College and Research Libraries


this increasingly popular subject. It is a wel-
come contrast to the testimonials and the ad-
vocacy that constitute so much of the litera-
ture of this subject. Young pinpoints "the lack 
of conceptual definition, spotty research, un-
even financial support, and insufficient en-
dorsement outside of the library" as issues 
deserving particular attention at a time when 
budgetary constraints make this kind of pro-
gram especially vulnerable. He offers some 
interesting and challenging suggestions for 
those programs . 

Lynden's "Library Materials Budgeting in 
the Private University Library" is perhaps the 
best of the contributions in this volume. It is 
an updated version of a somewhat longer re-
port he prepared in 1978 as the outgrowth of a 
Council on Library Resources fellowship that 
enabled him to study in detail the library ma-
terials budget policies and processes in 
twelve of the largest private academic univer-
sity libraries in the United States. While of 
special interest to those in large private 
academic libraries, it contains information 
and ideas that should be of value to us all. It is 
particularly interesting to note that of all of 
these libraries Harvard fared best in the 
1970s, at least in part because of its careful 
and accurate study in 1966 of the needs of the 
future. Lynden suggests the importance of 
such planning for all academic libraries, al-
though he finds that few studies are currently 
under way even among these twelve libraries. 

Of the remaining three essays only Simon-
ton's "AACR 2: Antecedents, Assumptions, 
Implementation" has much value. It is a good 
summary of the major issues and directions 
and offers some thoughtful comments about 
the future of catalog code revision. Sodt's es-
say, "Individual Decision Theory: An Over-
view," like most efforts to interpret the tech-
niques of other fields for librarians, is full of 
jargon and has little relevance despite his ef-
fort to suggest, in conclusion, possible appli-
cations to librarianship. Mangla's essay, "Li-
brary Education in India, Pakistan, and 
Bangladesh," which continues a series of arti-
cles dealing with library education in other 
parts of the world, is of very limited interest 
both because of the content and because it 
represents only secondary-source material on 
Pakistan and Bangladesh and is two to three 
years out of date already. 

All in all this is one of the more useful vol-
umes in the series for the academic librarian 

Recent Publications I 387 

and suggests again that the series is at least 
worth keeping an eye on.-Norman D. 
Stevens, University of Connecticut, Storrs. 

Rizzo, John R. Management for Librarians: 
Fundamentals and Issues. Contributions in 
Librarianship and Information Science, 
no.33. Westport, Conn.: Greenwood, 
1980. 339p. $35. LC 79-8950. ISBN 
0-313-21990-7. 
About six years ago, there was little written 

on management processes for librarians. This 
problem was particularly acute if you sought a 

. comprehensive treatment geared to graduate 
students in library science taking a survey 
course in management. Fortunately, times 
have changed: there are now a number of 
books available and several anthologies. 

A major impetus behind the increase in 
text offerings has been the growth of attention 
paid to librarians as managers as libraries 
have become more complex. Anything that 
helps one learn about the management envi-
ronment of libraries has become attractive. 
Effective management skills play an impor-
tant part in the role of the professional librar-
ian, and therefore acquiring those skills is a 
valued goal among many students. From this 
perspective, then, we find a new candidate 
for consideration as the text in a library man-
agement course. What does it have to offer? 

For starters, it offers a comprehensive set 
of topics that are relevant to library manage-
ment, and it does so in a way that is thought-
provoking. It suffers somewhat in its 
moderate use of material derived from the 
library science literature. It suffers more from 
its lack of concrete examples to illustrate its 
theoretical approach to management issues . 

Let's look first at the content coverage. The 
book is divided into thirteen chapters. The 
first six chapters are concerned with man-
agement processes: planning and evaluation, 
control and organizing. The next seven chap-

. ters are devoted to behavioral aspects of man-
agement: motivation, group behavior, em-
ployee appraisal and training, and leadership. 

The chapters are written in a clear style. 
Important issues are discussed that are not 
covered in any other library management 
texts. Chapter 2 on organizational effective-
ness and efficiency is particularly noteworthy. 
It provides the framework within which man-
agement activities and responsibilities are ex-



388 I College & Research Libraries • july 1981 

amined. Each chapter closes with some sug-
gested readings, mostly from the organization 
theory and business literature. 

The author, John Rizzo, is currently profes-
sor of management at Western Michigan 
University and editor of the ] ournal of Li-
brary Administration. He provides in his 
preface a brief note stating that this book "is 
more about management than about librar-
ies." He further points out that "library ad-
ministrators face concerns all other managers 
share, regardless of what product or service 
their organization offers." This statement 
supports his belief that librarians should start 
thinking in broader terms than libraries and 
develop an outlook that includes an under-
standing of the universalities of management. 
This is a sound approach. 

Many readers will wish that the book had 
more library-related examples of manage-
ment concepts. Samples of forms and docu-
ments can be enlightening for those who are 
unfamiliar with concepts discussed. In spite of 
the lack of such examples, the drawing to-
gether of a vast number of management ideas 
and concepts for a library audience is wel-
comed. 

The reviewer recommends the book to all 
serious students of library management and 
suggests that it would make a good text for 
graduate library science courses when 
supplemented with other materials.-
Rosemary Ruhig DuMont, University of Ken-
tucky, Lexington. 

Bender, David R. Learning Resources and 
the Instructional Program in Community 
CoUeges. Hamden, Conn.: Library Profes-
sional Pubs., 1980. 295p. $19.50; $14.50 
paper. LC 80-14567. ISBN 0-208-01754-2; 
0-208-01851-4 paper. 
Author David Bender, executive director 

of the Special Libraries Association, brings 
his previous experience as a consultant and 
teacher concerned with educational technol-
ogy and library media to a subject on which 
he is well qualified to sreak. In the foreword, 
Bender tells his readers, "A major goal of this 
book is to document the role of the learning 
resources program and the relationship of 
media innovations to instructional techniques 
found in community colleges." While doing 
the former, his success in meeting the latter 
half of that goal is rather limited. He has more 

successfully produced the "reference tool for 
community college program planners" he 
mentions later. 

In the introduction, Bender carefully de-
lineates the book's preparatory steps: setting 
the study's parameters, the population iden-
tification, a literature review, the question-
naire construction, data collection, tabulation 
and analysis of questionnaire responses, the 
site visits to selected community colleges, 
and the construction of a set of guidelines and 
subsequent validation of these statements by 
a panel of experts. 

In his background material BeQder deals 
briefly with the characteristics of the commu-
nity and junior college. He views com-
munity-college planners and developers 
as educational-change agents. One might de-
sire more explicit application of the work by 
Ron Havelock on innovation and dissemina-
tion to the setting of the learning resources 
center (or the service functionary by any 
other name, since Bender goes into some de-
tail on actual designations of media services). 

The author's enthusiasm for the 
community-college learning resources pro-
gram is obvious: "A learning resources pro-
gram which is truly part of the college's in-
structional program will provide for rich in-
quiry and discovery experiences in support of 
learning activities. Media are the liberating 
factor which makes possible the widest shar-
ing of human experiences through the senses 
as well as through the mind." His study sup-
ports his contention well. 

While one chapter discusses the fundamen-
tals of staff development and another touches 
briefly on related research, the heart of the 
book is Bender's study. The report is well 
handled and a welcome contribution to the 
literature. The results are interesting and cer-
tainly of value to anyone in the field. For 
example, twenty-two instructional services 
are listed and ranked by popularity and the 
level of usage. Three services reported either 
light or nonexistent use. The information re-
veals that LRCs are not tied to traditional li-
brary programs; it is evident that their exis.-
tence depends on their innovate adoption of 
information services to a particular student/ 
faculty clientele. 

The guidelines offered are basic and cer-
tainly· acceptable. There is little new in this 
part of the book, but a more structured ap-