College and Research Libraries 82 College & Research Libraries dixes on employee compensation pro- grams, ALA salary issue policies, and a se- lected bibliography on compensation and employee benefits. The survey is a useful work, profession- ally done. It will be a valuable tool for li- brary managers and anyone else who is in- terested in librarian compensation issues. But it does not answer critical issues on eq- uity and appropriateness of salaries, something of constant concern, and no one should expect it to do so. Survey in- . struments covering such a broad scale cannot be precise enough to answer local questions. For this, the interested librar- ian must conduct a narrower analysis that compares institutions more nearly like one another than the survey was able to do. In addition, other factors such as expe- rience, training, education, sex, and race must be considered. None of these are in- cluded in the survey, but analysis of them in any given situation is critical for an equi- table and effective compensation plan. Consequently, the survey is useful in a general way, because it provides a context within which to view salary issues in the libraries, but it cannot be relied upon to provide a basis for specific decisions.- Richard J. Talbot, University of Massachu- setts, Amherst. College Libraries: Guidelines for Profes- sional Service and Resources Provision. 3d ed. London: The Library Associa- tion, 1982. 63p. (Distributed in the U.S. by the Oryx Press) $12. ISBN 0-85365- 635-5. Because of many changes in libraries, higher education, and in support of higher education, the Executive Commit- tee of the Colleges of Further and Higher Education Group of the Library Associa- tion undertook, in 1980, revision of its 1971 standards. The result was a generally well presented and up-to-date set of stan- dards. These British standards immediately in- vite comparison with their American counterpart: "Standards for College Li- braries" (College & Research Libraries News, October 1975). At first glance, both docu- ments appear to cover about the same points and say much the same thing. Yet there are differences, some of which stem January 1984 from the way the British Guidelines were conceived and prepared. Noting that "too often . . . [standards] are simply a de- mand for resources, reflecting only theo- retical opinions, and offering little in re- turn,'' the Guidelines describe not only what is needed to provide a reasonable level of service, but promise to spell out what the institution can expect in return. Despite that promise, the Guidelines are no more specific than the American "Stan- dards," except for the "User Education" section. Another conceptual difference is in the way the two standards specify lev- els of necessary support. While both em- ploy quantitative formulas to determine collection size and staffing, the American approach relies largely on statistical norms, whereas the British use expert judgment and experience of the ''better institutions." The true measure of any new set of stan- dards, however, is the degree to which it successfully addresses matters not cov- ered or inadequately covered previously. The Guidelines do address some of these gaps. They place greater stress than the American "Standards" on achieving a close and integral relationship between the library and the academic program: col- lege librarians must ''see themselves as educators in the fullest sense.'' The entire "User Education" section elaborates on this concern, a matter accorded a single paragraph in the "Standards for College Libraries." The Guidelines stress the need ''to involve the library in the early stages of all course planning,'' including changes in content . or teaching methods . Involvement in curriculum planning is not dealt with in the "Standards." Because they were published seven years after the "Standards," in a period of financial stringency, the Guidelines argue for not cutting back on library support: "There is a danger of entering a down- ward economic spiral in which a poorly funded library becomes less valuable to staff and students, use drops off, with the result that funding is further reduced, and ยท so on. II The Guidelines also discuss the in- creasing dependence of libraries on tech- nology and the budgetary implications of that dependence, matters not touched on in the "Standards. II The Guidelines do not, however, resolve other important issues. Surprisingly they say nothing about measures of library ef- fectiveness and productivity and little about nonprint material and interlibrary cooperation. Thus, even though they have taken "Standards for College Libraries" a step further in some respects, the Guidelines leave gaps that future sets of standards must address.-]asper G. Schad, Wichita State University, Kansas. The Marketing of Library atid Information Service. Ed. by Blaise Cronin. London: Aslib, 1982, 359p. ISBN 0-85142-153-9. Marketing library and information ser- vices seems to be on everyone's current agenda. "Techniques for ... " appear on the Library and Information Science Re- search Agenda for the 1980s developed by Cuadra Associates for the Department of Education Office of Libraries and Learn- ing Technologies. Special Libraries Asso- ciation's "Highest Priority Issues" list re- fers to the need for developing strong public relations programs, and every recession-conscious public, special, and academic librarian has begun ruminating about, if not embracing wholeheartedly, the marketing concept. Whether you agree with John Berry that "a library is a necessary public service" and shouldn't have to be "sold" like toothpaste, or with Fred Glazer that "pap" (persuasion, agitation, participa- tion) is called for more than "quiet dig- nity," this volume of reprints brings it all together and lets you decide for yourself what marketing is, or can be, and how im- portant it is to the future of libraries. Blaise Cronin has selected, organized, and intelligently introduced many of the important articles on the subject. He be- gins with Theodore Leavitt's classic 1960 article from the Harvard Business Review, which introduced the oft-paraphrased an- ecdotes detailing the demise of the rail- roads and the buggy whip industries ow- ing to a lack of the understanding that in- dustry is involved in ''customer- satisfying'' not ''goods producing'' pro- cesses. Definitions of the library user, nonuser, and information consumer, the variety of library products, marketing Recent Publications 83 tools, and techniques, the measures of ef- fectiveness, target groups, and commu- nity analyses are recurrent topics for dis- cussion in this collection. In this fourth volume of . the Aslib Reader series, the editor has limited selec- tion to articles pertaining to the marketing of library services (as distinct from the mar- keting of scientific and technical informa- tion). Each essay approaches the subject differently and thus justifies its inclusion. There's general theory here as well as dis- cussions of applied marketing principles and practices, and results of research on marketing methodology. The book's only drawback is the reduced print of many of the articles reproduced from larger-format journals. Although published by Aslib, the ma- jority of articles are by Americans-Robert Wedgeworth, Fay Blake and Edith Perlmutter, Shirley Echelman, Douglas Ferguson, Martha Boaz-these people will be instrumental in whether there is a fu- ture market for libraries and will play a major role in how library service is mar- keted. Whether your interest is in'' selling'' the necessity for support of the public library as a free institution to the taxpayer, or you want to focus on the needs of your aca- demic patrons for a computer searching service or review various pricing tech- niques for commercial information ser- vices, this book is highly recommended as a useful and important source. The re- viewer believes with the authors that the survival of library services is a real con- cern, and, as Levitt points out, survival of any service organization always entails market response and change. Knowing your user, knowing your product poten- tial, and knowing how to communicate and what to change are the basic tenets of successful marketing-and survivaL- Shelley Phipps, University of Arizona, Tuc- son. Marketing the Library. Ed. by Philip M. Judd. Newcastle upon Tyne, England: Association of Assistant Librarians, 1981. 124p. $11 paper. This slim, edited transcription of a "weekend school" leaves much to be de- sired, even though there are some highly