College and Research Libraries The Preparation of the Standards for Junior College Libraries R I " ' H E S T A N D A R D S F O R J U N I O R C O L L E G E J - L I B R A R I E S were prepared by the C o m - mittee on Standards, A C R L . Its mem- bers are: Felix E. Hirsch, T r e n t o n State College, chairman; H e l e n M . Brown, Wellesley College; D o n a l d O. R o d , Iowa State Teachers College; R u t h E. Scar- borough, Centenary College for W o m e n ; Orlin C. Spicer, M o r t o n Junior College; N o r m a n E. Tanis, Henry Ford C o m m u - nity College; Helen M . W e l c h , Univer- sity of Illinois. Lottie M . Skidmore, Joliet T o w n s h i p H i g h School and Junior College, served as consultant, represent- ing the Junior College Library Section. Efforts toward drawing u p standards g o back to 1930 when the Junior College Libraries R o u n d T a b l e , the predecessor of the section, was f o u n d e d . T h e ALA Bulletin for August 1930 ( X X I V , 296-97) contained a j u n i o r college "Measuring Stick," the first forerunner of the pres- ent standards. O n e of those w h o drew u p that first brief document, Ermine Stone, soon after presented a c o m m e n d a b l e set of standards in her b o o k The Junior College Library ( A L A , 1932). T h e next major study was undertaken when Mary H . Clay ( n o w Mrs. E. R . Lloyd), chair- man of the section in 1946-47, collected detailed data about standards f r o m state and regional chairmen. A t the A L A Conference in Los Angeles, 1953, R u t h E. Scarborough, then chairman of the section, organized a panel discussion on the need for printed standards to strengthen the j u n i o r college library in all its aspects. A committee on standards was appointed with R u t h Bradley as chairman. T h e new section chairman, Lottie M . Skidmore, assigned it a dual task: to prepare a statement of standards which w o u l d be submitted to the mem- bership for approval and to collect ma- terial suitable for an A C R L M o n o g r a p h . Many suggestions were gathered, partly via the JCLS Newsletter. Elizabeth Neal, the next chairman of the section, com- piled these proposals and had them dis- cussed at two meetings, b u t there re- mained disagreement on the issue of quantitative versus qualitative stand- ards. T h a t issue seemed resolved at the A L A Conference in M i a m i Beach, 1956, when the section accepted the revised standards. W o r k began on the proposed A C R L M o n o g r a p h about the j u n i o r col- lege library in all its aspects and includ- ing especially the standards; Catherine Cardew, Briarcliff College, served as edi- tor, and Mrs. Katherine Brubeck, Orlin Spicer, and R u t h E. Scarborough as con- tributors. Before the m o n o g r a p h reached the printing stage, the A C R L Board in June 1959 reviewed the w h o l e project, and particularly the standards of 1956, and decided to turn them over to the A C R L Committee on Standards to bring them u p to date. T h e committee went immediately to work. In N o v e m b e r 1959 it met for a two-day work session in Chicago. A c o m - plete understanding was reached and a draft prepared. It paralleled the ALA Standards for College Libraries and em- b o d i e d the wishes of the j u n i o r college librarians consulted. T h i s draft was sub- mitted to leaders of the library profes- sion for their critical comments. T h e advice of many presidents and deans of junior colleges was secured. T h e execu- tive secretaries of the American Associa- tion of Junior Colleges, the National Commission o n Accreditation, and the six regional accrediting agencies ex- pressed themselves strongly in favor of the draft. Many valuable suggestions were incorporated in the text and a de- finitive draft was prepared in January 1960. At its meeting on January 29, 1960, the Board discussed the standards and approved them unanimously. Standards for junior College Libraries THESE STANDARDS are designed to p r o v i d e a g u i d e f o r the evaluation o f libraries in A m e r i c a n two-year colleges. T h e s e insti- tutions offer a great diversity of programs; many o f them are terminal, others prepare f o r eventual transfer to four-year colleges. I n c l u d e d in this g r o u p o f two-year colleges are j u n i o r colleges primarily c o n c e r n e d with the liberal arts a n d limited in their voca- tional aims; c o m m u n i t y colleges endeavor- i n g to serve in their area a variety o f educa- tional purposes by a c o m b i n a t i o n of p r o - grams; a n d technical institutes emphasizing v o c a t i o n a l aspects in their curricula. F o r the sake of c o n v e n i e n c e , the term " j u n i o r col- lege l i b r a r y " is used t h r o u g h o u t to describe libraries in all these institutions. I . FUNCTIONS OF T H E JUNIOR C O L L E G E L I B R A R Y T h e j u n i o r college library has m a n i f o l d responsibilities. First o f all, it must p r o v i d e the resources n e e d e d to meet the curricular d e m a n d s o f the institution. It must have a rich a n d up-to-date c o l l e c t i o n o f b o o k s , peri- odicals, recordings, a n d o t h e r e d u c a t i o n a l materials necessary f o r inspiring teaching. B e y o n d m e e t i n g this o b j e c t i v e , the j u n i o r college library s h o u l d b r i n g strong intellec- tual stimulation to b o t h faculty and stu- dents. It s h o u l d h e l p the faculty to keep abreast o f the progress o f scholarship. It s h o u l d i n t r o d u c e students to the heritage o f Western civilization, p r o v i d e them with a view of the n o n - W e s t e r n w o r l d , and instill in them that enthusiasm f o r great b o o k s f r o m w h i c h will spring the life-time habit of g o o d reading. Fulfillment o f this c o m p l e x mission will require a highly c o m p e t e n t staff of sufficient size a n d c a p a b l e o f serving a l o n g the fol- l o w i n g m a j o r lines of e n d e a v o r : T h e j u n i o r c o l l e g e library is the center o f curricular materials f o r the institution a n d a focal p o i n t f o r the cultural life o n campus. It serves as an i m p o r t a n t teaching agency, pro- v i d i n g b i b l i o g r a p h i c advice to the faculty a n d g i v i n g instruction, b o t h f o r m a l and informal, in the use o f b o o k s and libraries to the students d u r i n g freshman o. b n t a t i o n This document was prepared by the ACRL Committee on Standards, Felix E. Hirsch, Chairman. as well as t h r o u g h o u t their college careers. It furnishes r e a d i n g g u i d a n c e a n d reference service in many ways a n d stimulates inter- est in g o o d b o o k s t h r o u g h displays, b o o k - lists, discussion programs, etc. It assists in the c o u n s e l i n g p r o g r a m by p r o v i d i n g o c c u - pational a n d v o c a t i o n a l materials f o r the use o f students and the g u i d a n c e staff. Fi- nally, the j u n i o r college library o f t e n f u n c - tions also as a center o f c o m m u n i t y affairs in c o n n e c t i o n with adult e d u c a t i o n p r o - grams o r similar efforts f o r the cultural benefit o f m a n y citizens. T h e standards laid d o w n in this d o c u m e n t must always be interpreted in the light of the aims and needs o f the institution of w h i c h the library is a part. I I . STRUCTURE AND G O V E R N M E N T T h e librarian is usually a p p o i n t e d by the chief administrative officer o f the college. H e s h o u l d be directly responsible to h i m f o r the m a n a g e m e n t o f the library. If the institution's b o a r d o f c o n t r o l has a c o m m i t t e e o n the library, its duties a n d authority s h o u l d be clearly defined, a n d the advisory relationship of the librarian to the c o m m i t t e e should be stated. T h e librarian s h o u l d be consulted by the chief administrative officer o n the budgetary needs o f the library, p r i o r to final decisions by the institution's b o a r d o f c o n t r o l . A n y change in b u d g e t d i r e c t i o n o r any o t h e r administrative ruling affecting the welfare of the library should be m a d e o n l y after careful discussion with the librarian. A c a d e m i c matters, o n the o t h e r h a n d , de- m a n d close c o o p e r a t i o n with the dean of instruction. M e m b e r s h i p o f the librarian o n the c u r r i c u l u m c o m m i t t e e o r a c a d e m i c p o l i c y c o m m i t t e e is advisable to d e v e l o p unity of p u r p o s e between classroom a n d library. T h e librarian should have at least d e p a r t m e n t head status. T h e professional library staff should be 200 C O L L E G E A N D R E S E A R C H L I B R A R I E S appointed by the chief administrative officer o n the recommendation of the librarian, and should be directly responsible to the librar- ian. T h e librarian should plan the internal structure of the library administration with clear-cut j o b descriptions for each staff mem- ber. Frequent consultation with staff mem- bers on library policies and procedures will promote an atmosphere of democracy in the library and strengthen the staff morale. As a rule, there should be a faculty li- brary committee. It should be appointed by the chief administrative officer or elected by the faculty. It should include representatives of the various academic divisions of the col- lege and consist of both senior and junior members of the faculty, chosen carefully for their demonstrated interest in the library beyond their own departmental concerns. T h e librarian may serve as chairman or secretary. T h e committee functions in an advisory capacity to him and acts as a con- necting link between the faculty as a whole and the library. It should not concern itself with details of library administration. In many institutions it will also be help- ful to have a student library committee. It serves as a liaison between the student body and the library, and presents suggestions on student-library relationships. T h e committee should work closely with the librarian w h o may use it as a sounding board for new ideas in developing a more effective library program. T h e librarian should keep statistical rec- ords which elucidate the use, services, and acquisitions of the library. Such records should f o l l o w g o o d form as required by the Library Services Branch of the Office of Edu- cation of the United States Department of Health, Education and Welfare, regional ac- crediting associations, and the Association of College and Research Libraries. A n informa- tive and well conceived annual report to the administrative officers of the college will be an effective instrument to publicize appropri- ately the accomplishments of library service as well as the librarian's ideas for its future development. I I I . BUDGET T h e size of the budget inevitably deter- mines to a large extent the scope and the effectiveness of the j u n i o r college library program. T h e library's holdings, the type of college it serves, the size of the faculty and student body, the variety and spread of sub- ject fields covered, and the extent to which the college frowns on textbook teaching and encourages the use of supplementary read- ings are factors which influence budget needs. I T h e library budget should be determined in relation to the total budget of the insti- tution f o r educational and general purposes, but the amount to be allocated to the library should be squarely based u p o n a program of o p t i m u m library service in support of the j u n i o r college's goals. T h e execution of the library program as it is outlined in these standards normally requires a minimum of 5 per cent of the total educational and general budget.1 T h i s minimum percentage 2 is f o r a well established library with an adequate collection. It would have to be augmented if there is a rapid increase in the student b o d y or in course offerings; it would again need to be increased if the library is responsible for an audio-visual program. T h e library budget for a newly organized j u n i o r college should be considerably higher than 5 per cent. T h e figure might be determined by establishing rather precise acquisition goals over an ini- tial period of several years. Experience shows that a g o o d j u n i o r col- lege library usually spends at least twice as much (or more) for salaries as it does f o r books and periodicals. Allocation of funds within the total library budget should be the responsibility of the librarian. H e should assume the leadership to promote a balanced library program, to correct deficiencies in the collections, and to plan f o r meeting future needs. I V . STAFF T h e library should have a broadly edu- cated and well qualified staff of professional librarians. Being responsible f o r the effective operation of the library and for the inter- pretation of its collections, they must be able 1 T h e Office of Education in the U . S . Department of Health, Education and _ W e l f a r e defines "educational and g e n e r a l " a s operating f u n d s used to d e f r a y ex- penditures for administration, instruction, research, ex- tension services, plant operation and maintenance, and organized activities related to instructional departments. 2 T h i s percentage is based on the consensus of many junior college librarians consulted a s well a s on an anal- y s i s of the j u n i o r college library statistics made avail- able to the committee prior to their publication by Col- lege and Research Libraries in its i s s u e of J a n u a r y 1960. M A Y 1 9 6 0 201 t o p e r f o r m a great variety of i m p o r t a n t serv- ices. Professional m e m b e r s o f the staff in a j u n i o r college library should h o l d a gradu- ate library degree a n d possess also, wherever n e e d e d , a credential to m e e t state certifica- tion laws. T h e y s h o u l d have a rich subject b a c k g r o u n d . T h e size o f the staff will d e p e n d u p o n such m a j o r factors as the n u m b e r o f stu- dents a n d faculty the library serves, the n u m b e r o f hours the library is o p e n , the type o f c u r r i c u l u m o r curricula offered, the teaching m e t h o d s prevailing at the j u n i o r college, the arrangement o f the library r o o m s , the nature of the services r e q u i r e d , a n d the rate o f g r o w t h o f the c o l l e c t i o n . A professional librarian s h o u l d b e o n duty at all times the library is o p e n f o r full service. T w o professional librarians are the mini- m u m n u m b e r r e q u i r e d f o r effective service in any j u n i o r college with an e n r o l l m e n t u p to 500 students (full-time e q u i v a l e n t ) . I n a d d i t i o n , there s h o u l d b e at least o n e n o n - professional library staff m e m b e r . T h e jarger the institution, the m o r e a p p r o p r i a t e it will b e to e m p l o y a higher p r o p o r t i o n of n o n - p r o f e s s i o n a l staff. Great care s h o u l d b e taken that professional staff members d o n o t s p e n d their time d o i n g w o r k that is essen- tially clerical, because this is n o t o n l y waste- f u l b u t also d e m o r a l i z i n g . If the library ad- ministers the audio-visual services, a d d i t i o n a l c o m p e t e n t staff should be p r o v i d e d . A j u n - i o r college library f o r w h i c h technical pro- cesses are p e r f o r m e d by a central agency can f u n c t i o n effectively with a p r o p o r t i o n a l l y smaller staff. Students c a n n o t replace full-time n o n - professional assistants, n o r should student hours b e evaluated as e q u i v a l e n t to n o n - professional hours even t h o u g h students, u n d e r p r o p e r supervision, may b e used ef- fectively f o r a variety o f tasks. Professional librarians s h o u l d have faculty status, p r e f e r a b l y i n c l u d i n g faculty rank a n d titles identical to those of the teaching staff. Faculty status should i n v o l v e such consid- erations as tenure, sick leave, liberal vaca- tions, sabbatical leave, retirement benefits, a n d inclusion in the faculty salary scale. It f o l l o w s that librarians should b e e x p e c t e d to meet the same requirements f o r graduate study as d o m e m b e r s o f the teaching faculty, a c c o r d i n g to the established p r o m o t i o n p o l i - cies at their institution. C o n t i n u e d graduate work, whether in library science o r a n o t h e r area, s h o u l d be e n c o u r a g e d ; it may well lead to a second o r third Master's degree rather than to a P h . D . degree. Participation of the library staff in the e d u c a t i o n a l p r o g r a m o f the institution s h o u l d i n c l u d e — a s i n d i c a t e d earlier—in- struction in the use o f the library, advice to faculty m e m b e r s o n b i b l i o g r a p h i c mat- ters, p r e p a r a t i o n o f c o m m u n i c a t i o n s o n library facilities, a n d m e m b e r s h i p o n college committees, especially those c o n c e r n e d with a c a d e m i c p r o b l e m s . V . T H E LIBRARY COLLECTION A . Books and Periodicals T h e c o l l e c t i o n o f a j u n i o r college library, consisting of books, periodicals, pamphlets, maps, m i c r o - p u b l i c a t i o n s , archival a n d au- dio-visual materials, s h o u l d be selected and organized so as to p r o m o t e a n d strengthen the teaching p r o g r a m in all its aspects. It should also seek to aid faculty m e m b e r s in their professional a n d scholarly g r o w t h . T h e h o l d i n g s of the j u n i o r college li- brary s h o u l d i n c l u d e a g e n e r o u s a m o u n t of carefully chosen works presenting o u r c o m - m o n heritage. T h e y s h o u l d be s u p p l e m e n t e d by a w i d e variety o f m o d e r n b o o k s in the m a j o r fields o f k n o w l e d g e , b o o k s that should be b o t h timely and e n d u r i n g . T h e collec- tion s h o u l d i n c l u d e in particular many works of high caliber w h i c h will arouse in- tellectual curiosity, c o u n t e r a c t parochialism, a n d h e l p to d e v e l o p critical thinking. L i b - eral p r o v i s i o n s h o u l d also be m a d e f o r stimulating recreational reading. T h e library h o l d i n g s s h o u l d o f f e r a challenge to all ele- ments represented in the student b o d y a n d assist t h e m in their intellectual g r o w t h . T h e r e f e r e n c e c o l l e c t i o n must be strong; it .should be u p to date and b r o a d in its coverage. It should i n c l u d e standard refer- ence works in all m a j o r fields o f k n o w l e d g e , several p e r i o d i c a l indexes, a w i d e selection of o u t s t a n d i n g subject b i b l i o g r a p h i e s , a n d the authoritative b o o k lists f o r j u n i o r col- lege libraries.3 3 M a r y N . Barton, Reference Books: a Brief Guide for Students and Other Users of the Library (4th ed.; Baltimore: Enoch P r a t t L i b r a r y , 19S9), is an excellent recent short list of major reference works. It should be carefully examined; its annotations offer valuable suggestions. J u n i o r college librarians will also benefit greatly 202 C O L L E G E A N D R E S E A R C H L I B R A R I E S P e r i o d i c a l s a n d n e w s p a p e r s c o n s t i t u t e a n i n v a l u a b l e s o u r c e o f r e f e r e n c e f o r m a t e r i a l o n m a n y s u b j e c t s . T h e y s h o u l d b e s e l e c t e d b y t h e l i b r a r i a n , w i t h t h e a s s i s t a n c e o f t h e f a c u l t y . T h e p e r i o d i c a l s u b s c r i p t i o n list s h o u l d b e w e l l b a l a n c e d . I t s h o u l d i n c l u d e titles o f l a s t i n g r e f e r e n c e v a l u e as w e l l as j o u r n a l s h e l p f u l t o t h e f a c u l t y o r a p p e a l i n g t o t h e y o u n g c o l l e g e r e a d e r s . 4 P e r i o d i c a l s o f p e r m a n e n t s i g n i f i c a n c e s h o u l d b e b o u n d o r m a d e a v a i l a b l e i n m i c r o f o r m . T h e r e a d i n g o f n e w s p a p e r s is o f i n c r e a s - i n g i m p o r t a n c e t o s t u d e n t s i n a n e r a o f w o r l d - w i d e p o l i t i c a l a n d s o c i a l c h a n g e s . - S u b - s c r i p t i o n s s h o u l d p r o v i d e a m p l e n e w s c o v e r - a g e at t h e n a t i o n a l , r e g i o n a l , a n d l o c a l l e v e l . V a r i o u s p o l i t i c a l p o i n t s o f v i e w s h o u l d from checking the following two basic lists, even though they are not up to date: Foster E . Mohrhardt, A List of Books for Junior College Libraries (Chicago: A L A , 1937) and F r a n k J . Bertalan, Books for Junior Colleges (Chicago: A L A , 1954). Florida S t a t e University, under the direction of Dean Louis Shores, has begun to issue book and magazine lists for junior colleges, which are intended to supplement Bertalan's list. In addition, at- tention is called to the well balanced list issued by the Southern Association of Colleges and Secondary Schools, Commission on Colleges and Universities, The Classified List of Reference Books and Periodicals for College Libraries; edited by W. Stanley Hoole (3d ed.; Atlanta, G a . : The Association, 1955). U s e f u l suggestions for specific purposes may also be found in the Catalogue of the Lamont Library, Harvard College, prepared by Philip J . McNiff and members of the library staff (Cambridge, M a s s . : H a r v a r d University Press, 1953). Librarians of junior colleges will be well advised to check also some authoritative shorter subject bibliogra- phies such as The Concise Cambridge Bibliography of English Literattire, 600-1950, edited by George Watson (Cambridge: University P r e s s , 1958) and the Harvard List of Books in Psychology, compiled and annotated by the psychologists in H a r v a r d University (2'd ed.; Cambridge, M a s s . : H a r v a r d University P r e s s , 1955). Also Louis R. Wilson, The Library in College Instruc- tion (New Y o r k : H . W. Wilson, 1951) contains many pertinent suggestions. Librarians in institutions stress- ing science and technology will find a reliable guide in Scientific, Medical and Technical Books Published in the U.S.A. to December 1956, edited by R. R. Hawkins (2d ed.; Washington, D. C., 1958). Holdings of indexes should not be limited to sets of Readers' Guide and International Index. Wherever the instructional program^ of the junior college makes a broader coverage desirable, if not essential, subscrip- tions to other indexes should be included such as Applied Science and Technology Index, Book Review Di- gest, Business Periodicals Index, Education Index, En- gineering Index, Essay and General Literature Index. Technical Book Review Index, etc; the librarian should aim to subscribe at least to some of the journals indexed there. Also files of abstracting journals such as Bio- logical Abstracts, Chemical Abstracts, and Psychological Abstracts will be great assets for reference purposes. Finally, the Nezv York Times Index will answer many questions of readers and help locate materials, even if the library cannot yet afford to subscribe to the Nezv York Times on microfilm. * Junior college librarians should have on their sub- scription list some outstanding foreign periodicals like The Economist, London, Manchester Guardian Weekly, Realties, ^ P a r i s (English language edition), and the Times Literary Supplement, London, as a guard against provincialism. I n general, subscriptions should be checked against such an authoritative compilation as Classified List of Periodicals for the College Library (4th ed., revised and enlarged by Evan Tra F a r b e r ; Boston: F . W. F a x o n Company, 1957). b e p r e s e n t e d b y t h e p a p e r s s e l e c t e d . P e r m a - n e n t a v a i l a b i l i t y o f t h e files o f a m a j o r n e w s p a p e r o n m i c r o f i l m is h i g h l y d e s i r a b l e . T h e s t a n d o f t h e A m e r i c a n L i b r a r y A s s o - c i a t i o n o n t h e s u b j e c t o f c e n s o r s h i p s h o u l d b e firmly a d h e r e d t o b y j u n i o r c o l l e g e l i b r a r - i a n s . T h e r i g h t o f t h e l i b r a r i a n t o p r o v i d e b o o k s , p e r i o d i c a l s , a n d o t h e r m a t e r i a l s w h i c h p r e s e n t all s i d e s o f c o n t r o v e r s i a l issues c a n n o t b e d i s p u t e d . A t t e m p t s at c e n s o r s h i p s h o u l d b e r e s i s t e d n o m a t t e r h o w e x p e d i e n t i t w o u l d b e t o c o m p l y . 5 T h e f o l l o w i n g c o n s i d e r a t i o n s w i l l d e t e r - m i n e t h e size o f t h e l i b r a r y c o l l e c t i o n : t h e b r e a d t h o f t h e c u r r i c u l u m ; t h e m e t h o d o f i n s t r u c t i o n e m p l o y e d ; t h e n u m b e r o f stu- d e n t s ( f u l l - t i m e e q u i v a l e n t ) a n d f a c u l t y ; t h e d e m a n d s o f t h e f a c u l t y f o r r e s e a r c h m a t e - r i a l s ; t h e a v a i l a b i l i t y o f o t h e r a p p r o p r i a t e l i b r a r y r e s o u r c e s ; a n d t h e k i n d o f s t u d e n t b o d y s e r v e d , i.e., r e s i d e n t i a l vs. c o m m u t i n g s t u d e n t s . A t w o - y e a r i n s t i t u t i o n o f u p t o 1 , 0 0 0 stu- d e n t s ( f u l l - t i m e e q u i v a l e n t ) c a n n o t d i s c h a r g e its m i s s i o n w i t h o u t a c a r e f u l l y s e l e c t e d c o l - l e c t i o n o f at least 2 0 , 0 0 0 v o l u m e s , e x c l u s i v e o f d u p l i c a t e s a n d t e x t b o o k s . 0 J u n i o r c o l l e g e s w i t h b r o a d c u r r i c u l u m o f f e r i n g s w i l l t e n d t o h a v e m u c h l a r g e r c o l l e c t i o n s ; a n i n s t i t u t i o n w i t h a m u l t i p l i c i t y o f p r o g r a m s m a y n e e d a m i n i m u m c o l l e c t i o n o f t w o o r t h r e e t i m e s t h e b a s i c figure o f 2 0 , 0 0 0 v o l u m e s . T h e b o o k h o l d i n g s s h o u l d b e i n c r e a s e d as t h e e n r o l l - m e n t g r o w s a n d t h e c o m p l e x i t y a n d d e p t h o f c o u r s e o f f e r i n g s e x p a n d . C o n s u l t a t i o n w i t h m a n y j u n i o r c o l l e g e l i b r a r i a n s i n d i - c a t e s t h a t f o r m o s t j u n i o r c o l l e g e l i b r a r i a n s a c o n v e n i e n t y a r d s t i c k w o u l d b e t h e f o l - l o w i n g : t h e b o o k s t o c k s h o u l d b e e n l a r g e d b y 5 , 0 0 0 v o l u m e s f o r e v e r y 5 0 0 s t u d e n t s ( f u l l - t i m e e q u i v a l e n t ) b e y o n d 1,000. L i b r a r i a n s , i n s t r u c t o r s , a n d a d m i n i s t r a t o r s s h o u l d s t u d y c a r e f u l l y t h e l a t e s t c o m p i l a t i o n o f j u n i o r c o l l e g e l i b r a r y statistics. T h e y 5 The fundamental position of the American Library Association has been stated in the Library Bill of Rights adopted in 1948. Recent lucid discussions of the subject of censorship include those by Robert B . Downs in American Library Annual and Book Trade Almanac 1959 (New Y o r k : " R . R. Bowker, [ 1 9 5 8 ] , pp. 91-92, and Donald E . Strout in American Library & Book Trade Annual 1960 (New Y o r k : R . R. Bowker, [ 1 9 5 9 ] ) , pp. 129-32. Attention is also called to the collection of essays The First Freedom: Liberty and Justice in the World of Books and Reading, edited by Robert B . Downs (Chicago: A L A , 1960). 0 This figure is based on the agreement of many junior college librarians consulted and on an analysis of recent statistics provided in College and Research Libraries. M A Y 1 9 6 0 203 s h o u l d measure the adequacy o f their col- lections against the r e p o r t e d h o l d i n g s of j u n i o r colleges of established e x c e l l e n c e with similar curricula a n d enrollments. J u n i o r c o l l e g e libraries with strong financial sup- port, a vigorous faculty, and talented leader- ship will f o r g e ahead of any m i n i m u m standards. T h e traditional b o o k c o l l e c t i o n will be s u p p l e m e n t e d a n d b r o a d e n e d by the j u d i - cious selection o f g o v e r n m e n t d o c u m e n t s and the m a n y useful pamphlets n o w avail- able. U n d e r n o circumstances should j u n i o r c o l l e g e libraries limit their c o l l e c t i o n s to b o o k s in print. Quality paperbacks, repro- d u c i n g standard works l o n g o u t of print, a n d n e w processes such as p h o t o - c o p y i n g , micro-texts, and microfilms should be imag- inatively utilized. Finally, the strength and quality of the c o l l e c t i o n must n o t be im- paired by excessive b u y i n g of duplicates and textbooks. T h e f o l l o w i n g categories o f library ma- terials s h o u l d be w e e d e d a n d discarded: o b - solete materials and editions; b r o k e n files o f u n i n d e x e d periodicals; unnecessary d u p l i - cates; o l d recreational periodicals w h i c h d o n o t have p e r m a n e n t value; a n d w o r n o u t books, pamphlets, periodicals, and a u d i o - visual materials. As far as possible, the weed- ing process s h o u l d be undertaken in c o n - sultation with the faculty. Gifts s h o u l d be accepted o n l y in case they add to the strength o f the library c o l l e c t i o n a n d d o n o t carry u n r e a s o n a b l e restrictions. Administrators, faculty, and librarian should j o i n in d e v e l o p i n g a p o l i c y w h i c h clearly defines what kinds o f gifts are desirable f o r the institution a n d why it is i m p o r t a n t edu- cationally to integrate them with the regu- lar c o l l e c t i o n e x c e p t in rare instances. T h e library's c o l l e c t i o n s h o u l d be fully organized f o r use. T h e main catalog of the library s h o u l d serve as a u n i o n catalog f o r all c o l l e c t i o n s o f the library wherever housed. T h e catalog s h o u l d f o l l o w the Li- brary o f Congress a n d A m e r i c a n Library Association cataloging codes as standards. Materials s h o u l d be classified a c c o r d i n g to an accepted scheme in general usage. Sub- ject headings s h o u l d be e d i t e d c o n t i n u a l l y to k e e p the catalog abreast o f m o d e r n de- v e l o p m e n t s . T h e catalog should also be c o n - stantly revised to k e e p it u p to date in t e r m i n o l o g y . B. Audio-Visual Materials Audio-visual materials are an i m p o r t a n t part of m o d e r n instruction. T h e y can play a m a j o r role in the learning process by s u p p l e m e n t i n g b o o k s a n d o t h e r p r i n t e d ma- terials. T h e y should be o r d e r e d , housed, a n d administered in the library unless a n o t h e r d e p a r t m e n t o n the campus is effectively ex- e c u t i n g this p r o g r a m . Audio-visual materials may i n c l u d e films, filmstrips, slides, tapes, recordings in music, drama, speech, a n d for- eign languages. T h e same high standard of selection should b e used as f o r b o o k s and o t h e r library materials. Faculty advice should be sought w h e n n e e d e d . If the audio-visual p r o g r a m is adminis- tered by the library, an a d d i t i o n a l trained staff m e m b e r a n d an a d d i t i o n a l b u d g e t allot- m e n t s h o u l d be p r o v i d e d . W h e t h e r o r n o t these materials are housed in the b u i l d i n g a n d c o n t r o l l e d by the library stalf, they should be p r o p e r l y i n d e x e d in the library catalogs where faculty a n d students can readily locate these materials. V I . BUILDING T h e j u n i o r college library must be so h o u s e d as to p r o v i d e adequate space f o r the b o o k c o l l e c t i o n o n o p e n shelves, with a suf- ficient n u m b e r o f seats f o r readers adjacent to the shelves. T h e library, w h e t h e r in a separate b u i l d i n g o r n o t , should be cen- trally located. Its atmosphere should be c o n - d u c i v e to intellectual effort; that is, it should be q u i e t a n d pleasant, have fresh air and g o o d lighting, a n d b e k e p t at a c o m f o r t a b l e temperature. P r o p e r c o n t r o l o f h u m i d i t y and heat is also essential f o r the care of the col- lection. T h e shelf capacity r e q u i r e d in any library d e p e n d s u p o n the size of the c o l l e c t i o n and its rate of g r o w t h . In general, n e w library quarters should p r o v i d e f o r the e x p a n s i o n of the library o v e r the same p e r i o d with which the institution is c o n c e r n e d in its over-all p l a n n i n g . A n y n e w library should b e so located that its future e x p a n s i o n is possible. H o u s i n g must b e p r o v i d e d f o r spe- cial materials such as current periodicals, maps, pictures, art books, films, records, tapes, archives, and m i c r o p r i n t . T h e n u m b e r o f seats required will be de- t e r m i n e d by such factors as the teaching m e t h o d s prevailing in the college, the size 204 C O L L E G E A N D R E S E A R C H L I B R A R I E S of the enrollment, whether the student body is housed on the campus or is largely com- posed of commuters, and whether provision is made by the college for additional study areas elsewhere. It is suggested that seats in the library should be provided f o r at least 25 per cent of the student body, equated to full time. Colleges which anticipate a marked increase in enrollment in the near future will need to consider more generous seating. Space must be provided for all the services of the library, including circulation and ref- erence areas, exhibit space, audio-visual quarters, etc. T h e layout of the areas should be planned to require a minimum of staff supervision. Traffic through the library should be by well defined, adequate aisles which d o not cross reading areas. T h e work quarters should be planned for the efficient flow of work through the ac- tivities of ordering, cataloging, processing, binding preparation, and mending. Staff work areas should comprise at least 125 square feet of floor space per person. Pro- vision should be made for expected growth of the staff. T h e furniture in the library should be sturdy, comfortable, and attractive in de- sign. It is recommended that the table space allotted to each reader measure at least three feet by two feet, whether in carrels or at larger tables. A variety of types of seating should be available in the library, including carrels, table seats, individual study desks, and comfortable chairs away from tables. Experience indicates that in planning new libraries, twenty-five square feet per reader is an acceptable standard, exclusive of stack space and of work areas. V I I . T H E Q U A L I T Y OF THE SERVICE AND ITS EVALUATION Because there are so many intangible fac- tors involved, one of the most difficult tasks of librarianship is to determine the quality of library service. But the inherent difficul- ties in n o way minimize the importance of attempting to discover the extent to which a given library is serving its clientele. Statistical records maintained by the cir- culation department constitute one major source of information which may be useful in an evaluation of service, although in an open-shelf library these records give only a partial picture of the use of materials. H o w - ever, if the per capita circulation of books o n regular loan to students f o r two weeks or longer indicates an upward trend over a significant period of time, it is reasonable to assume that service is improving. Other types of information which offer possible aid in the evaluation of service are attendance figures, materials actually being read in the library at given times, reference questions unanswered and b o o k requests not filled, and the number and nature of interlibrary loans. However, one should always be aware of the shortcomings and potential dangers of such statistical studies, and exercise proper cau- tion.7 T h e prevailing teaching methods o n a par- ticular campus will bear directly u p o n the use of the library, and every effort should be made to advise faculty members of new ac- quisitions and to involve them in the selec- tion of materials for purchase. As new courses or curricula are added, the librarian should be consulted early regarding the ac- tual and potential significance of library re- sources in the areas under consideration. T h e effectiveness of instruction in the use of the library will normally be reflected in the extent and manner in which students make use of library materials and services. It may also be advisable f o r the teaching faculty and the library staff to undertake joint studies of the library's program and resources. Such cooperative evaluations will tend to strengthen the relationship between classroom and library, and should be used as often as seems necessary. Occasionally it may be desirable to engage the services of specially qualified persons outside the institution in connection with such surveys. V I I I . INTERLIBRARY COOPERATION T h e primary concern of the j u n i o r col- lege librarian should be to provide the best possible service to the students and faculty of his institution. In order to d o so, he should cooperate with the other institutions in the community and region to make the resources of all libraries available to the patrons of 7 T h e recent A R C L Monograph by P a t r i c i a B . K n a p p , College Teaching and the College Library ( A C R L Monograph No. 2 3 ; C h i c a g o : A L A , 1 9 5 9 ) , demonstrates how enlightening results can be produced by a c a r e f u l a n a l y s i s of college library statistics. M A Y 1 9 6 0 205 any particular library through interlibrary loan. Within the immediate region it may be possible to enter into cooperative arrange- ments with other libraries to avoid unneces- sary duplication of materials and thus stretch the total dollar resources of the several li- braries involved. However, it cannot be stressed too strongly that the two-year col- lege library must be planned to give total service, and that other neighboring libraries must not be used to provide the books essen- tial to the basic j u n i o r college program. T h e two-year college in America is today rapidly changing and expanding. Eventually, it may well become an institution quite dif- ferent f r o m what it is at the present time. These standards, therefore, may require sig- nificant upward revision when the j u n i o r college reaches a new stage in its develop- ment. A t that point, it may well need much larger and richer library resources and greatly extended services. Junior college librarians and administrators should be alert to this coming challenge. For Art Librarians At the Montreal Conference A C R L ' s newest subdivision, its Art Subsection of the Subject Specialists Section, will have a full program during the Montreal Conference. T h e art librarians will meet f o r a dinner and business session beginning at 6:30 o n the evening of Monday, June 20. O n that same day they will h o l d a luncheon and plan visits to the Montreal Museum of Fine Arts and the £,cole des Beaux-Arts de Montreal. O n Tuesday, June 21, they will j o i n the full Subject Specialists Section o n its tour to Ottawa. T h e art librarians will have a special opportunity in Ottawa to visit libraries in the museums and galleries there. A highlight of the trip will be their visit to the National Gallery of Canada. T h e subsection completed its organization during A L A ' s Midwinter Meeting with the official approval of the bylaws that had been adopted at the Washington Conference last summer. Present chairman of the subsection is Miss Phyllis A. Reinhardt of Smith College. T h e f o l l o w i n g committee chairmen have been a p p o i n t e d by Miss Reinhardt: Miss Carol Selby, librarian of the Detroit Institute of Arts, chairman of the Committee o n Indexing Museum Bulletins; Mr. Conrad H . Rawski, head of the Department of Fine Arts of the Cleveland Public Library, chairman of the Committee on Publication of Art Library Cata- logs; Miss B. Adele Knepley, art librarian of the School of Fine arts of the University of Pennsylvania, chairman of the Nominating Committee; Miss Lucile Ouimet, librarian of the ficole des Beaux-Arts de Montreal, chairman of the Program Committee for the Montreal Conference; Mr. W i l l i a m J. Dane, principal art librarian of the art and music department of the Public Library of Newark, chairman of the Membership Committee; and Mrs. Jean R . T o m k o , classics librarian of the Library of T h e Johns H o p k i n s University, is archivist for the subsection. Membership in the subsection is o p e n . A C R L members interested in membership should write directly to Mr. Dane or to Miss Reinhardt. 206 C O L L E G E A N D R E S E A R C H L I B R A R I E S