College and Research Libraries


• 

... 

EXCHANGE, Anyone? 

For some time now the library profession has been talking about 
the schism which seems to exist between the "real world" of the prac-
ticing librarian and information scientist and the "ivory tower" of li-
brary educators. Too often we have heard sentiments expressed that 
there is too much theory and not enough down-to-earth practical 
knowledge imparted in library schools. _Isn't there a happy balance 
somewhere? The theory is usually put into proper perspective once a 
students gets on the job. We are all aware of the continuing debate on 
the role of library education-is it to produce a cataloger, a reference li-
brarian, a data processing librarian, or is it primarily to create an atti-
tude, a socialization of the individual? 

Why have these different attitudes developed between the theorist 
and the practitioner? If library schools are, indeed, failing to educate 
adequately, isn't it as much the fault of the practicing librarian as of 
the teacher? What kind of feedback is being provided? Perhaps some-
thing can and should be done about it. It has been said often that 
many of the useful learning experiences in library schools are related 
to classes taught by practicing librarians or those recently "in the field." 

Yet we have not really taken advantage of the exchange possibilities 
between library educators and practicing librarians. It is true that more 
and more library administrators are turning to library education as a 
second challenging and rewarding profession. One can name at least 
a dozen former directors of large academic libraries and several public 
libraries who are now on library school faculties. Does this mean that 
library schools are playgrounds for retiring administrators? Judging 
from some of the talent recently recruited into library education this 
is certainly not the case. Probably other talents in the profession can 
also contribute significantly to library education-subject specialists, 
rare books librarians, information scientists-granted that teaching 
methodology and qualification must always be considered. 

At the same time many library educators are capable and anxious 
to reciprocate with academic libraries. A recent survey of Association 
of American Library Schools ( AALS) indi~ated that faculty from at 
least sixteen schools would be interested in such an exchange program. 

I 233 



234 I College & Research Libraries • September 1973 

Can we, or should we, encourage a free exchange of personnel? It 
could be a continuing education experience: a real chance to give in-
put into the curricula of library schools on the one hand, and on the 
other, a retooling experience in the practical art with which educators 
have been accused of losing touch. 

Granted details would need to be worked out. But surely such cross-
fertilization could only be healthy for our profession. 

Isn't a dialogue long overdue? 
Couldn't such an exchange work? 

R. D. STUEART 

J