College and Research Libraries MARTHA BOAZ Some Current Concepts About Library Education The librarian of the future must be more than the traditional li- brarian-type, more than a cataloger or reference librarian or bibliog- rapher. He must be a humanist in the real sense of the word. He must not merely handle and .hand out books. He must know their contents. He must communicate, he must understand. Library education must be less involved with facts and content, more concerned with ideas and communication. Then, after our technological problems have been solved, libraries can turn to people and to people-oriented pro- grams. THE LIBRARY AS AN INTELLIGENCE AGENCY A CASE IS MADE by Jacques Barzun for a new roving, reading professional li- brarian who is a brain worker and a scholar. Barzun thinks of the public li- brary as an intelligence agency and of the librarian as the one who has an ob- ligation to rescue his library from an ~'avalanche of books, a blizzard of news- papers, a hailstorm of quarterlies." He declares that the librarian must keep his library from turning into a city dump. Barzun admits that there may be an in- crease in the quantity of recorded facts but he defines knowledge differently. "It will be found by those who inquire with care that a very large part of the supposed new knowledge is old knowl- edge rehashed or else needlessly trans- ferred from one container to another, in either case denatured."1 He goes on to say that only the li- brarian can save us from perishing un- Mrs. Boaz is dean, School of Library Sci- ence, University of Southern California, Los Angeles. 18 I der the suffocation of publications. "'In a word, the librarian must learn what is actually a poor duplicate under guise of a new book. . . . The librarian must serve teacher and student as he has al- ways done, but no longer with mere technical information about the place of books and their titles; this time he must have a first-hand knowledge of their contents and their value; he must in himseH and by himseH be an intelli- gence agency, be the glowing point of contact between his library and the in- quiring mind . . . (thus the librarian) would in truth be restoring to the ranks of brain workers the now forgotten scholar."2 THE LIBRARY SCHOOL ATMOSPHERE AND TEACHING METHODS Dorothy Bendix has referred to the teaching of the concept of intellectual freedom in library schools. Her proposi- tion is that teaching is conditioned by the library school atmosphere, the out- side activities of faculty members, and the image faculty members create. 3 A good deal of attention has been given recently to library school teaching methods and teaching resources. W. J. McKeachie in a general article on teach- ing emphasizes the fact that the effec- tiveness of a teaching method depends upon the competence and enthusiasm of the teacher. 4 "If the teacher is im- portant, his enjoyment of method be- comes a critical variable .... National Merit Scholars agree with this philoso- phy and consider one of the critical variables influencing their choice of a field to be the instructor's enthusiasm."5 There are many proponents of the traditional lecture-discussion teaching method, and the greatest teachers have achieved their greatest successes through the Socratic discourse. Alan Cartter has been quoted as saying that technical im- provements affect the informational and routinized aspects of learning, but that the essential aims of liberal learn- ing-wisdom, understanding, and toler- ance-are attainable only through per- sonal confrontation of teacher and stu- dent. What then is the role of technology in teaching? There are many questions about the role of the new technologies in libraries and in library education. These center around computer technolo- gy, instructional television, cartridge loading films and projectors, and the learning center concept. Computers are being used in instruction. For example, IBM has a program which permits the transmission of courses by telephone wire to any location in the country. The introduction of cartridge load- ing films and projectors represents one important development. The student can now consult a file as he would a book, and he can do this by inserting a cartridge and flipping a switch. Another recent teaching device is the video tape recorder using remote control camera fa- cilities. These pennit the filming of live class meetings and allow instantaneous playback of the recorded material. Tele- vision in the classroom can be used to About Library Education I 19 receive either live or prerecorded pro- grams from broadcasting studios or as an independent audiovisual unit through the video tape. Thus, a variety of materials is avail- able for instructional purposes. In ad- dition to those already named are over- head projectors, tape recorders, record players, and slide and filmstrip projec- tors. Of particular interest are the im- proved 8mm film projectors and film loops now available. These are easy to use and are adapted to facilitate indi- vidual study and replay. Dial access is a technological teaching aid with great potential for higher edu- cation. Oral Roberts University in Tul- sa, Oklahoma has introduced a dial ac- cess retrieval system "complete with digi- tal computer for fast dial code retriev- al, instructional materials centers, 130 access stations, television studios, record- ing facilities , tape-storage banks and a systems directory."6 William W. Jerni- gan, director of learning resources at Oral Roberts University, describes the new school's academic program as one placing heavy reliance upon an audio- visual retrieval system which houses both library and audiovisual facilities in a center designed architecturally to symbolize a total learning atmosphere. Early in the planning it was decided to automate the circulation department of the center. "Books were supplied with punch cards for check-out purposes; all bibliographical information and call numbers were stored on computer tape. The most dramatic developments in the D AIR usage, according to Jernigan, ''have been in the social sciences and the natural sciences. Entire humanities courses complete with fully produced films, dramatic segments, historical sketches, and art identification have been programmed within the last year and are even offered for summer study without the need of supervisor or pro- fessor . . . specific developments in the area of the natural sciences have includ- 20 I College & Research Libraries • January 1972 ed an audio-tutoriallab."7 Library school curricula and teaching methods are being influenced by chang- ing concepts and new resources in cer- tain types of libraries. For example, nu- merous innovations are being adopted in public schools. The school library has changed from the traditional library to a media center. School libraries are rap- idly moving toward the use of comput- ers to improve book processing, biblio- graphic, reference, and circulation ser- vices. Audiovisual materials and remote access facilities are available in many schools, and in some instances the school library is truly becoming the center of the instructional program. Some of the newest technologies are being demon- strated in the library of the Oak Park and River Forest High School in Illi- nois. According to its library project di- rector, Ted Johnson, the retrieval sys- tem of the library can even assist the student at home. "If the student's home is equipped with a standard touch-tone telephone, he can call the computer and direct it to connect him with any of the programs in the retrieval system. Thus, the largest communication system in the world becomes an economical tool for extending library services and makes random access retrieval even more avail- able."8 Reference materials, drill exer- cises, instructional units, and other li- brary materials are placed at the stu- dent's :Sngertips. The random access re- trieval system can serve all areas of the ~urriculum; it facilitates independent ·Study, and can assist both the gifted stu- dent and the slow learner. Learning centers are planned to pro- vide individual study spaces :Stted with remote control telephone and push but- ton systems which allow automatic play- back of pictures in audio and video form. One such center is located at Ok- lahoma Christian College. Here there is space for 1,000 individual study car- rels. Each student is assigned his own space. Each carrel is equipped with a telephone dial system which provides the student with access to 100 taped lec- tures. The student retrieves the lecture he wants by dialing a code number. By this plan, the student is encouraged to assume more responsibility for his own education. NEWER APPROACHES TO TEACHING IN LIBRARY ScHoor..s One specffic case of the use of a new technology is Computer-Assisted Instruc- tion ( CAl ) . This is being used by Thomas Slavens at the University of Michigan in his reference courses. He says the computer can be used in the de- velopmental and administrative stages of diagnostic tests, tutorial instruction, and drill, as well as in the development of programmed learning exercises and in simulated library situations. Slavens says that computer-assisted instruction can help to correct dissatisfaction in li- brary education by making available a type of learning experience in which reference situations can be simulated. "Situations can be set up, for example, in which the computer acts as the pa- tron of the library and the students re- spond. Because of the difficulties stu- dents have in getting professional ex- perience in libraries before graduation from library school, this is a good rea- son to have simulated interaction."9 The Library School at Syracuse Uni- versity has developed a computer-based laboratory for library science students utilizing the Library of Congress MARC magnetic tapes. The focus of LEEP (Library Education Experimental Project) was twofold: :Srst, "develop- ment of the laboratory as an instruc- tional tool," and second, "exploration of such a facility in library education." The instructional aspect of the project is really "learning with MARC tapes."10 Various other techniques and ap- proaches are being tried by library school faculty members in an attempt to provide variety to students in the ed- ucational process. One approach is team teaching, a method whereby two or more teachers work together to instruct the same group of students. Team teaching may be used in various classes. Two instructors may participate in teaching the same class within a given hour; each may have a special compe- tency in a particular subject coverage; the instructors may engage in certain ac- tivities which require the participation of two or more people; or, they may have two or more experimental groups which are trying out new techniques or approaches within a given subject area. For example, half the class might be taught by one instructor, and the other half by a second instructor. The case study is used in certain schools and, as employed in basic ref- erence, is a record of a reference en- counter in a library. Professor Tom Galvin of Simmons College says the case method usually begins with a descrip- tion in narrative form of the library in which the problem occurs, followed by a dialog between reference librarian and library patron. At the conclusion of the reference interview, the student is expected to carry the problem to a point of solution within the context of the resources available to the particular li- brary described. As Galvin has pointed out, the case study method is particular- ly valuable because it is capable of in- corporating elements of the reference encounter in qualitative terms. 11 Mil- dred Lowell, professor at the University of Indiana Library School, has written about the case study approach in man- agement. The cases discussed in her three-volume study present problems faced by librarians in a wide variety of library environments. "The cases were not written to prove any theories or phi- losophies of management but are in- cluded because of their intrinsic interest and challenge and because of their val- ue as teaching and learning media."12 About Library Education I 21 The simulation technique is a method whereby the student is confronted with a simulated problem closely resembling an actual situation. The student is asked to examine the problem, assemble rele- vant data, and plan alternate strategies for solution. The aim is to develop skills in judgment and decision-making. This technique is used in the Library School at the University of Southern California as part of the "screening" examination for Ph.D. candidates. Each student is given two weeks to solve a problem appropriate to his own area of specialization. The student may consult any source which he thinks might help him solve it. At the end of the two weeks he must present a well-written, documented report. This assignment as- sesses the student's knowledge, judg- ment, and ability to adjust to a specific problem and time limit. Role playing, which is a form of sim- ulation, is also used at USC; this tech- nique has been used effectively to study censorship cases. It has also been used in administration classes where students assume the roles of a librarian and a li- brary board of trustees who are meeting to consider certain typical problems. Group dynam~cs, or "T -groups," en- courage openness of social response. Problems are identified in a group set- ting where participants acknowledge their prejudices and attitudes, thereby encouraging further inquiry. Immacu- late Heart College in Los Angeles re- cently conducted a sensitivity training workshop which was reported to be very successful by the librarians w_ho attend- ed. This technique has been used in fields centering around human relations. Caution, however, is advised for inex- perienced groups lacking a skilled fa- cilitator. "But for the emotionally healthy manager, apparently it is an ex- tremely effective means for deepening his understanding of how individuals work together to accomplish their pur- poses."13 22 I College & Research Libraries • January 1972 In some administration classes, the systems approach theory has been recom- mended. The systems approach focuses on problem-solving, and is defined as an analysis of the full scope of alternate solutions. The aim of the systems ap- proach is to achieve a more effective op- eration, and if possible, to do so at a lower cost. The Library School at the University of Southern California of- fered a six-week institute in the 1971 summer session on "Systems Analysis and Design, with Emphasis on the Role of Middle Managers in Public Li- braries." Participants were required to have had at least two years of profes- sional library experience in a superviso- ry position. Independent study and honors pro- grams are not new, but the concept of combining them with practical problem assignments is a new one. One such pro- gram was proposed at the University of Southern California, and provided for a tri-semester break allowing the student a month for independent study between each tri-mester. The proposal was not adopted, but New College in Sarasota, Florida has used this plan. Some schools require a certain amount of off-campus practice experience. This may include an internship or attendance at an international library school. Or, if such a school were established, it could entail studying on board a ship which would travel to different coun- tries for a specified period of time. The problem-oriented curriculum is interesting, and may represent the wave of the future. A course, or even a whole curriculum, could be developed around problems; for example, a metropolitan public library might concentrate on the problems of the inner city and on its ability to assist in their solution. Student-planned and student-directed experimental courses, or the so-called "free universities" which some universi- ties have instituted, provide another type of educational enterprise, one whioh can involve the faculty, admin- istration, students, outside lecturers, and specialists. These groups can participate in both a teaching and a learning ca- pacity. It seems likely that students in the fu- ture will be more mobile in their edu- cational programs than they are today, and that they will study at several uni- versities. (Certain universities may be singled out as hubs of intellectual ac- tivity and creative ferment.) It is equal- ly likely that teachers will teach at sev- eral universities, thereby making schol- ars and specialists available to more stu- dents. The quiet, contemplative life of the traditional library scholar will be a thing of the past. There may be a few who will escape or retreat to isolated areas in search of the reflective life, but chances are that these will be few in number. A LIBRARY WITHOUT wALLS An unorthodox idea, but one which seems to have merit, is a plan whereby students in any library school might move from on e school to another and enroll in courses in any of them. Stu- dents could gain wider experience through more exposure to different teachers , students , and courses. Al- though students would be required to complete at least one term at each school, optimum flexibility and variety would be provided. This arrangement would probably not be feasible in a one-year master's degree program, but it might work well in a two-year degree program. Such a plan would be difficult to administer, but given the cooperation of the schools and the universities in- volved, it would not be impossible. There are many possibilities open to li- braries and library education for ohange, innovation, and experimenta- tion. The future could be exciting! About Library Education I 23 REFERENCES 1. Jacques Barzun, "The New Librarian to the Rescue," Library Journal 93: 3964 (1 Nov. 1969). 2. Ibid., p.3965. 3. Dorothy Bendix, "Teaching the Con- cept of Intellectual Freedom ... ," ALA Bulletin 63:357 (March 1969). 4. W. S. McKeachie, "Research on Teach- ing at the College and University Lev- el," in N. L. Gage, ed., Handbook of Research on Teaching (Chicago: Rand McNally, 1963), p.1162. 5. Ibid. 6. William W. Jernigan, "One Who DAIRED-A Dial Access System," Wilson Library Bulletin 44:653 (Feb. 1970). 7. Ibid., p.656. 8. Ted Johnson, "Dial, Remote and Ran- dom," ALA Bulletin 63:1086 (Oct. 1968). 9. Thomas P. Slavens, "Computer-Assisted Instruction for Reference Librarians," Journal of Education for Librarians 10:117 (Fall1969). · 10. Pauline Atherton and Judith Tessier, "Teaching with MARC Tapes," Jour- nal of Library Automation 3:24 (March 1970). 11. Thomas Galvin, Problems in Reference Service (New York: R. R. Bowker Co., 1965), p.xiii. 12. Mildred H. Lowell, The Management of Libraries and Information Centers, 3v. (Metuchen, N.J.: The Scarecrow Press, Inc. 1968), p.x. 13. Maneck S. Wadia, The Nature and Scope of Management (Glenview, Ill.: Scott, Foresman and Company, 1966), p.169.