are con- c e r n e d . A n y b i b l i o g r a p h i c assistant w h o spends too m u c h time in the l i b r a r y is looked upon w i t h question. U n d e r this concept these l i b r a r i a n s are most u s e f u l w h e n they are not in the l i b r a r y . I t is this p a r t i c u l a r g r o u p , the b i b l i o g r a p h i c assistants, w h o rep- resent the f o c a l point of our e x p e r i m e n t . P E R S O N N E L I t is n o t o u r belief t h a t a n y l i b r a r i a n can q u a l i f y f o r the type of l i b r a r i a n s h i p w e look f o r f r o m a b i b l i o g r a p h i c assistant. T h e r e are certain basic requirements. F i r s t , it is ob- v i o u s t h a t a b i b l i o g r a p h i c assistant m u s t h a v e an independence of m i n d and action sufficient to assure his success w h i l e w o r k - i n g i n d e p e n d e n t l y and in the field. Second, it is obvious t h a t a person r e p r e s e n t i n g the l i b r a r y outside the l i b r a r y should be one w i t h an o u t g o i n g and a p p e a l i n g personality. I t goes w i t h o u t s a y i n g t h a t a h i g h order of i n t e l l i g e n c e is an i m p e r a t i v e necessity f o r a l i b r a r i a n h a n d l i n g not o n l y a d i f f i c u l t and u n c o m m o n field of i n f o r m a t i o n , b u t also w o r k i n g w i t h a p u b l i c u n c o m m o n l y w e l l - g r o u n d e d in its p a r t i c u l a r fields of opera- tions. T h e s e are o n l y some of the m a j o r r e q u i r e m e n t s of a b i b l i o g r a p h i c assistant. I t m a y be i n t e r e s t i n g to note here that it has not been easy t o b r i n g the t y p i c a l t r a i n e d l i b r a r i a n into s a t i s f a c t o r y operation w i t h i n this concept of f r e e d o m of a c t i o n . B e g i n n i n g w i t h personnel in place f o r ob- v i o u s reasons, w e v e r y soon h a d a positive impression t h a t a l i b r a r i a n w i t h o u t his o w n desk and w i t h o u t d i r e c t e d assignment m a y become v e r y u n h a p p y . I t appears t h a t o u r type of l i b r a r y t r a i n i n g and o p e r a t i o n in g e n e r a l has tended to create dependence to such a degree t h a t w h e n a staff m e m b e r is a d d e d , he l o n g s to be s h o w n his desk and t o l d w h e n he w i l l be at his desk. W i t h o u t this, he m a y become v e r y u n c o m f o r t a b l e or 356 COLLEGE AND RESEARCH LIBRARIES ill at ease or feel a lack of direction. I t w a s p l a i n l y quite a shock f o r some members of our staff to find t h a t they had no desk and v e r y l i t t l e desk assignment. I t took quite some time before they f e l t f r e e to m o v e . W h e n a c c l i m a t e d to this concept, h o w e v e r , o u r best b i b l i o g r a p h i c assistants are i m p a t i e n t w i t h desk assignments and feel most at home w h e n they are w o r k i n g d i r e c t l y w i t h their constitutents. M A T E R I A L S D i s c o u n t i n g the need f o r desk assign- m e n t , there is a t i m e and a place w h e n the b i b l i o g r a p h i c assistant m u s t be in the li- b r a r y . O b v i o u s l y the l i b r a r i a n o u t in the field c a n n o t be f u l l y a w a r e of w h a t is pass- ing t h r o u g h the l i b r a r y . T h e l i b r a r y re- ceives h u n d r e d s of documents, periodicals, and books d a i l y . S o m e means had to be f o u n d to assure t h a t the bibliographic assist- a n t w o u l d be f u l l y i n f o r m e d a b o u t a l l of the u s e f u l m a t e r i a l s e n t e r i n g the l i b r a r y d a i l y w h i c h m i g h t serve to i m p r o v e the w o r k of its public. T h u s , it w a s m a d e a p a r t of the d a i l y r o u t i n e of each biblio- g r a p h i c assistant to spend some time in the acquisitions section, r e v i e w i n g books, j o u r - nals, and d o c u m e n t s as they entered the l i b r a r y , selecting and m a k i n g notes of those w h i c h w o u l d serve t h e m in some w a y . T h i s p r o v i d e s a first-hand and i m m e d i a t e c o n t a c t w i t h a mass of m a t e r i a l m o v i n g t h r o u g h the l i b r a r y . T h i s is an a p p r o a c h f r o m one side, i.e., the b i b l i o g r a p h i c assistant himself col- lects as m u c h data as he can alone. W e j u d g e t h a t this, a l t h o u g h it is c e r t a i n l y g o o d , m a y not be sufficient. A c c o r d i n g l y , w e at- tacked the p r o b l e m of i n f o r m a t i o n f r o m the other d i r e c t i o n : c h a r g i n g personnel in ac- quisitions, c a t a l o g i n g , and periodicals areas w i t h i n f o r m i n g any b i b l i o g r a p h i c assistant of m a t e r i a l s w h i c h they notice in the course of their d a i l y w o r k t h a t m a y be u s e f u l to each p a r t i c u l a r b i b l i o g r a p h i c assistant. T h e fields of w o r k and subjects assigned to the bibliographic assistants are p u b l i c i z e d to each person concerned so that all m e m b e r s of the staff w h o h a n d l e m a t e r i a l s are con- t i n u o u s l y a w a r e of the special fields of ac- t i v i t y of each one of these super salesmen w h o go out to o u r w o r l d . T O O L S W e have not g i v e n up the c a t a l o g , and the w o r k of the c a t a l o g e r s supplements in detail all o t h e r i n f o r m a t i o n a l e f f o r t s . I n one field, periodicals, w e have had to g o one step f u r t h e r because of the n a t u r e of our fields of interest. M i l i t a r y j o u r n a l s are, in g e n e r a l , not indexed in c o m m e r c i a l indexes. A c c o r d i n g l y , w e p r o d u c e and publish o u r o w n periodical index to m i l i t a r y j o u r n a l s , 7 by w a y of k e e p i n g the b i b l i o g r a p h i c assist- ants a l i v e to even the smallest item in a periodical that m a y be u s e f u l in their w o r k . E a c h bibliographic assistant is assigned f r o m t w o to half a d o z e n m i l i t a r y j o u r n a l s f o r i n d e x i n g on a r e g u l a r basis, these j o u r n a l s being chosen in the field of specialization of each b i b l i o g r a p h i c assistant. T h i s index- ing, t h o u g h s e e m i n g l y m e c h a n i c a l , takes r e l a t i v e l y l i t t l e time and f r e q u e n t l y p r o v i d e s the bibliographic assistant w i t h an a r t i c l e at his finger-tips w h i c h precisely fits a cur- rent need. A s a b y - p r o d u c t the A U L i - b r a r y p r o v i d e s to the entire m i l i t a r y com- m u n i t y an i n d e x i n g tool not a v a i l a b l e f r o m a n y o t h e r source. P H Y S I C A L R E S O U R C E S A final step in the plan f o r this experi- m e n t w a s to assure the accessibility and ap- p r o a c h a b i l i t y of the place the users w o u l d k n o w as the l i b r a r y . L i k e a n y other mili- t a r y installation, this l i b r a r y in its e a r l y years w a s set up in w h a t e v e r q u a r t e r s c o u l d be f o u n d , w i t h w h a t e v e r e q u i p m e n t w a s on h a n d , and w i t h an u n d e r s t a n d a b l y un- 7 Air University Periodical Index . . . Oct. 1949- Maxwell A i r Force Base, Alabama, A i r U n i v e r s i t y , 1949- OCTOBER, 1955 357 lettered idea of w h a t a l i b r a r y can be in an a c a d e m i c c o m m u n i t y . T h a t part of the l i b r a r y used f o r s t u d y and r e a d i n g has been r e n o v a t e d c o m p l e t e l y to p r o v i d e a b r i g h t , clean, w e l l - f u r n i s h e d a r e a w i t h p a r t i c u l a r a t t e n t i o n being g i v e n to establishing some- t h i n g a p p r o a c h i n g an a c a d e m i c s t u d y c l i m a t e . W h e r e p r e v i o u s l y those u s i n g the library appeared to r e g a r d it as an e n l a r g e d day room, present users r e c o g n i z e and accept the f a c t t h a t this is the l i b r a r y , b e c o m i n g a w a r e of its special atmosphere as soon as they pass t h r o u g h its doors. A P P L I C A T I O N T h e first c o n t a c t the s t u d e n t has w i t h the l i b r a r y is t h r o u g h an o r i e n t a t i o n l e c t u r e g i v e n by the b i b l i o g r a p h i c assistant assigned to his course. T h e l e c t u r e is f o l l o w e d im- m e d i a t e l y by a simple exercise w h i c h m u s t be c a r r i e d o u t in the l i b r a r y , c a l c u l a t e d to i n t r o d u c e the s t u d e n t to the f u n d a m e n t a l tools he w i l l have to use d u r i n g the school y e a r . A t the time of the o r i e n t a t i o n l e c t u r e the s t u d e n t is m a d e a w a r e of the assistance of this l i b r a r i a n assigned p a r t i c u l a r l y to him. H e w i l l see this l i b r a r i a n r e g u l a r l y or i n t e r m i t t e n t l y in his classes and w i t h his i n s t r u c t o r s . H e f r e q u e n t l y meets this per- son d u r i n g class breaks and v e r y soon comes to k n o w w h e r e to g o w i t h a n y p r o b l e m he m a y h a v e . T h e l i b r a r i a n on the other h a n d is p e r s o n a l l y a c q u a i n t e d w i t h a g r o u p of s t u d e n t s and i n s t r u c t o r s and is c o n t i n u o u s l y a w a r e of w h a t they are s t u d y i n g , w h a t their r e q u i r e m e n t s w i l l be, and prepares to meet them in a d v a n c e . B y such close association and by p a r t i c i p a t i o n in class discussions, the b i b l i o g r a p h i c assistant becomes i n c r e a s i n g l y able in his or her p a r t i c u l a r field of s t u d y . T h e i n c r e m e n t a l g r o w t h of this b a c k g r o u n d k n o w l e d g e o v e r a period of years is con- siderable. W i t h this first-hand l e a r n i n g is combined the l i b r a r i a n ' s o w n c o n t i n u o u s s e a r c h i n g of n e w m a t e r i a l s , and w h e n all this is s u p p l e m e n t e d by a c o n t i n u e d supply of i n f o r m a t i o n c o n c e r n i n g n e w m a t e r i a l s by other m e m b e r s of the s t a f f , the c u m u l a t i v e e f f e c t is o v e r w h e l m i n g . T h e f i n a l result is t h a t o u r b i b l i o g r a p h i c assistant g r a d u a l l y becomes a l e a d i n g a u t h o r i t y on the s u b j e c t s assigned to him, and he is s o u g h t o u t in- c r e a s i n g l y by i n s t r u c t o r s and course plan- n i n g personnel to aid in a s s u r i n g the biblio- g r a p h i c c u r r e n c y of the course c o n t e n t . O n e a n c i l l a r y benefit is obtained w i t h o u t e f f o r t t h r o u g h this kind of librarianship. T h e l i b r a r i a n participates in the activities of the g r o u p , acquires a sense of b e l o n g i n g , and his c o n s t i t u e n c y begins to f e e l t h a t he belongs to t h e m . T h e r e is here a v e r y use- f u l step in the d i r e c t i o n of b r e a k i n g d o w n the w a l l t h a t f r e q u e n t l y lies b e t w e e n li- b r a r i a n and p a t r o n . I n o u r case, they do n o t l i v e in d i f f e r e n t w o r l d s ; they are p a r t of the same. R E S U L T S A f t e r s o m e t h i n g m o r e t h a n three y e a r s of this e x p e r i m e n t , w e can n o w point to a n u m b e r of v a l u e d g a i n s f o r the l i b r a r y . W e c o u n t as a most c r i t i c a l a d v a n c e the re- direction of the m a n y l i b r a r y activities w h i c h have led to the m a j o r i t y of the staff b e i n g e n g a g e d in user-directed activities, r a t h e r t h a n those of an a r c h i v a l or a n a l y t i - cal type. L i b r a r i a n s e v e r y w h e r e deplore and bemoan the e v e r - i n c r e a s i n g d e m a n d s f o r t e c h n i c a l processing personnel as the v o l u m e of p r o d u c t i o n g r o w s s t e a d i l y in our c o u n t r y . W e h a v e o t h e r e x p e r i m e n t s in op- e r a t i o n c a l c u l a t e d to meet this p r o b l e m . Suffice it to say t h a t w e have been able to redirect n u m b e r s of the staff to the field of b i b i l o g r a p h i c assistance w h i l e r e d u c i n g the w o r k load on o u r t e c h n i c a l processes. W e consider an i m p o r t a n t g a i n the f a c t t h a t the l i b r a r y n o w participates in the educa- t i o n a l process d i r e c t l y and c o n t i n u o u s l y in- stead of s e r v i n g in an a n c i l l a r y fashion only as c a l l e d upon. S t a t e d simply, this means t h a t the l i b r a r y is n o w in the field, s e l l i n g 358 COLLEGE AND RESEARCH LIBRARIES its p r o d u c t s in m u c h the same m a n n e r as does a n y c o m m e r c i a l m a n u f a c t u r e r . A n - o t h e r gain lies in the c h a r a c t e r of l i b r a r y personnel and the g e n e r a l m o r a l e of the entire l i b r a r y staff w h i c h is due l a r g e l y to the success of our salesmen. W e n o w have a steadily i n c r e a s i n g n u m b e r of o u t - g o i n g personnel, independent t h i n k e r s w h o m o v e f r e e l y and c o n f i d e n t l y to and f r o m their w o r k , as opposed to the f o r m e r pedestrian, w a i t i n g , i n w a r d - t u r n i n g g r o u p . W e h a v e personnel w h o k n o w i n t i m a t e l y and com- pletely w h a t w e have to sell, e n g a g e d v i r - t u a l l y f u l l - t i m e in s e l l i n g the n e w , the use- f u l , and the p r o d u c t i v e , a c h i e v i n g a fresh- ness of m a t e r i a l s beyond all c o m m o n prac- tice. F r o m the point of v i e w of the course director, the i n s t r u c t o r and the s t u d e n t , this is a most happy situation. O u r fields of en- d e a v o r require the freshness of last w e e k ' s i n f o r m a t i o n to keep up w i t h the air age. T h r o u g h the b i b l i o g r a p h i c assistants and their c o n t i n u o u s s c r u t i n y of the w o r k i n g collections our courses have this c u r r e n c y . F r o m the l i b r a r y ' s point of v i e w , a g r e a t gain is m a d e in the i m m e d i a c y of use. T h i s l i b r a r y is no a r c h i v e . M a t e r i a l s w h i c h come in one day are in d e m a n d the n e x t . T h e r e can be no p r o l o n g e d delays in han- d l i n g or a v a i l a b i l i t y . E v e r y t h i n g m o v e s to the point of use and the point of use is as sharp as our k i n d of h u m a n e n g i n e e r i n g can m a k e it. C O N C L U S I O N S O b v i o u s l y , a n y other k i n d of academic institution w o u l d h a v e its o w n p r o b l e m s in c a r r y i n g o u t the concept of b i b l i o g r a p h i c assistance. W e have had u n u s u a l and g r e a t l y appreciated f r e e d o m to e x p e r i m e n t in this field. T h e e x p e r i m e n t in a sense w a s f o r c e d upon us, since w i t h o u t it p l a i n l y the l i b r a r y w a s f a i l i n g . R e g a r d l e s s of w h a t the e x p e r i m e n t has done f o r us or w h a t its application m a y be in other institutions, it does seem clear t h a t academic libraries in the f u t u r e m u s t seek w a y s of p r o m o t i n g the use of their m a t e r i a l s r a t h e r than c o u n t i n g heads in r e a d i n g rooms if the profession of librarianship is to m a i n t a i n its present high status. T h e Relation Between the Librarian and the College Administration (Continued from page 352) in the c u r r i c u l u m , w h e r e the u n d e r g r a d u a t e o f t e n first becomes a w a r e of the interrela- tionship of s e e m i n g l y u n r e l a t e d courses. O u t of this c o m m o n experience of f o u r y e a r s m a y come one of the greatest v a l u e s of higher e d u c a t i o n : its c a r r y - o v e r into l i f e beyond the c a m p u s years, in the persistence of l e a r n i n g . I c a n n o t close w i t h o u t r e f e r e n c e to the published papers of the nineteenth a n n u a l c o n f e r e n c e of the G r a d u a t e L i b r a r y S c h o o l of the U n i v e r s i t y of C h i c a g o a p p e a r i n g in the O c t o b e r , 1 9 5 4 issue of the Library Quarterly. H e r e , at l e n g t h , f r o m e v e r y angle, by distinguished authorities, the w h o l e problem of " T h e F u n c t i o n of the L i b r a r y in the M o d e r n C o l l e g e " has been t h o u g h t - p r o v o k i n g l y e x p l o r e d . I h a v e d e l i b e r a t e l y a v o i d e d specific r e f e r e n c e to a n y single paper, s t i m u l a t i n g as I f o u n d each of them, f o r these w o r d s of mine w o u l d have been at best an i m p e r f e c t distillation. N e v e r t h e - less t h e i r papers h a v e p r o m p t e d and en- c o u r a g e d me in this s u r v e y of the imple- m e n t a t i o n and i n t e g r a t i o n of the c o l l e g e president's e d u c a t i o n a l o b j e c t i v e s as evi- dence of the relation b e t w e e n the l i b r a r i a n and the college a d m i n i s t r a t i o n . OCTOBER, 1955 359