College and Research Libraries 94 College & Research Libraries sum of its parts, and then some. Each date and its selected topic is fol- lowed by a short essay. These vary in length and tone as they develop individ- ual themes that crisscross the library's his- tory, usually supported with a good lacing of facts and anecdote~. A high level of in- terest is maintained through the copious use of illustrations, adding to the sense of destiny embodied in the era of Justin Win- sor and the great period of collection building that followed. The collection at this point begins to dominate the scene and remains the focal point despite the in- evitable need to be operationally and physically up-to-date . The range of the chronologically ar- ranged topics places the Harvard library and its manifold collections in their many worlds. "A Harvard Library Book Helps Defeat the British" is an appropriate wording for 1775. "Harvard's Librarians Begin to Act Professionally'' signals an early awakening, certainly for 1827, among the librarians, although there is relatively little to be told about the great · mass of staff which made the library work day in and day out .. The inevitability of fund-raising for a private institution was noted in 1842 with ''Harvard First Suc- cessfully Raises Funds to Fill Gaps in the Collections.'' Institutional inventiveness is heralded with ''The First American Card Catalog for Users is Proposed" in 1860. The anniversary year of 1986 is marked by five essays, illustrated with a grim view of Harvard's storage library set forlornly in a wooded area. Throughout these engaging short pieces we are able to capture glimpses of Justin Winsor, Francis James Child, Charles W. Eliot, Archibald Cary Coolidge, William A. Jackson, Philip Hofer, Keyes Metcalf and others who con- tributed mind and matter to the library's greatness. Beyond the events and individuals that have given Harvard its distinctive place, certain pervasive themes exist. Harvard, of course, has been preeminent in its at- tempt to capture the word, now locked into a still-growing collection of 11.2 mil- lion volumes. The need to give a whole- ness to this vast number, especially within Ha_rvard's federated system of libraries, is January 1988 a persistent motif. With books consciously placed everywhere on its campus and closely identified with their immediate au- dience, control defers to coordination, and ultimately, to diversity. •character, sensibility, and an awareness of history become integrative forces rather than cur- rent management theory. The Harvard li- brary is justly proud of its ability to inno- vate, another unmistakable theme as well as a trait which will continue to be called up. This volume has succeeded in making the history of one great library come alive. As an introduction it points the way to a fuller account that should come. The sources are there and the story a rich one. Until that time, this volume will serve the general reader, the historian of libraries and learning, and above all, perhaps, present and future librarians who, in turn, serve Harvard's great library.-Robert Ro- senthal, The Joseph Regenstein Library, Uni- versity of Chicago, Illinois. Internationalizing Library and Informa- tion Science Education: A Handbook of Policies and Procedures in Administra- tion and Curriculum. Ed. by John F. Harvey and Frances Laverne Carroll. Westport, Conn.: Greenwood, 1987. 402p. $49.95 (ISBN 0-313-23728-X). LC 86-9946. The first words of the introduction to this collection of articles by some twenty- eight authors assert that ''as far as librari- anship is concerned, nationalism 'is dead and internationalism has replaced it." This thought, posited a decade ago by Maro Chauveinc in IFLA 's First Fifty Years, Achievement and Challenge in International Librarianship ( ed. by Will em R. H. Koops and Joachim Wieder. Munich: Verlag Dokumentation, 1977), is certainly argua- ble today if one takes the United States as one's point of reference. Patel, Schick, and Harvey himself (coeditor) point out in their chapter titled ''An International Data and Information Collection and Research Program'' that the 1980s have seen a shift in cooperation and information exchange from developed to developing nations. It · is now the economically emerging areas that, perforce, have an international out- RESOURCE AUTHORITIES. 12 Lunar Drive/Drawer AB Woodbridge, CT 06525 Toll-free: 1-800-REACH-RP TWX: 71 0-465-6345 FAX: 203-397-3893 Journals of Science, Technology, and Medicine, in microform, from one source. Guaranteed availability, when you want them. Research Publications has taken journals in micro- form a giant step forward- every title filmed and delivered when your patrons need them. All current and backfile volumes are filmed in their entirety from the first issue forward. The point is, you get them without ordering and then having to wait, and wait, and wait .... Research specialists, engineers, chemists, doctors, and the general public can access entire years of journals in microform. Your paper issues can continue to circu- late. And it's all cost-efficient from your first sub- scription on. One purchase order, one invoice, and your current microform subscriptions will be ful- filled within three months of the end of the volume year. For further information, use the form below. Or calll-800-REACH-RP ( l-800-732-2477) now. From Connecticut, Alaska and Canada, call collect (203) 397-2600. 0 Please send me your catalog of Journals in Microform 0 Have a representative call me Name Title Institution Address City State Zip Code Phone For further information, or to place your order directly, calll-800-REACH-RP (l-800-732-2477). CRL 1-800-BIACB-BP 96 College & Research Libraries look, relying upon developments and re- sources from other nations to help bring themselves forward. On the other hand, for developed countries, international co- operation is less dependency based, being engaged in more rational and normative motivations. Certainly, this is true for the United States, and the editors' introductory as- sertion that "we must keep abreast of change in . . . the international affairs of librarianship'' will be taken by many read- ers as a value statement rather than an im- perative; for, despite the stated intent to address also a non-North American, non- English-speaking readership, the per- spective of the individual chapters within this work is overwhelmingly American. All articles are in English and only a hand- ful of contributors have been educated and/or have conducted their careers largely outside of the United States. This is not to say that the book's raison- d' etre and its target audience may be over- stated. However, as U.S.libraryliterature of recent years has produced only a few scattered journal articles on the topic of educating from an international perspec- tive, this monograph may serve as a cata- lyst in overcoming the prevailing paro- chialism. Half of the contributions are concerned with internationalizing library and information science courses. The working definition of internationalization is ''the process by which a nationalistic li- brary school topic, an entire curriculum, or an entire school is changed into one with a significant and varied international thrust, the process of which it is perme- ated with international policies, view- points, ideas, and facts.'' Course outlines, to varying extents, show how interna- tional topics may be integrated into such areas of study as collection development (Richard Krzys), academic librarianship (Fritz Veit), public librarianship (Larry N. Osborne), government publications (Tze- chung Li), and information science (Harold Borko and Eileen Goldstein). In some of the chapters, the internation- alization focus is subsumed by the au- thor's rationale for the entire course struc- ture, such that the suggested international instruction seems superimposed rather January 1988 than integrated. By and large, however, the contributions present both rationale and strategy for expanding course content beyond national borders. The same can be said for the other half of the anthology, which deals with the con- text of internationalization and adminis- trative services. Articles in the former sec- tion make a case for internationalization (Frances Laverne Carroll), present a his- tory of library school activities in this area (Donald G. Davis, Jr.), set international- ism within the broader context of higher education (Martha Boaz), and suggest a program for raising interest in internation- alization Gohn F. Harvey). The section on administrative services is concerned with such topics as student recruitment (Peter Havard-Williams), advisement and place- ment (Kieth C. Wright), faculty support (Edwin S. Gleaves), and continuing edu- cation (Robert Berk). Most chapters adhere to the accepted scholarly format of introduction; presen- tation of ideas and/or data, with appropri- ate references to the literature; conclu- sion, with suggestions for continuing research; notes; and bibliography. Curiously few contributors toU<;:hed upon questions of multilinguistic compe- tency of educators and students. Unstated assumptions, especially from an Ameri- can perspective, may be that all significant contributions to the field are reported in English and/ or that neither teachers nor students have the linguistic ability to deal with non-English literature or non- English-speaking colleagues. There are no normative statements on this subject, no calls for requiring foreign-language train- ing for admission to library school, nor for incorporating foreign-language readings in course syllabi. It remains to be seen how influential this book may be in increasing instruction with an international perspective, thereby ex- posing students to a world larger than the one in which they are being trained. American librarians who, contrary to the opening statement, have perceived a re- turn to nationalism since the 1960s, may be encouraged to view this work as a man- ifestation of a reemerging international fo- cus and vision for the future of the profession.-Linda E. Williamson, Univer- sity Library, University of Illinois at Chicago. Richardson, John V ., Government Informa- tion: Education and Research, 1928-1986. Bibliographies and Indexes in Library and Information Science, no. 2. New York: Greenwood, 1987. 186p. $35 (ISBN 0-313-25605-5). LC 86-27086. The generalized title of this work is per- haps a bit misleading, since it is in fact a book containing the results of two dis- tinctly different research efforts. Al- though both portions of this volume deal with graduate-level research pertaining to government publications, the two parts vary greatly in terms of utility and proba- ble audience. The major portion of the book is a thorough, comprehensive anno- tated bibliography that should have broad appeal for both those in library schools and working librarians. The rest of the work is a quantitative and sociological analysis of graduate work in government publications that will seem somewhat eso- teric to all but a miniscule few. The valuable part of this book is the bib- liography, which contains 317 entries and is a complete list of master's theses (or specialization papers) and doctoral disser- tations written on any aspect of govern- ment information at library schools in the United States and Canada from 1928 through 1986. Each entry, in addition to bibliographic information and the name of the individual's faculty adviser, contains an abstract of one or more paragraphs. Regular readers of Government Publication Review's ''Theses and Dissertations in Documents" column will find the format familiar; Richardson is the editor of that column, and this bibliography represents a cumulation of lists already published by him and a retrospective search of the pro- fessional literature. The entries are grouped into six broad divisions: local government studies, state government studies, federal government studies, for- eign government studies, United Nations government studies, and comparative government studies. As Bernard Fry says in his introduction to the work, this meticulously compiled 120-page list of theses and dissertations is Recent Publications 97 ''the first comprehensive bibliography of graduate research in the field.'' It will be of obvious use to master's and doctoral students who are interested in govern- ment publications as an area of potential research; this bibliography can serve as a starting point by identifying unexplored areas as well as useful models and meth- odological approaches. It also should prove helpful to a great many practitio- ners in libraries, since many of the entries are thorough bibliographies that could easily be adapted for in-library use. Docu- ments librarians needing research litera- ture to help them make a decision in areas -such as collection arrangement and biblio- graphic control procedures will find some useful items here to supplement a search of the periodical literature. The first one-third of the book examines what Richardson terms ''The Sociology of Research in Government Information.'' Based on the 317 authors whose works he has compiled, the author produces a sta- tistical portrait of those doing graduate work in the field. Some of the variables he looks at are the number of pages in the thesis or dissertation, quantitative orien- tation of the work, gender of the student, gender of the faculty adviser, scholarly eminence of the institution, subsequent publications of the student, and citations in Social Science Citation Index. These and several other inputs were assigned quantitative values and analyzed using the Statistical Package for the Social Sci- ences (SPSS). A variety of tables present the accumulated data, and Richardson discusses the results as they pertain to several hypotheses with which he began the project. Most of the results are not es- pecially surprising: most would have ex- pected dissertations to be longer and more quantitative than theses, doctoral stu- dents subsequently to publish more than terminal master's students, and the few li- brary schools that emphasize the study of government publications (such as North Carolina and UCLA) to account for a very high percentage of the total work cur- rently being produced. The only mildly in- teresting finding is that at the master's level (but not as the doctoral level) those with a faculty adviser of the opposite sex