College and Research Libraries


436 I College & Research Libraries • September 1977 

the director is the person who is responsi­
ble legally for all official activities of the li­
brary. 

Other writers have stated that affirmative 
action and unionization reduce the direc­
tor's power. However, the director still con­
trols the situation through his or her powers 
to influence decisions on hiring, firing, pro­
moting, assigning raises, and granting per­
mission to engage in professional activities . 

The chief feature of the book is its hu­
mor. Although it includes amusing titles 
and illustrations, the humor is in the text. 
But the humor has a wry twist, such as 
(p. 70) "Try to change those situations 
which you can change and adapt cheerfully 
to those you cannot change."-Martha ]. 
Bailey, Physics Library, Purdue University, 
West Lafayette, Indiana. 

Writing Objectives for Bibliographic In­
struction in Academic Libraries. A Sum­
mary of the Proceedings of Sessions of 
the Midwest Federation of Library Asso­
ciation, Detroit, Oct. 1-2, 1975. n.p.: 
Midwest Federation of Library Associa­
tions, 1976. 234p. $4.00. (Available from 
Director's Office, Library-Learning Cen­
ter, University of Wisconsin-Parkside, 
Kenosha, WI 53140.) 

This conference, initiated by the ACRL 
Bibliographic Instruction Task Force, exam­
ined the use of behavioral objectives in aca­
demic libraries. The task force and the 
other groups that sponsored the conference 
(the Wisconsin Library Association, the 
Wisconsin Association of Academic Librar­
ies, the ALA Instruction in the Use of Li­
braries Committee, and the Midwest Fed­
eration of Library Associations) hoped thus 
to provide both a theoretical background 
and basic practical advice on how to write 
objectives for bibliographic instruction. , 

The first two speakers, Johanna Herrick 
and Carla Stoffie, presented the theoretical 
rationale. In their lectures they gave rea­
sons why librarians should use behavioral 
objectives, defined object~ves in general ed­
ucational terms, and related their use to 
bibliographic instruction. 

The rest of the conference consisted of 
workshops for small groups to practice 
using objectives in various types of biblio­
graphic instruction: printed bibliographies, 

slide/tape presentations, lectures with 
transparencies, library exercises, and sep­
arate courses. These workshops were led 
by Hannelore Rader, Katherine Schlichting, 
James Kennedy, Cecily Little, and Sharon 
Lossing. 

The problem of translating workshops­
based largely on discussion and "hands-on" 
experience-into print is met by providing 
summaries of each workshop. Despite this 
difficulty, there is a great deal of useful in­
formation that can be gleaned from this 
part of the proceedings. The summaries 
contain many concrete ideas, practical sug­
gestions, and examples of how libraries are 
using objectives. 

It seems appropriate that academic li­
brarians should turn to the field of educa­
tion for strategies to improve their teaching 
techniques. The proceedings of this confer­
ence, though flawed by a lack of editing 
necessary for quick publication, make avail­
able some of the important concepts 
brought out in the lectures and workshops. 

Definitions and examples are abundant 
throughout, and there are written objec­
tives for each segment of the conference. 
This is interesting because it provides . an 
excellent illustration of how objectives are 
used in an actual situation. The topic is 
timely, the participants are some of the 
foremost leaders in the area of bibliograph­
ic instruction, and the information should 
be useful to anyone involved in library in­
struction.-]anet L. Ashley, Assistant Li­
brarian, ]ames M. Milne Library, State Uni­
versity of New York, College at Oneonta. 

Goldberg, Robert L. A Systems Approach 
to Library Program Development. With 
a foreword by Ralph Blasingame, Jr. 
Metuchen, N.J.; Scarecrow, 1976. 172p. 
$7.00. LC 76-18157. ISBN 0-8108-0.944­
3. 
Robert Goldberg's book was undertaken 

as partial requirement for the Ph.D. degree 
in librarianship at Rutgers. Although it car­
ries a 1976 copyright, the book seems much 
older and could have been written at least 
three years earlier. 

The volume is comprised of the typical 
six parts of a dissertation. Goldberg's writ­
ing ability, however, is far superior to that 
of the typical doctoral candidate. The bibli­



Recent Publications I 431 

ography is relatively brief and, as will be 
pointed out later, does not contain some im­
portant works in the areas of systems theory 
and librarianship. The author is "concerned 
with the problem of providing a program 
development model for librarians. . .. Prag­
matic considerations are introduced, in the 
main, only as needed to serve the theoret­
ical construct." 

The first task for the reader is to get 
through Ralph Blasingame's foreword (the 
foreword is only one page shorter than 
chapter one and has two more footnotes) . 
I was not sure whether Blasingame was try­
ing to convince the reader, the dissertation 
committee, the author, or himself that the 
book was "the fi_rst coherent planning ap­
proach to individualized library program 
development" and was worthy of doctoral 
study. 

Goldberg involves himself in ~n intellec­
tual exercise and philosophical discussion 
of systems and planning theory as well as 
model development. His writing indicates 
he is up to the task. After indicating that 

there are seven criteria used as a guide in 
developing a planning model, he proceeds 
to an evaluation of existing models as used 
in the development of his own PIES model. 
Goldberg discusses PPB, CIPP, MBO, and 
other relevant works. 

Knowledgeable library planners will note 
that Goldberg seems to have an aversion 
to "business-oriented" planning develop­
ments. Goldberg not only missed some of 
the best planning literature written in other 
fields, but also in librarianship. William Mc­
Grath's 1973 work concerning the Cornell 
Library planning experience was not uti­
lized and was certainly apropos. One is left 
with the impression that Goldberg read only 
non-business material (Cornell used the 
American Management Association model). 
It is interesting to note that his criticism of 
business jargon did not keep him from 
using micro and macro concepts that are 
very much a part of economic planning 
models. 

Goldberg develops for the reader his 
PIES (Planning, Implementation, Evalua-

Index to Insf?iration: AThesaurus 
of6ubjects 

for 0peakers and Writers 
by Norma Olin Ireland 

A new addition to Faxon's Useful Reference Series of Library Books, 
Index to Inspiration is an invaluable resource which can be used to 
spark the creativity of speakers and writers in essays, speeches, lec­
tures, or sermons. Although the word "Inspiration" in the title is used in 
the general sense of stimulating creative endeavors, this Index also 
covers inspiring topics of religious and moral significance. Both long 
and short selections have been indexed and humorous works are com­
plemented by serious and "self-help" books. Over 4,300 subject head­
ings provide access to a wide variety of material, located in over 200 
titles, both new and older standard works. The Index also features in­
clusive pagination, extensive cross references, and a convenient key to 
symbols used throughout the book. 

ISBN 0-87305-103-3 Library Binding 506pp. $18.00 

lffmjF.W. FAXOn COmPAnY, IDC. 
Publishing Division 

15 Southwest Park, Westwood , Massachusetts 02090 



438 I College & Research Libraries • September 1977 

tion, System) model. His best contribution 
is found in his explanation of the EFDR . 
chain (Evaluation, Feedback, Decision, Re­
cycling). Although this, too, is already in 
library planning literature, it has never 
been explained better. Goldberg's result is 
very similar to a 1965 framework for plan­
ning and control systems. Of course, that 
was done by a "business" person. 

Few librarians will question the value 
that intellectual methodology offers library 
decision makers in selecting among alterna­
tive models for library planning. All that 
Goldberg develops is correct. It has to be, 
for it is well documented in the litera­
ture. The result is a reinvention of the 
wheel. Admittedly, it is nicely reinvented. 
What bothers me most about the book is 
that it runs the risk of being used as a rea­
son not to plan. That is, potential planners 
might question the value of planning if it 
took a whole volume just to describe a 
model. Planners might become so involved 
with the intellectual process that they end 
up not able to do any planning. 

The fact is, there are many planning 
models being used by library planners. This 
was true when Goldberg began his re­
search. I would have much preferred it if 
Goldberg had spent his time and energies 
describing how planning was being done 
successfully. Planning was alive and well 
in Nebraska, Washington, Tulsa, New York, 
and other places. Librarians could have 
benefited from a study of these successful 
models, and most importantly, librarians 
could have benefitted from Goldberg's pen 
being put to this activity. 

Library management is moving forward 
in new ways which will affect far more than 
program development. Every activity is al­
ready being affected. Not only are pro­
grams being planned, so are projects. It is 
not a matter of choosing a "closed" or 
"open" model, but a matter of getting start­
ed with any model. Borrowing from an 
English proverb-goose, gander, and gos­
ling are three sounds, but one thing.-Rob­
ert E. Kem.per, Director of Libraries, 
Northern Arizona University, Flagstaff. 

Bryan, Harrison. University Libraries in 
Brita·in: A New Look. London: Clive 
Bingley; Hamden, Conn.: Linnet, 1976. 

192p. $8.50. LC 76-15273. ISBN 0­
85157-218-9 Bingley; 0-208-01532-9 Lin­
net. 
Granted leave from the University of 

Queensland in 1957-58, Harrison Bryan 
undertook a six-month visit to university li­
braries in Great Britain, preparing a thesis 
recording his views of English academic 
librarianship. Unfortunately for the profes­
sion, eight years were to pass before the Li­
braries Board of South Australia published 
his report, entitled A Critical Survey of 
University Libraries and Librarianship in 
Great Britain. 

Eighteen years later in 1975, Harrison 
Bryan, now university librarian of the U ni­
versity of Sydney, again had a study leave 
to survey English university libraries. Hap­
pily, only one year was to pass before the 
report of his new survey, the volume under 
review, was published. It is an .excellent re­
port. 

In his introduction Bryan warns of the 
problems of covering adequately the sixty­
one libraries he visited in a six-month 
period. He terms himself a "taster of librar­
ies," albeit one who has supplemented his 
brief visits with further reading and study. 

There are two particular features to this 
volume which give it a very special value. 
First, as "a new look," the volume uses the 
previous report from 1957-58 as a base 
against which comparisons are made of 
English academic library development. It 
was a period of major growth for all aca­
demic libraries, reaching its peak with the 
Parry Report of 1967, giving official sup­
port to the need for increasing financial 
support to university libraries, but coming 
back rudely to earth less than a decade 
later with the 1976 report of the Atkinson 
committee (reviewed in the July 1977 issue 
of C&RL) with its concept of the self-re­
newing library. Bryan anticipates the con­
clusions of this committee in his discussions 
of collections and buildings. 

Second, throughout the volume Bryan 
compares the state of English academic 
libraries with the condition of those in his 
homeland. Bryan's pride at Australian 
achievements is evidenced throughout. But 
for the non-English non-Australian reader 
this volume has a double value as it intro­