DOCUMENT RESUME

ED 075 058 LI 004 297

AUTHOR Casey, Genevieve M.; And OthersTITLE Public Library Service for the Urban

Disadvantaged.INSTITUTION Wayne State Univ., Detroit, Mich. Dept. of Library

Science.SPONS AGENCY Bureau of Libraries and Educational Technology

(DHEW/OE), Washington, D. C.PUB DATE Dec 72NOTE 173p.; (45 References)

EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS *Disadvantaged Groups; Experimental Programs;

Librarians; *Library Education; *Library Services;Program Evaluation; *Public Libraries; *UrbanPopulation

IDENTIFIERS Wayne State University

ABSTRACTAn experimental program of the master's level to

prepare twenty students for public library service to the urbandisadvantaged is reported. The institute had two general purposes:(1) to recruit and prepare twenty students to be effective librariansworking with the poor in urban public libraries and (2) to test avariety of common assumptions about what constitutes relevant andproductive education for service in public libraries of today andtomorrow. This evaluation of the .program is aimed at answering twoquestions: (1) Were the "right" people recruited for the program and(2) Was the curriculum developed the "right" series of experiencesthrough which students could develop attitudes, skills, competencies,and understandings necessary to function as change agents and ascreative public librarians. It was demonstrated that librarians fromminority groups are in great demand and that highly capablecandidates can be recruited. The program's success and failures areassessed in this report for the benefit of the library educators whograpple with the same problems. (Author/NH)

U.S. OEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

PUBLIC LIBRARY SERVICE FOR THE

URBAN DISADVANTAGED

A Report by

Genevieve M. Casey

with chapters by

Miriam Larson,Robert M. Smith,John Fraser,

Sandra Milton and Frank MisplonBarry Lawson

Parkins, Rogers and'Associatesand

Mel Ravitz

Wayne State UniversityDepartment of Library Science

December, 1972.

This publication was prepared pursuant to a contract with the Office ofEducation, U.S. Department of Health, Education and Welfare. Contractorsundertaking such projects under Government sponsorship are encouraged to

GNI express freely their judgment in professional and technical matters. Points ofview or opinions do not, therefore, necessarily represent official Office ofEducation position or policy.

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0.4 FILMED FROM BEST AVAILABLE COPY

Dedicated to:

Patricia Knapp

who cc,ntinues to be ourmeasure of excellence

FOREWORD

To acknowledge all of the people who contributed toWayne StaJe University's year-long institute on PublicLibrary Service for the Urban Disadvantaged would not bepossible.

In the appendix to this report are listed the namesof the students who were central to our enterprise, ofthe two co-directors, Michael Springer and Robert Holland,of the course coordinators, of the advisory committee, ofthe consultants, of major resource people, the suppor-tive staff and Frank Stevens, our U.S.O.E. program offi-cer. These people played a major role, but in addition,there are literally hundreds of others the staff inthe Detroit Public Library and the social agencies wherethe students gained their field experience, the wholeWayne State library science faculty who developed theoriginal plan for the institute, Carol Alexander, a1971 Wayne State Library Science graduate who producedthe bibliography on The Force and Influence of Changeon American Society, and many, many others.

To everyone who contributed to the institute, thisrecord of whatever insights and accomplishments weachieved, is offered, with gratitude.

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TABLE OF CONTENTS

DEDICATION ii

FOREWORD

LIST OF TABLES vi

Chapter

1. INTRODUCTION 1

2. THE TOTAL CURRICULUM 16

3. LIBRARIES AND CULTURAL CHANGE 22

4. THE PUBLIC LIBRARY AND THE 29

CITY

5. THE REFERENCE SEQUENCE 32

TECHNIQUES OF PROGRAM PLANNING 45

AND ADMINISTRATION

7. TECHNICAL SERVICES 51

8. READING, LISTENING, VIEWING 53

INTERESTS OF INNER CITYCHILDREN, YOUNG PEOPLE ANDADULTS

9. THE.NEW TECHNOLOGY AND THE 60CITY'S INFORMATION NEEDS

10. FIELD EXPERIENCE 67

11. FIELD TRIPS 76

Chapter

12. A Digest of AN EDUCATIONAL 79SIMULATION MODEL OF PUBLICLIBRARY SERVICE

13. EVALUATION TECHNIQUES 92

14. RECOMMENDATIONS 97

APPENDIX

ROSTER OF FACULTY, STAFFAND RESOURCE PEOPLE

PARTICIPANT ROSTER

101

106

THE AMERICAN PUBLIC LIBRARY, 1231971

USING A PARTICIPATORY 127LEARNING APPROACH

THE FUTURE OF URBAN AMERICA

EVALUATION, byPARKINS, ROGERS & ASSOC.

132

149

A SELECTED BIBLIOGRAPHY ON THE 166ROLE, FUNCTION, OBJECTIVES,AND HISTORY OF THE AMERICANPUBLIC LIBRARY

CHAPTER 1

INTRODUCTION

In the academic year 1971/72, Wayne State University,in cooperation with the U.S. Office of Education, underTitle II B of the Higher Education Act, conducted an,?y.p,.rimental program at the master's level to prepare20 students for public library service. the urban dis- .

_ advantaged.

The institute had two general purposes: first, andmost important, to recruit and prepare twenty students,fitted by their personal qualities, experience, andpreparation to be effective librarians working withthe poor in urban public libraries, and second, totest a variety of commonly heed assumptions about whatconstitutes relevant and productive education for ser-vice in public libraries of today and tomorrow.

Iii evaluating the program, therefore, two ques-tions must be answered:(1) Did we recruit the "right"people - 20 individuals who in fact would becomecreative and productive librarians, making a realcontribution to the urban poor, to the libraries withwhich they were to be associated, and to the libraryprofession at large, and(2) Was the curriculum wedeveloped the "right" series of experiences throughwhich the students could develop attitudes, skills,competencies, and understandings necessary to functionas change agents and as creative public librarians.Although less than four months have passed since thestudents left the campus in August, and thus, the mostcrucial evidence is not in, this report will attemptto answer these two questions as frankly and fully aspossibe, and to assess our successes and our failuresfor the benefit of library educators throughout thenation who grapple with the same problems.

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Plans for the year-long curriculum were based onthe conviction that library and information servicesto those who are socially, educationally, economicallydisadvantaged, who belong to minority groups and areculturally different is a major concern of the libraryprofession ana, therefore, of library education. Weaccepted the principles articulated in March, 1971 bythe American Library Association Coordinating Committeeon Library Services to the Disadvantaged that:(1) "Library education should emphasize the role of thelibrary as an instrument of social change" and(2) libraryeducation should emphasize in preparation for serviceto thc: disadvantaged more interrelationships with otherdisciplines, greater familiarity with materials forspecialized users, and the development of sound research.

Believing that service to the disadvantaged requiresmany different qualifications and skills, the libraryscience faculty at Wayne State undertook, for theinstitute, a complete re-thinking of the traditionalmaster's level curriculum, based upon the followingassumptions:

1. Libraries serve the disadvantaged directly andalso indirectly by providing information services tosocial and governmental agencies which serve them.

2. The public library is one agency among manyin the complex communication network of the city. Amajor role of the public library is to coordinate themultiple information sources, resources and media inthe city and to link them with potential users.

3. Librarianship is a unique discipline, with adistinct service to offer the.disadvantaged. Our pur-pose was to prepare librarians not amateur socialworkers.

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4. Librarianship, of its nature, is interdis-ciplinary, unique among professions as a "specialityin unspeciality." Other disciplines--social work,sociology, education, political science, publicadministration, economics, law--have much to offerlibrarianship and any meaningful program of libraryeducation must absorb and adapt their insights.

5. People, rich and poor, have a right to demandself-determination in the services offered them. Allsocial and government services must be based on thereal needs of the people to be served. An importantpart of preparation for library service, therefore,is a first hand, realistic knOwledge of the peopleto be served and the attitudes and skills needed tomaintain continuing rapport with individuals andcommunity groups.

6. The,hopefully, highly qualified and motivatedstudents recruited to this institute would within afew years become supervisors or administrators of pub-lic libraries, and, therefore, need to acquire inaddition to the special competencies for direct ser-vice to the disadvantaged, the broad skills andinsights of librarianship.

7. It should be possible, at the master's level,to give students in one intense year the basic insightsand skills of librarianship, as well as the specialcompetencies needed to work with the disadvantagedand the agencies which serve them.

8. Public libraries, despite their identityproblems, are viable institutions, and that they canbe restructured to meet the changing needs of the newcity. Public librarians need to understan6 the powerstructure of the city, its fiscal problems, its organiza-tion and the dynamics of bureaucracy.

Within the framework of these assumptions, w..?. tried

to develop a curriculum which would help students toacquire the following special competencies:.

1. Skills to plan and execute appropriate servicesto meet the informational and cultural needs of the dis-advantaged, especially of the black urban poor.

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2. Skills to structure information services gearedto the needs of social and governmental agencies servingthe disadvantaged.

. 3. Ability to.work creatively within the city, itsorganization both at the official, bureaucratic leveland the less overt but equally powerful grass rootscommunity level.

4. Understanding of the pu:lic library as a socialagency and as one distinctive facet in the city'scommunication network.

5. Insight into the quality of life lived byindividuals and groups within the city: the variousethnic and cultural groups; the social agencies, offi-cial and unofficial, public and private,.which makethe "engine of the city" run.

6. Insight into the dynamics of protest, revolu-tion and social change. The equation between violence,aspiration, expectation and frustration.

7. Ability to adapt to librarianship, the technj-ques of other professions in meeting the needs of theurban poor.

8. Ability to relate fruitfully to other socialagencies in the city.

With the above insights and competencies, we hopedthe students would become able to focus the basic skillsof librarianship upon the information and cultural needsof the urban poor and the ag encies which serve them.Among these library skills are:

1. The selection and evaluation of book and non-book, print and non-print materials to meet the viewingand listening as well as reading patterns of the urbanpoor.

2. The organization and bibliographical controlof these materials to facilitate maximum access to themby the poor.

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3. Storing and retrieving information in terms ofthe real needs of the urban poor.

4. Planning, reorganizing, restructuring libraryservices in core city libraries in terms of facilities,staffing, services and materials.

5. Working with community groups.

6. Techniques of introducing the library to thenon-reader.

7. Skill in planning adult education programsadapted to the needs of the urban poor.

8. Skill in rigorous evaluation of library programsin terms of well defined objectives.

In summary, the library science faculty of WayneState hoped that the experimental curriculum wouldenable us to document the feasibility of teaching thebasic skills of librarianship at the master's levelwhile focusing upon the needs of a special group. Wehoped to experiment with

1. Optimum units of time for acquiring basicskills.

2. A heavy use of faculty from other disciplinesin the library science curriculum.

3. A new concept of field experience in whichstudents would learn at first hand about the informa-tion and cultural needs of the urban poor by spendingsubstantial time in social agencies of the city.

4. Direct experience of community organizationby observation of neighborhood groups and social andgovernmental agencies.

5. Participation training as a clue to under-.standing how groups operate.

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6. Interaction with librarians; in the field.

As a third and lesser goal, we hoped to share theenrichment and resources which the institute broughtto our campus with the students enrolled in the regulargraduate library science program and with practicinglibrarians in the Detroit Metropolitan Area by meansof Colloquia and one or more short seminars withinthe institute.

Two groups aided the library science faculty inplanning the institute. A local advisory committeewas established in the early planning stage to insurethat the program would be realistic in terms of theneeds of the. disadvantaged and the agencies servingthem, of the public libraries who would employ thegraduates and of the academic enterprise of whichthe curriculum was a part. Members of the AdvisoryCommittee were:

Clara Jones, Director, Detroit Public LibraryNoah Brown, Vice-president, Student Affairs,

Wayne State UniversityMary Joan Rothfus, Intake Supervisor, Wayne

County Department of Social ServiceRobert E. Booth, Chairman, Department of Library

Science, Wayne State UniversityMargaret Grazier, Professor of Library Science,

Wayne State University, and Director, Intern-ship Program to Prepare Students to Work inInner City School Libraries.

Conrad Mallett, Director, Neighborhood Relations,Wayne State University, formerly HousingDirector, City of Detroit

In addition, a group of consultants skilled inurban affairs, in adult education, in curriculumdevelopment and in educational evaluation met with thelibrary science faculty and the institute staff fortwo days during the summer of 1971 to critique thecontent and methodology of the institute. Theseconsultants were:

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Hamilton Stillwell, Dean, University ExtensionDivision, Rutgers university

Ralph W. Conant, President, Southwest. Center forUrban Research

Jack Dalton, School of Library Science, ColumbiaUniversity

Otto Hetzel, Associate Director, Center for UrbanStudies, Wayne State University

Donald Marcotte, Assistant Professor, EducationalEvaluation, Wayne State University

Albert Stahl, Assistant Professor, InstructionalTechnology, Wayne State University.

So much for our philosophy, assumptions, purposesand goals. In summary, we were attempting:

1. To train 20 students who would be effectivepublic librarians working with the poor in urbansettings.

2. In the course of this training, to gain somenew insights into what constitutes quality libraryeducation, relevant in both content and method to thepublic library as it is today and will be tomorrow.

3. In administering a program for a special group,to devise ways to enrich the regular library sciencecurriculum and to provide 2r-le continuing education forlibrarians in the area.

Central to our purposes, was recruiting. Who werethe "right" candidates, and did we recruit them?

At the advice of our Advisory Committee, onlycandidates academically acceptable to Wayne StateUniversity's Office for Graduate Admissions wereaccepted. It was the opinion of our advisors thatwork with the poor in inner cities is the most challen-ging kind of library service and demands high intellec-tual competence, in addition to the personal qualitiesgenerally believed to be necessary for this work, such

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physical and emotional stamina; empathy with the poor,without sentimentality or superiority; flexibility, azest for experimentation and innovation, and commonsense.

We gave priority to students who were members ofethnic minority groups, Blacks, Chicanos, Indians,Appalachian whites, etc., and to those who came fromdisadvantaged backgrounds themselves, or who haddemonstrated their ability to work with the disadvan-taged. We made special effort to find students withundergraduate majors in sociology, political scienceand public administration. We looked for candidatesfree to accept employment in all parts of the UnitedStates in order not to saturate the Detroit areamarket.

In summary, we defined the "right" candidate asa person:

1. With a bachelor's degree from an accreditedcollege who had demonstrated average or superioracademic competence.

.2. Who had an undergraduate major in sociology,political science or public administration.

3. Who came himself from a disadvantaged back-ground or who had demonstrated his ability to workwith the disadvantaged.

4. Who possessed a mature commitment to work withthe urban poor, as evidenced by such personal qualitiesas physical and emotional stamina, common sense, flex:+-bility, empathy with the poor.

5. Who belonged to an ethnic minority group.

6. Who was genuinely committed to be a librarian.

7. Who was geographically flexib3e enough to beemployable.

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How did we go about contacting the "right" peopleand which channels were most productive? Working witha killing time schedule (notice of funding was receivedon June 1, 1971, and the deadline for application withtran' :ripts to Wayne State University's Graduate Schoolwas July 15, 1971), we sent 2500 brochures to:

1. All liberal arts graduates of June, 1971 fromWayne State University.

2. The librarians of all four-year colleges inMichigan.

3. All public library systems in Michigan.

4. Fifty state libraries.

5. All ALA-accredited library schools.

6. All U.S. public libraries serving over100,000 people.

7. Charles Townley, American Indian Bibliographer,University of California, Santa Barbara.

8. Michigan Bishop's Committee for the Spanish-speaking.

9. Executive Directors of local Urban Leagues.

10. Colleges retraining southern teachers replacedby integration of schools (list supplied by Trans-Century Corporation, 1789 Columbia Road, Washington D.C.)

11. College and university directors of placementof minority-group students.

12. A mailing list of area directors of federalprograms, "Talent Search", "Upward Bound" or "SpecialServices."

13. Vista.

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14. A mailing list of displaced southern teachers(supplied by the American Library Association).

News releases on the program were sent to "VistaBulletin Board", and to all periodicals indexed in"Library Literature." Brochures were also distributedat the American Library Association Conference inJune, 1971.

As a result of the deadlines, 21 candidates weredisqualified because their applications arrived toolate, and an additional 32 persons never returned theapplication forms they had requested. Los AngelesPublic and Pennsylvania State Libraries who hadexpressed interest in screening and referring localcandidates to us, found the deadlines impossible tomeet.

Public libraries proved to be our most effectiverecruiting channel, referring to us nine of the 20candidates finally selected. These nine studentsfelt that they had an advantage over the other students,in understanding, which persisted throughout the yearand preserved them from an immature commitment to theprogram based upon a false cone eption of the library.

Six of the 20 students were June, 1971 liberalarts graduates of Wayne State University, probably adisproportionate number in view of the limited jobopportunities in the Detroit area.

Of the 20 applicants selected for the institute,17 were women, three men, 12 were black, six white, twoChicano. They came from Michigan, Arizona, Missouri,Florida, Texas, Maryland and Colorado. They weregraduates of Universities of Michigan, Arizona, WayneState, Illinois, Florida Atlantic, Texas, PrairieView A&M, Fisk and Colorado Kentucky State, Gramblingand Tougaloo Colleges. They ranged in age from 23-29years.

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Only eight of the 20 candidates selected (or 40%)had the undergraduate majors we sought and thereproved to be no significant difference between theaptitudes and commitment of these students and theothers with undergraduate majors in education, English,French, history, psychology and business

Table I is a statistical summary of our recruitingefforts. Without question, we would have had a widerchoice if we had had more time

Table I Recruitment Summary

Brochure announcements distributed 2,500Applications for admission filed 55Applications received too late for

consideration 21Applicants disqualified by low

honor point average 7'Acceptable applicants 27Participants selected 20

How did we screen applicants? In addition toexamining undergraduate transcripts, we asked candi-dates to request letters of references who couldevaluate their physical and emotional stamina, theirsensitivity, their empathy, their flexibility, theirimagination, their energy, and their common sense.Applicants were asked to submit short essays on theirinterest in librarianship and in working with thedisadvantaged)on why they felt themselves fitted forthe work, what experience they had had and what theirexpectations were Of the institute. In addition,personal interviews were held with all Detroit students.

A committee of institute staff, Wayne StateUniversity library science faculty, library sciencestudents, and our Advisory Committee rated eachcandidate taking into consideration all of theevidence submitted above.

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How successful were'our recruiting and screeningefforts in selecting the "right" candidates? Onlypartially successful. Although it is easy to recognizeand screen out applicants who are grossly unsuite'l,there is a large grey area, wlthin which none ourevaluative devices proved infallible. Letters ofrecommendation are less then totally reliable, sinceno one wishes to destroy a candidate. Work experienceis abetter index, but does not apply for young peoplewho have held only part time student jobs. In anyinterview of feasible length, we found it ultimatelyimpossible to judge accurately about emotional stabi-lity, or about genuine commitment to the poor and/orto librarianship. Especially in times of limitedemployment, when an opportunity is offered to earnan advanced professional degree, without tuitionand with a small living stipend, it, becomes difficult,if not impossible to distinguish between a genuinedesire on the part of an applicant to work with thepoor in urban libraries and a very reasonable wishto be occupied and to eat regularly for a year. Itcould be argued that ulterior motivation is notnecessarily bad, and that it can be built upon todevelop genuine professional commitment. Sometimes.It was our experience that judgment based on personalinterview conducted by several knowledgeable people,faculty and student, public librarians and educators,black people and whites, were no more discerning andno more reliable than judgments based on writtenevidence.

At this writing, on November 15, 1972, four monthsafter the program ended, 17 of the 20 candidates havein fact completed work for an MSLS degree: one droppedout of the program and the other two may complete thefinal requirement (master's essay involving individualresearch) within the next six months. Academically,therefore, our judgments were reasonably sound.

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Of the 17 students who have completed their work,ten are presently using their skills in urban publiclibraries. What about the other seven? One is expec-ting a baby within a short time, and one is touringEurope for a year. One chose to work in a bi-lingualprogram in the Detroit schools, although she hadnumerous opportunities to work in public libraries.For personal reasons of family and friends, four ofthe qualified students feel tied to Detroit, andthus are unemployed. If they were mobile, they couldfind numerous employment opportunities, especiallysince three of them are black women.

In summary, as of November 15, 1972, four monthsafter the institute ended 17 of the 20 participants(or 85%) completed the program. Two more may finishwithin the next six months. One of these has beenhandicapped by illness and pregnancy.

Ten of the 20 participants (or 50%) are presentlyworking in urban public libraries, with the disadvan-taged. Although enthusiastic reports have come inabout several of them, it is too early to make arelicble judgment of their success.

Four of the 20 participants (or 2b%) are qualifiedand eager to work in public libraries, but are tiedto the Detroit area. One hopes that job opportunitieswill open in Detroit, or that they will find itpossible to move.

The great majority of the students we selectedwere excellent choices. They proved to be superiorstudents, intelligent, dedicated and tough minded, witha clear sense of direction. There is every reason to

. believe that they will be highly successful publiclibrarians who will make an .:.mportant contributionto the libraries where they :are employed, and to theprofession at large.

It is the judgment of the institute director atthis time, however, that we should not have selectedas many students who were unable to seek employment

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outside the Detroit area, and that in three or four ofour selections we chose candidates who lacked thepersonal stability and dedication necessary to servethe urban poor as librarians.

We demonstrated that there is a continuing demandfor minority librarians, espncia7ly if tT':c!y

are willing arl geographically fiexfble.Most of the minority students received numerous offersof excellent positions using the special skills theyhad been developing. Iv was our experience that thedemand for white students to'work in inner citylibraries was .much more limited. Of the four whitestudents who have completed the program, two (50%)are employed; of the two Chicano students, one (50%)is employed in a public library, of the 11 blackswho completed; seven (63 %) are employed in publiclibraries. One cannot, however, quote meaningfulstatistics based on so small a sample.

In summary, our successes demonstrated that librariansfrom minority groups are in great demand and that highlycapable candidates can be recruited. Our failures werelargely of two kinds -- 1) choosing too many people whocould not leave Detroit and- 2) choosing some people whowere not really suited for or dedicated to libraryservice to the urban poor. It would appear that noneof our screening techniques were effective in identi-fying the latter. In future, therefore, the followingsteps seem desirable.

1. Recruit all or most of the students from fouror five public libraries prepared to re-employ studentsafter they graduate. This should ensure a realisticconcept of the public library by the student, screeningof the candidates which only a day to day observionin a work situation can offer; and assured employment.

2. Continue to recruit black students.

3. Emphasize recruitment of Latino students.

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4. Anticipate limited employment opportunitiesfor white librarians working with the disadvantagedin large cities of the north, east, midwest and west.

5. R(7,c' fl 'y acadenu.cally qualicA students.

As will be documented in the following sectionon curriculum preparing for service to the dis-advantaged requires a wide range of and high levelof competency, beyond the ability of mediocre ormarginal students.

6. Recruit for emotional stability and dedication(it is unlikely that in a year of graduate study thiscan be taught or developed), for intellectual competenceand for employability (either by commitment of a formeremployer or geographic flexibility).

CHAPTER 2

THE TOTAL CURRICULUM

Having recruited our students, our second object. was to prepare them as well as possible, and in so

doing, test the profession's assumptions about whatconstitutes relevant and productive education forpublic library service to the disadvantaged and thefeasibility of teaching the basic skills of librarian-ship at the master's level while focusing upon theneeds of a special group. As a faculty, we recon-sidered and rethought every course in the corecurriculum as well as all relevant electives, interms of their content and method. In addition torestructuring each of these courses, we also developeda new reference sequence and two new courses, "ProgramPlanning for Librarians", and "The Reading, viewing,Listening Interests of Inner City Adults, Young Peopleand children." We also developed a different approachto field experience, in which students were to beplaced not in libraries, but in social agencies.

For each course we produced a clear statement ofobjectives, course content and requirements, and anevaluation instrument. All courses were highlyinterdisciplinary, and two of them "Libraries andCultural Change" and "The Public Library and the City"were team taught by a sociologist and a librarian.

In order to make it possible to experiment witha variety of time frames, the institute students werekept together in one section throughout the program.In this highly structured situation, individualinterests were recognized only in the choice of fieldassignmentlin the final individual research project,and in assignments within each course.

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Table II

Outline of Courses and Schedules

Fall Quarter, 1971 14 credit hours

Libraries and Cultural Change - 4 credit hours2 1/2 hours, Monday Friday, 51/2 weeks

The Public Library and the City - 4 credit hours2 1/2 hours, Monday-- Friday, 5 1/2 weeks

Basic Reference - 4 credit hours,2 hours, twice a week, 11 weeks

Program Planning for Libraries - 2 credit hours2 hours, once a week

Winter Quarter, 1972 14 credit hours

Technical Processes - 4 credit hours2 hours, twice a week, 11 weeks

Advanced Reference - 4 credit hours2 hours, twice a week, 11 weeks

Reading, Viewing, Listening Interests of Inner CityPeople - 4 credit hours2 hours, twice a week, 11 weeks

Program Planning for Libraries - 2 credit hours2 hours, once a week

Spring Quarter, 1972 - 14 credit hours

The New Technology and the City's Information Needs -4 credit hours8 hours - Monday Friday, .3 weeks

Supervised Field Work,- 8 credit hours40 hours, 7 weeks

Program Planning for Librarians - 2 credit hours2 hours, once a week

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Summer Quarter, 1972 - 4 credit hours

Master's Essay 4 creeiit hoursindividual Research 5 1/2 weeks

Total Credit Hours = 46

The regular library science programs at Wayne StateUniversity contains a core of 25 to 29 quarter hours,required of all students regardless of their specialtyby library type and function. This core, as in most.library education programs, is conceived to provideinstructed in the basic skills and insights oflibrarianship course intended to orient the studentinto the library profession and courses in technicalservices, basic reference, two of three courses inadvanced reference and bibliography (in humanities,social sciences and science-technology and anexperience in individual research which results in a

master's essay or project.

In the experimental curriculum the core was main-tained, although many of the individual courses asdetailed in subsequent chapters, differed substantiallyin focus, content and method. The major change in thecore was the substitution of a single course in advancedreference which cut across the humanities, socialscience and science-technology. Chapter five describesthe philosophy behind this new approach to referenceas well as its content and method and an evaluation ofits effectiveness, written by Mrs. Miriam Larson, thecourse coordinator.

In the regular graduate library science curriculum,candidates supplement the core with a series of electives,some of which may be in graduate study outside of libraryscience. In the experimental curriculum there wereno electives. All students, in addition to the core,enrolled in courses on "The Public Library and theCity", (a variation of "Public Library Systems andServices"), "The New Technology and the City's

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Information Needs" (a variation of "Documentation"), twonew courses, "The Reading, Viewing, Listening Interestsof Inner City Children, Young People and Adults" and"Program Planning for Librarians.". In addition, thestudents spent most of the spring quarter gaining fieldexperience in social agencies of the city, and all ofthe summer half quarter engaged in individual research,focused where possible upon the positions to which theywere going._

The experimental curriculum was based upon theassumption that librarianship is of its nature inter-disciplinary, and that a viable program of libraryeducation must tap the insights of social work,sociology, education, political science, publ.tcadministration, economics, law, and other disciplines.Acting upon this assumption, two halftime co-directorsfor the institute were appointed from Wayne State'sCenter for Urban Studies, Michael Springer with a back-ground in sociology and Robert Holland, a politicalscientist. These two men were invaluable in counseling.the students, in recruiting and orienting lecturersfrom other disciplines and in guiding the students tograss-roots agencies. and organizations in the city.To prepare themselves for the program, both men readextensively about libraries (they found library litera-

ture thin), visited public libraries in the Detroitarea, and spent long hours discussing library problemswith the institute director and the other members ofthe library science faculty. Correspondingly, membersof the library science-faculty, especially the institutedirector, spent considerable time learning from the twoco-directors the assumptions,_ methods, central issuesand emerging trends in their fields.

Although sociologists commonly do not presume tounderstand chemistry, for example, and most economistsdo not concern themselves with physics, nearly allscholars have used libraries, and have thus formedtheir own conceptions and mis-conceptions about them.The two co-directors interpreted for us what ourcolleagues from other disciplines needed to know about

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libraries in order to adapt their own insights to theproblems of library science. With our co-director'shelp, we developed a two page summary fact sheet onThe American Public Library, 1971, which was given toall instructors and lecturers from other disciplines.This document, with its accompanying page of suggestedreadings, .along with some individual discussion, usuallyover lunch, about libraries in general, and the programin particular, constituted the orientation of our part-time faculty. In addition, all persons associated withinstruction in the institute, either for_,-a !single lec-ture, a series of lectures, or a course, librarians,and non-librarians, were provided with a summary ofthe original proposal, detailing our assumptions,' pur-poses, objectives and activities, and an outline ofthe specific course, with which they were associated.They also were given a roster, containing a littleinformation. on the experience, background and expec-tations of the students. ',Copies of these documentsmay be found in the appendix.

How effective were these efforts at orientationinto the library profession and into the program? Asmight be assumed, they varied with the insight anddedication of the recipient. One practical problemwhich will continue to face library educators who wishto facilitate cross-over from other disciplines is thatfaculty devoting a minor part of their time to teachinglibrary science students frequently will not and/orcannot devote a significant amount of time to learningabout libraries. The traditional alternative ofencouraging library science students to elect coursesin other related disciplines - sociology, economics,political science, public administration, computerscience, literary criticism, business administration,etc., also encounters problems: (1) there are too manyrelated fields to enable an exposure in depth within thescope of one master's program; (2) students frequentlydo not have the undergraduate preparation in all fieldsnecessary for enrollment in graduate courses; (3) stu-dents commonly do not have the academic and/or experien-tal background in library science required to make acreative cross-over from the insights found in the otherdisciplines.

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For all these reasons, it seems necessary todevelop patterns of team teaching with faculty fromother disciplines, within the library science curriculum.

In Wayne State's experimental curriculum we attemp-ted to introduce other disciplines in two ways - bymeans of guest lecturers oriented as above, who offeredone or a oeries of lectures, and by means of course-long, day after day, intimately meshed team teaching.Both devices were moderately successful - both taughtus that there is a great deal more to the interdisciplinaryapproach than the willingness to pursue it. We learnedthat it requires a major investment of time from boththe library educators and faculty from other disciplines,if a unified, unconfusing instruction is to be offered.Each discipline has its own structure, its own language,its own almost unverbalized assumption, and for thestudent to absorb and adapt these to librarianshipwhich is in itself a new field for him, requires amajor intellectual effort. Most students perhapsall students need a great deal of help to make thiscross-over. Attacks of intellectual indigestion werenot uncommon among the institute students; and indeedamong the faculty during our experimental year, al-though the consensus was that our efforts were stimula-ting. In three courses, the "Advanced Reference,""Libraries and Cultural Change", and "The Public Libraryand the City", we made our most extensive efforts at anintegral interdisciplinary approach. What we did, andhow effective we were, and what problems we encountered,will be detailed in subsequent chapters. One perhapsseminal discovery Michael Springer and I stumbled uponwas that we really began to function as a team, and tounderstand each other's disciplines only after we beganto plan research together.

A fairly detailed description now follows of thepurpose, objectives, content and method of each coursein the experimental curriculum, with recomendations onwhat we would retain and what in future should be donedifferently.

The arrangement is chronological, by quarter, asthe experiences were presented to the students.

CHAPTER 3

LIBRARIES AND CULTURAL CHANGE

This four credit hour course met five mornings aweek, during the first five and one-half weeks of thefall quarter, and was a substitute for the requiredcore course "Introduction to Librarianship". It wasan experiment in integral team teaching by MichaelSpringer, a sociologist and Genevieve Casey, alibrarian, and a test of whether it is beneficialto provide students with an intensive, concentrateddaily class exposure of five and one-half weeks ratherthan the traditional, two hours, twice a week, 11 weekpattern.

The general purpose of "Libraries and CulturalChange" was: to provide students with a perspective tothink about the library in a changing social, economic,technological, and political context, and the libraryas a social agency, modified by and contributing tosocial change.

Specifically, we hoped:

1. To orient students into:A. The experimental curriculum its purpose, con-

tent, methods, schedules, requirementsB. The cityC. The library profession

2. To weld the group into a cohesive, cooperativelearning group and to give them awareness of thedynamics of group interaction.

3. To give students understanding of communication,its structure and function.

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4. To give students understanding of communication, itsstructure and function.

5. To give students insight into the history of libraries -ways in which they have traditionally responded andcontributed to the political, social, economic,religious milieu, how libraries are effected bytechnological change.

6. To give students understanding of the library as itexists today, its structure, variety, major issuesand trends.

7. To give students awareness about how other discip-lines are responding to social change.

8. To introduce students to the social agencies towhich they would be attached in the spring quarter.

The. students first experience was a get acquainted'day in which they met each other, the institute staff,university officials and members of the Library ScienceStudent Organization. They were given an orientationinto the university library and encouraged to availthemselves of cultural opportunities on the campusand in the city. We discussed the total program,techniques to evaluate it and invited the 20 studentsto share something of their backgrounds and expec-tations for the year with each other and with thelibrary science, faculty.

For the remainder of the first week, Dr. RobertSmith, Director of the University Center for AdultEducation, introduced the students to participationtraining. His purpose was to weld the participantsinto a cooperative, cohesive learning group and alsoto give them awareness of the dynamics of groupinteraction, needed for working with community groups.

Dr. Smith'S analysis.of what he attempted toaccomplish in this segment, and what happened as aresult is included in the appendix.

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In the remaining four and one-half weeks, the stu-dents were given their first exposure to the city, bymeans of field trips to the Detroit P,blic Library(Main Library, Municipal Reference Litrny, an innercity branch and several stor_?, fro .r2 ), zfne Ford RougePlant, a Common Council Meeting.

They were encouraged to read wide, from anextensive biTiography on The Force anf Influence ofChange on American Society. Using these readings as aspringboard, Michael Springer and Gene'..-ieve .Casty oon-ducted lecture-discussions on such subjects as communi-cation, its function and structure and the library asone communication agency, the industrial and post-industrial world, creative response to a changingworld by other professional associations and by theAmerican Library Association, how libraries havetraditionally responded to the political, social,economic, religious milieu, libraries as they areeffected,by the new technology, the importance ofnon-boOk media, the role of libraries in a societyin revolutionary change, how other disciplines res-pond to, contribute to, and are modified by socialchange.

By means of films, and lectures by library leadersin the Detroit area, the students were introduced tothe history, issues and trends in academic, school,special and state libraries.

Guest speakers included David Berninghausen,,Deanof the University of Minnesota Library School, speakingon "Intellectual Freedom and Censorship", Everett RogersProfessor of Communication, Michigan State Universityon "The Diffusion of Innovation", Germaine Krettek,Director of the American Library Association Washing-ton Office on "Libraries in the Political Process",David Wineman, Professor of Social Work, Wayne StateUniversity on "Advocacy and the Ethics of Responsi-bility", and Eugene Brook of Wayne State's Instituteof Labor and Industrial Relations, and Jesse Christmanof the Detroit Industrial Mission on "The IndustrialEnvironment - It's Effect on Attitudes toward Learningand Education".

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To share the wealth of the institute with theregular student body, and also to bring the institutestudents into -.-pntact with all of the library sciencestudents and faculty, we opened most of our guestlectures to all our students. The institute studentswere asked to prepare for the guests by reading on theissues to be discussed and by writing a series of ques-tions which opened the general discussion periodfollowing each lecture.

During the last few days of the course, directorsof the various social agencies to which the studentswere to be assigned for field work in the spring quar-.-ter, visited the class and discussed the role, scope,problems and activities of their agencies. By theend of the fall quarter, students were asked to choosethe three agencies which they would prefer.

As an assignment for this diffuse orientationcourse, each student was asked to write a paper onthe major trends and issues facing the library today.The purpose of the assignment was to help students tofocus all the scattered ideas to which they had beenintroduced and to familiarize them with libraryliterature. In addition, all students were asked toread as background information, the article on "Libraries"in Americana Encyclopedia and Libraries at Large, thereport of the National Advisory Commission on Libraries.

The final exam consisted of three questions:

1. What new insights have you gained during this courseabout cultural change and the shape of the socialrevolution?

2. What issues raised do you want to explore further?

3. In terms of its history and present development,discuss the library as (1) an agency which isshaped by its social, political, and technologicalenvironment, and (2) as an agent of, or impedimentto change.

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At the final session of the course, the studentswere asked to evaluate their experiences, both in termsof context ("Were the objectives clear, were theyappropriate to 17:)ur level of education and experience,were they appropriate to your preparation to be publiclibrarians working with the urban disadvantaged") andin terms of course strategies.

C,7,

In general, 17 of 20 students (83%) found theobjectives of the course clear and appropriate to thelevel of their own education and experience, althoughfive students did not feel that the objectives wereappropriate to their preparation as public librariansserving the urban disadvantaged. Since we did notask the students to sign their evaluations, it isnot possible to know whether these five studentswere those with library experience. Thirteen of the20 students (65%) felt that the pace was too fast,and 15 of the 20 would have welcomed more examples toillustrate the concepts being presented.

in general, the students found the weaknesses ofthe course to be:

1. Too much material in too short a time, with in-sufficient discusSion to clarify and relate.

2. Too open-ended and unstructured an approach, whichseemed confusing.

3. Too little emphasis upon the disadvantaged.

4. Too concentrated, with meetings every day. Somefelt that team teaching was "bad news" othersfound it stimulating (six students rated the teamlecture "very exciting and important.") , ten "some-what useful and interesting", four "confusing andof doubtful value." Fortunately, no students foundthe team presentation "boring and useless" orimposible to remember.

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The stuents found the major strengths of theintroductory course to be its:

I. Emphasis upon political, economic, social issuesand their relation to libraries.

2. Participation training, with fostered group cohesionand freedom of expression.

3. Variety of learning experiences - lectures - fieldtrips reading, discussion, etc.

4. Great quantity of ideas.

On the basis of the students' reactions and ourown observations, our recommendations for a futureintroductory course would be:

1. Arrange for one week of orientation into the libraryscience program, including participation trainingand after this, meet two hours twice a week for 11weeks in the traditional pattern.

2. Continue to use the bibliography (updated) on TheForce and Influence of change on American Society,perhaps arranging non-credit seminars once a monththroughout the academic year, to discuss the readingsand apply them to librarianship.

3. Continue to emphasize political, economic, socialissues and their relation to libraries, introducinga little more structure, but maintaining the openended no-easy-answer approach.

4. Reduce the number of guest lecturers and increasethe time for class discussion.

5. Improve the techniques of team teaching. We foundit less confusing to the students if the sociolo-gist and the librarian lectured on alternate dayswith both participating in the discussion eachclass period.

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Since the institute ended, the core "Introductionto Librarianship" course in the regular curriculum hasbeen changed to allow for a once a week two -hourorientation at the beginning of the student's T.-Program,

and a three-hour seminar discussion on "Issues inLibrarianship" toward the end. Some of the aboverecommendations may be implemented in this shift ofstructure.

CHAPTER 4

THE PUBLIC LIBRARY AND THE CITY

An adaptation of an elective course on "PublicLibrary Systems and Services", "The Public Libraryand the City" was another highly concentrated,intensive course which became a continuation of"Libraries and Cultural Change". It too met fivemornings a week, during the second five and one-halfweeks of the fall quarter, and offered four credithours.

The purpose of the course was to give studentsunderstanding of:

1. The urban system - official and unofficial.

2. The urban poor and the agencies which serve them.

3. The urban public library its history, currentproblems and future prospects, its service to thepoor.

4. Tools for decision making and planning for urbanlibrary services.

In addition to acquainting the students with thepublic library in perspective - its history as anurban agency of acculturation, the library today, itsusers and non-users, the library as one instrument formetropolitan communication, its legal and financialstructure, the public library in relation, to otherlibraries, regional systems, state information net-works, school, and academic libraries, and public

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library experiments with new patterns of service tothe disadvantaged, the course was designed to givethe students exposure to the city. Such highlyknowledgeable persons as the president of the DetroitCommon Council, the chairman of the Detroit CharterCommittee, and a former comptroller of the City ofDetroit disCussed with the students the changingstructure of cities, trends in urban politics andgovernment and their implication for libraries,trends in urban fiscal policies.

The two co-directors of the Institute, MichaelSpringer and Robert Holland, and other Wayne StateUniversity faculty associated with the Center forUrban Studies discussed with the students such ques-tions as the poor, who are they? why are they?, thepoor and Model Cities; the organization of the city,official and unofficial, regional, city-wide andneighborhood; ethnicity and, the new pluralism;violence, social disorganization, alienation and itsimplication for libraries; and working- within the:bureaucratic structure.

To highlight the public library's response tothe urban environment, the students received firsthand reports from Keith Doms, Director of thePhiladelphia Free Library and then President of theAmerican Library Association, from James Rogers, aboutthe Cleveland Public Library, and by telelecture' fromselected members of the Los Angeles Public Library staff.

Three minority people who came from Model Citiesneighborhoods, and who represented their neighbors oncommunity councils, met with the students to sharetheir perspectives on the city.

The students were asked to read materials aboutthe city from the bibliography on The Force of SocialChange and books and articles recommended in a Biblio-graphy on the Role, Function, Objectives and Historyof American Public Libraries. They divided into sixteams of three or four to prepare and deliver classreports on the following subjects:

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Public Library Service to Disadvantaged Children;Public Library Service to Disadvantaged Young Adults;The Public Library Inquiry; Public Library Systems inthe U.S. (The study conducted by Charles NelsonAssociates for the Public Library Association);Emerging Library Systems (The study of the New YorkPublic Library Systems); Overview of LSCA (An evalua-tion conducted in 1969)

An open-book, take-home exam completed the course.Each student was asked to respond to the followingsituation:

"You are a consultant hired by the Detroit PublicLibrary Commission to do a policy memorandum makingrecommendations on how the Detroit Public Library shouldimprove its services to the disadvantaged. Using theinsights you have gained in this course, make recommen-dations on budget, legal and administrative structure,community relationships, relationships to otherlibraries, staffing policies and programs."

The student's evaluation of the second five andone-half weeks did not differ significantly from theirreaction to the first part of the quarter. Again,there was too much to learn and not enough time todigest it. Depending upon their background, tempera-.ment and intellectual competence, the students werevariously stimulated or overwhelmed.

The "Public Library and the City" was a coursewhich would be impossible to replicate without specialfunding, since it brought to the campus top-levelpeople who could not be expected to give of theirtime without compensation. There was enough highlyrelevant material to have warranted a sequence of atleast three four-hour courses. Planning for such asequence designed for students wishing to specializein public libraries is now underway at Wayne StateUniversity. The new sequence will need to have alittle less about the urban poor and the city,. anda little more about suburban and rural library systems,about the various "public:" or target groups of thepublic library, and about alternate futures for thischanging institution.

CHAPTER 5

THE REFERENCE SEQUENCE

by

Miriam Larson, Assistant Professor, Library Science

Wayne State University

Scope and Content

In conceiving and structuring a reference sequencedesigned to prepare librarians to serve the urban dis-advantaged, a careful identification of the dimensionsneeded to build into the learning experience was ofprimary importance. Reference service in its totalconnotation, and the urban disadvantaged situation inits complexity and multiple needs, constitute a com-plicated interaction where little real pattern ofsatisfactory work exists. It was therefore necessaryto choose with discrimination those concepts andexperiences which would facilitate preparing librarianswho could become truly flexible and functional in thereality of the urban need.

Since the content scope comprised the total spanof knowledge and information as represented by theliterature of the humanities, the social sciences, andscience and technology, it was felt that this spanshould be presented as a continuum with an appreciationof its overlapping, melding and shared characteristicsas well as its areas of special and Peculiar knowledge.The plan was, in brief, to treat reference as a horizon-tal as well as a vertical process, particularly whenviewed in relation to complex social situations. The

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length of time, two consecutive quarters, was felt to beminimal but all that could be reasonably allotted withinthe confines of a one year program and it was believedthat a functional reference basis could be effected inthat period.

The components identified as being basic andintrinsic to the avowed purpose of preparing librarianswho could act as effective intermediaries between infor-mation and knowledge, and the urban disadvantaged wereessentially as follows:

1. To sense the continuum of knowledge from thehumanities through the social sciences and scienceand technology.

2. To identify characteristics of that continuum whichindicated where information would be lying.

3 To determine how the nature of the knowledge wouldinfluence its encoding.

4. To understand how the nature of the discipline andthe manner of encoding influence organization forretrieval.

5. To become familiar with major bibliographic toolsand techniques of retrieval, both general and sub-ject.

6. To become acquainted with the process of searchand how this related to the continuum of knowledge,its encoding and the bibliographical organizationfor retrieval.

7. To relate this all to the potential effectivenessof a librarian as the intermediary between the needand the means of satisfaction, particularly in thosesituations where the persons with the need are unawareof the means for satisfaction and unequipped to per-form a rewarding search for information.

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8. To point up the capacity of the literature tosupport a variety of searches generated as anoutgrowth of situations in real life.

9. To acquire a sound sense of the service dimensionof librarianship and its implementation in referencework and communication.

10. To implement and refine the foregoing through dis-cussions, presentations, assignments and fieldobservations.

Statement of Purpose and ObiLecIives

To acquire a sound sense of the service dimensionof librarianship and its implementation in referencework and communication.

To understand the relationship between the natureof a body of knowledge, the way that knowledge isgenerated, and the way it is communicated.

To sense the breadth of the spectrum of existingknowledge in the humanities, the social sciences, andin science and technology in order to understand theinterrelatedness of information and knowledge from allfields and the'necessity for multi-faceted thinking andsearch in order to meet the reference needs of today'scomplex society.

To learn how the forms of bibliographic.organiza-tion which have been devised to store and retrieveinformation can be used to provide access to particularfields and areas of knowledge, and to identify pivotalbibliographic reference tools which exist to implementthis organization.

To become aware of the interdisciplinary nature ofthe knowledge which is required to meet special informa-tion needs and to recognize the attendant necessity forutilizing bibliographic apparatus in many areas and ofmany kinds to adequately supply the information for aparticular need.

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To learn to analyze the informational needs ofpersons and groups in order to satisfactorily locateand supply the particular combination of informationwhich :yin satisfy a given need.

To particularly relate this to the informationneeds of the urban disadvantaged and the agenciesserving them and, in so doing, to recognize theinadequacies which exist in the bibliographic controlof many of the communication channels of significanceto the disadvantaged and their situation.

Methodology

It was recognized tha the traditional library hasnot been particularly effective in a situation such asthat of the urban disadvantaged. It was also recognizedthat part of this lack of relevance could well be attri-buted to deficiencies in what we have felt could andshould be made available for retrieval and, therefore,for which we have generated means for retrieval. Basically,however, the backbone of our bibliographic control issound, functional and necessary for maintaining accessto the mass of material of all kinds which'forms theworld of information. Reason dictated, therefore, thatthe existing system must be understood, if only to departfrom it. The intent of the reference courses was todevelop good librarians with the basic skills of librarian-ship at their command and with an awareness of how theseskills could be made to work in tune with social changeand development.

The first half of the reference sequence, designated"Basic Reference", was therefore taught quite traditionallyfocusing on the dimensions of the reference function: itsresponsibility to serve its public; the way in whichlibrarianship organizes materials for access (bibliographies,indexes, handbcoks, directories, etc.) the pivotal generalreference tools and their use. Every effort was made to

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develop a sound knowledge and appreciation of referenceas a firm, workable base for later extension in thesecond half of the sequence. The instructor was thedirector of an excellent public library who is alsoon the part-time faculty of Wayne State University andthe emphasis was on developing a working, practicalacquaintance with reference in its professional setting.

In the "Basic Reference" class, discussion wasfocused particularly on how the librarian can sense andrespond to the needs of users, and how the students couldinterpret and translate this into the needs of the par-ticular public whom they identified as the disadvantaged,whether the urban black disadvantaged, the Chicanopopulation or other groups with special problems.Laboratory exercises were oriented with special emphasison materials and subjects which are a part of theimmediate scene. Rather to the surprise of everyone,this proved to be a relatively easy translation andcommunication to make, the students quickly identifyingand pointing out where the process of reference couldbe very relevant and potentially rewarding to the par-ticular user groups with Which each was most closelyconcerned.

Advance Reference

The methodology adopted for the presentation ofthe "Advanced Reference" course was more complex andconsisted of a multi-dimensional, multi-disciplinary,and multi-person approach designed to expose the studentsto as great a faceting of-learning as possible. Toachieve this the responsibility for reflecting thenature, generation, communication, texture and subjectscope of the literature was divided among professorsfrom representative faculties and disciplines in theCollege of Liberal Arts. They represented among themthe humanities and fine arts, the social sciences, andthe pure and applied sciences.

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Responsibility for correlating the correspondingbibliographiC control at the command of the referencelibrarian was handled by members of the library sciencefaculty in their respective bibliographic specialties -humanities, social sciences, science and technology.

Coordination of the total instructional projectwas the continuous responsibility of a member of the.library science faculty who planned the program,attended all sessions, and was in constant contactwith the students. Balance sessions which could bedevoted solely to relating the inter-disciplinaryand bibliographic aspects of the course content witheach other, and with the urban disadvantaged situation,were regularly inserted.

Major correlating laboratory assignments weregiven which necessitated using the bibliographic andreference facilities of the Wayne State UniversityLibraries and the Detroit Public Library. These weredesigned to make the developing concepts, referenceinformation, and technique of use of reference toolsinto a functional whole. Their purpose was to developthe ability of the students to actually identify,locate and retrieve information, (1) in differentdisciplines, (2) across and within disciplines,(3) for a variety of purposes, (4) in a variety ofways, (5) using various forms of bibliographicorganization, (6) at varying levels of sophistication.

The timing of the various presentations, discussions,and assignments was balanced in such a way as to developa gradual, natural and valid set of interrelationshipsbetween the nature of the literature, bibliographiccontrol, technique of use, the reference function asexercised by the librarian, and the practical realitiesof the urban disadvantaged as the focus of the effort.

A great deal of latitude was given to each visitinglecturer to reflect his own discipline as he saw fit,hoping in this way to avoid distortion in interpreta-tion and to establish a direct student/disciplinecommunication. A thirty minute discussion period waspart of each. such session during which time the studentswere free to ask. any question or challenge any point.This they did quite actively.

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The final session was in the form of a seminar forwhich each student prepared a written brief of the con-cepts which had been developed concerning the referencefunction, its implementation via inter-disciplinaryrelationships, its exercise through the bibliographiccontrol available, and its relevancy to the urban dis-advantaged situation. All students contributed, bothin oral presentation and in challenge.

This methodology was based on the premise thatstudents enrolled in a graduate program, particularlythose who .have been selected because of genuinecommitment, are prepared and able to exercise indepen-dence in study, concept formation, and expression;that, given the opportunity for such independenceand such support as is individually necessary, theycan arrive at conclusions and modes of applicationderived from the ingredients of the reference situa-tion; and that they can indeed form generalizationscapable of application to diverse situations andrequirements, thus enabling them to perform flexiblyand effectively in the area of retrieval of informa-tion for particular needs.

The methodology was also based on the assumptionthat knowledge is dimensional and not flat; that ifwe can understand how information is generated,communicated and organized we can begin to act asintermediaries between knowledge and the peopleneeding it; that if the structure of a field, plusthe place of that field in society, can be sensed,we can find our way around that field, using thebibliographic access tools at our disposal; thatthere is a difference in the kinds of questionswhich each discipline asks about the same situation;and that part of librarianship is being able to seeand mediate these multiple reflections.

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Our paradigm was essentially:

USING AVAILABLE RESOURCESto

INDICATING A PATH SATISFY AN INFORMATION NEEDby means of

VARIOUS FORMS OF BIBLIOGRAPHICALCOMMUNICATION

Some most interesting approaches were taken by thevarious lecturers as means to achieve the "feel" of whata discipline would generate as literature, this beingthe literature to which the librarian would later applybibliographical control and from which information wouldbe withdrawn.

David Fand, Professor of Economics, used thecurrent stabilization policy to demonstrate how economicsgenerates information, affects political decision making,and influenL;es the situation of special groups.Charles Hurst, President of Malcolm X College of theCity College of Chicago, discussed innovative educationalideas, particularly as practiced at Malcolm X Campus,with a primarily black disadvantaged student population.Emily Newcombe, Professor of Literature, reflectedliterature as an expression of human situation andemotion through a group of readings and interpretations.Robert Hazzard, Professor of Speech, placed drama inthe context of communication via a reliving and learningexperience which expresses needs and longings in thehuman and currant situation. Reuben Meyer, Professorof Community Medicine, placed medicine in its socio-logical setting and suggested how librarians couldinnovatively facilitate getting medical informationto the people who need it. Morton Raban, Professorof Chemistry, demonstrated how a scientist thinks anduses the scientific method to generate data and explainnature, and later to develop materials which affect thesocial situation. Patricia Knapp, Professor of LibraryScience, developed the essential role of the library asan institution which should sense the nature of thematerials which it encompasses and develop the capacityto match those materials with the questions to whichthey address themselves in varying ways.

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ssignments

In the "Basic Reference" course the assignmentswere designed to acquaint the students with the organiza-tion and techniques for using major pivotal bibliographicreference tools. The exercises consisted of relativelyshort and simple problems which would reward an effectivesearch with a reasonably satisfying "answer." Parallelclass discussion laid the groundwork for the more complexconcepts to be developed in the "Advanced Reference"course. The purpose was to be able to assume, by theend of the first quarter, that the format of both directand indirect reference sources was familiar and usable.

The assignments in the advanced course werestructured to build upon this basic competency but toexpand this familiarity into viable concepts of infor-mation generation and communication; compilation, con-solidation and reprocessing; search and retrieval acrossdisciplines, and vertically into disciplines.

Four specific goals were identified as beingnecessary components of flexible and adequate searchand retrieval and therefore deserving of particularemphasis:

1. To learn how the bibliographic chain of primarycommunication, consolidation and basic access toolsis repeatedly demonstrated in various disciplines -the "tracking _system", and "information transferchain" (the organizing bibliographic structure.)

2. To learn to use the bibliographic organization andchain to find '-nieces" of information included ina total literature (to break the literature down,the bibliographic search process.)

3. To learn how "bits" of data are amalgamated into aliterature to form a cohesive whole (literaturegeneration.)

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4. To develop a concept of the total inter-relatednessof knowledge - through time, across disciplines andby means of multiple bibliographic control whichis needed to effectively explore the knowledgeabout the human situation which has been.communica-ted and is currently being communicated (correlationof generation - organization - search with aninterdisciplinary body of knowledge.)

Assignment No. I focused upon a survey of thespecific structure of bibliographic control of one ofthe social sciences which appeared to have particularpertinence during the spring. quarter. The survey wasto be presented in such a way as to lay out the mainreference access to the chosen discipline and toconstitute a "guide" oriented approach to "thinking-into' the discipline.

Assignment No. II built upon the reference know-ledge acquired in No. I and applied it to an actualsearch for information concerning a topic of interest,chosen by the student, which found exemplification inthe humanities literature and which either had itsroots in, or spoke to, the situation of the urbandisadvantaged. This could be folk music, an artform, an author or dramatist particlilarly aware ofthe current situation or some other faCet of thehumanities. The result was to be a specific andfocused bibliography which demonstrated the potentialfor actually locating particular materials, Greatflexibility was allowed in choice of subject.

Assignment No. III gave each student an abstract,with specific science/technology focus, which hadrelevance to the current situation. The charge tothe students was to indicate how this particularabstract could find its way into the science/technologybibliographic communication and control system. Thiswas to include indications linking it mith past research,current research, meetings and conferences, and eventualreporting in both the scholarly and lay literature. Theemphasis was empirical. The presentation could be inany form - essay, outline, graphic - but should be markedby lucidity and clarity.

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Assignment No. IV was designed as an interactionse:71inar to which each student would contribute theparticular insights and understandings which he orshe had developed during the total reference sequence.Its purpose was not only to correlate but also tochallenge the bibliographic system as it exists.Each student came prepared with an outline of hisown conclusions and questions, all attended, and allparticipated. The result was a livdy, variouslystaLed, and frequently divergent expression of observe-ticns, analyses and challenges to conclusions, whichserved to pool and to blend the experiences of the tworeference courses and of the various participants.

A group of handout items- accoanied the variousunits and assignments and included a statement. ofcourse purpose and objectives, selesative bibliographiesand reference tools in the humanities, social. sciencesand science/technology, graphic depictiOns ofbibliographic search as a flow and a process, a basicreading list, specific assignment sheets to guide theLaboratory work, and such illustrative materials asindividual inter-disciplinary speakers contributed.

EVALUATION

Faculty Evaluation

It was the considered opinion ,Df the staff that theref-rence sequence had indeed fulfilled its objectives,as stated at the beginning of the aaquence. The studentsha tE learned to handle retrieval proiblems across disciplinarylines, had sensed the need for flexible thinking and theimaginative use of bibliographic apparatus, and were con-fident of their ability to supply positive and relevantsupport in the urban disadvantaged situation.

It was felt that the course would have profited bya longer time span in order to allow the students totranslate their learning and experiences into specificpractical applications for the benefit of a socialinstitution and its clientele. This would have acted

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as a reinforcement of the entire learning process andalso have relieved much of the pressure of "time" asa limitation.

The use of lecturers "from discipline" seemed tohave been warranted by the results achieved. Itprobably would have been advisable to exercise some-what more direction in orienting speakers to thecourse purpose and to selecting speakers with patentlydynamic deliveries.

Student Evaluation

In both instruments the course was rated "verygcc)d". The teaching was also rated "very-good" inflexibility, interest, stimulation and student rela-tionships. The sequence and organization of the coursewas considered desirable. The pace of instruction wasconsidered to be too fast, the desire being for additionalexamples and problems to clarify and develop concepts.

Direct student comment was invited _a:s to strengthsand weaknesses of the course and suggestions were madewith apparent candor. The major strengths consistentlycited were: (1) the interdisciplinary approach; (2) theclass discussion periods and correlation; (3) theassignments, as learning through independent research;(4) the style and manner of presentation of the course,this latter apparently encompassing the preceeding morespecific aspects. Also mentioned were the use oflecturers for 'feel" of disciplines.

The major weaknesses were very generally equated tobe: (1) the time limitation built in by the pace of thetotal program which prevented development to the extentthe students would have liked and (2) the fact that someof the lecturers did .not seem too rewardthg (others wererated good to excellent:)

Recommendations

In the last analysis, the advantages and benefitsof the approach were judged to far outweigh any otherfactors. It was the belief that the time-relatedsequence of interdisciplinary learning/experiencing/correlating/performing should be built into future

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programming as a very positive learning experience. Kebelieve that it is not only very relevant to the needfor reference adaptability and a wide-angle view of theurban disadvantaged situation but that it would alsoadd dLal;ension and depth and flexibility to the prepara-tion for reference excellence in regularly scheduledprograms in education for librarianship. Refinementsand E-xtensons. could and should be made, but we feelthat the prlillary assumptions, approach and methodologywere validated and are well worth the effort involved.

Two imstruments were used to gauge student evalua-tion of t1 a. course and of the teaching: The McKeachie"Student. Opinion of Teaching and Course" .(Wilbert J.McKeachie, "Student Ratings of Faculty," AAUP BulletinVol. 55, 1 7.69, 439-444), and the same instrument whichhad been dasIgned and used for evaluating the othercourses ii the institute. In each case, the responseswere,:transIated into mathematical equivalents whereverpossible in order to have an adequate basis for correla-ting respOnses-

=TER 6

TECHNIQUES OF PROGRAM 77411NING AND ADMINISTRATION

by

John D. Fraser, Director, 'TicGregor Memorial Conference Cen-ter, Division of Urban :xtension, Wayne State University

Sandra Milton, Program fLic,-dinator, Conferences and Insti-tutes, Division of Extension, Wayne State University

Frank J. Misplon, P_rog. erector, McGregor Memorial Con-ference Center, Ed_v_L- of Urban Extension, Wayne StateUniversity

As part of the for graduate students on"Public Library Servic---,=. far the Urban Disadvantaged", thestaff of the Division4afHF:47ne State University's Depart-ment of Urban Extensdon wus asked to develop and conduct acourse in the "Techniques .LE Program Planning and Program,Administration." The r s was conducted over a two quar-ter period. As the pramttL=m phase of the instruction, thestudents planned, conduct-2f- and evaluated a three day seminaron public library serv=es itlo- the illiterate adult, open tothe institute particip-F1751hemselves, alumni, faculty, stu-dents enrolled in the rxry library science curriculum atWayne State University,, arr7: :practicing librarians andlibrary administrators L:HFT-e Detroit Metropolitan Area.

The course objecti7c . was to present to the speciallyselected students in lihr:y science the role of thelibrarian as educator, (7-nge agent, and community programplanner. The assumption-was that the library should be notonly a storehouse of literary and educational resources, buta community and people rElated center.

After meetings with ±aie Dean of Urban Extension and theextension staff, it was dprZded to focus the first quarter'sclass on the role of the rif-M-.arian as educator and the tech-niques important to the deNeaopment of programs for adults.the following quarters would concentrate on the techniques of pro-

gram implementation and administration. An outline was prepareddetailing the course object±ves and curriculum segments andapproved by both the Dean r-F: urban Extension and the Depart-ment of Library Science.

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As this was a new and innovative program, there wereno texts readily adaptable to the course. Extenqivelibrary research was conducted and selected bibliographieswere prepared to focus on course segments. In addition,attention was given to publications of the Adult Educa-tion Association and unpublished material used in pro-fessional seminars conducted by the Conference Divisionof the National University Extension Association.

The first quarter introduced such topics as:

1. The history of library involvement in adult educa-tion and community service programs.

2. Adult learning-theory -- characteristics of theadult learner; characteristics of the disadvantagedadult learner.

3. Basic steps of program development.a. The analysis of program needb. Programming by objectivesc. Analyzing and testing objectivesd. The identification of human resources related

to program objectivese. Program research and writingf. Evaluation techniques objectives as a prelude

to evaluation

4. The librarian's role in adult education.

In the first quarter, in addition to the lecture/discussion sessions, the students met in laboratorysessions which divided the class into groups by function.The functions were

1. Research and materials gathering

2. Audience survey development.

3_ Program planning and objective writing

4. Instructional method development; including specificidentification and selection

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7

The laboratory groups prepared bibliographies,studied, discussed and reported back to the class asa whole. The students were given assignments in thewriting of program objectives using learning theoryand other educational techniques. They developed inthe first quarter many hypothetical programs thatcould be used by librarians in public service to theurban disadvantaged, before focusing on the illiterateadult seminar.

It was thought in the first quarter that the besttechnique would be to use the distinguished lectureapproach which was found. effective both in the conductof residential conferences and professional seminars.However, in this case it did not prove satisfactory asit segmented the instruction, making organization ofthe course content difficult for:students being firstintroduced to this area of library concern. It wasdecided in the second quarter to use the singleinstructor approach.

The subsequent quarters concentrated on the administra-tive and program management phases in accordance withthe following outline:

1. Group and organizational characteristics discussionof types of groups; voluntary organizations, memberattitudes and techniques of community survey.

2. The planning and running of conferences and seminars;the techniques used by adult educators and communityleaders in designing and implementing programs,Organization of programs, check lists and othermethods found successful.

3. Definitions and terminology used in program conduct.

4. Good meeting practices.

5. Evaluation techniques -- discussion of the instru-ments and statistical techniques of program evalua-tion.

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G. Group discussion techniques -- Participation,Sensitivity training, T-groups, Brain storming,Consensus processes, Role playing, etc.

7. Audio visual and media techniques -- the develop-ment of A-V materials from those that can be selfmade to the use of sophisticated video tape andinstructional learning machines as they relateto programming in the library.

8. Budget and financing community service programs.Discussion of techniques for financing programsfrom no budget, low cost programs, to the highlybudgeted type programs. Discussion of fundraising, grantsmanship and proposal writing.

9. Publicity, public relations and informationtechniques -- promoting library programs tointerested groups.

In order to provide the students with a laboratory topractice their program planning skills, a three day seminarwas scheduled in the spring on Public Library Service toFunctionally Illiterate Adults. The seminar was open tolibrary science students and faculty and to publiclibrarians in the Detroit area.

The class was divided into five groups to work on projectsrelated to the seminar, such as preparing bibliographies ofprint and non-print materials available for use with illiterateadults, arranging exhibits, developing publicity, planning andleading discussion groups and devising techniques for evaluatingthe seminar.

In addition to providing the institute students with anopportunity to learn by doing, objective of the three dayswere to inform attendees about the functionally illiterateadult and his characteristics, research about non-readingadults, materials available for them, public library servicesand programs for illiterate adults as well as basic adulteducation activities offered by schools and other community.agencies.

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The following resource people delivered papers atthe seminar, and aided the participants in developmentof guidelines for public library service to functionallyilliterate adults:

David Alexander, Instructor GEDCO, Inc., Dearborn,Michigan

John Axam, Director, Reader Development Program,Philadelphia Free Library, Philadelphia,Pennsylvania

Evelyn Coskey, Extension Librarian, Kanawha, West.Virginia County Library

Ann P. Hayes, Evaluation Specialist, AppalachianAdult Education Center, Morehead, Kentucky

Peyton Hutchinson, Director, Project READ, DetroitPublic Schools

Helen Lyman, Director, Library Materials ResearchProject, University of Wisconsin

Fifty-three people attended the seminar, and pro-ceedings were widely distributed.

In itself, and as a way to share the resources of theinstitute with students enrolled in the regular curriculumand with practicing librarians, the institute was highlysuccessful. In the evaluation, conducted by the institutegroup, all participants, including students, librariansand faculty indicated that the material presented in theseminar should be'incorporated into the regular libraryscience curriculum.

As a laboratory, the seminar was indispenable, butcreated problems in timing. Programs with outstandingresource people must be planned months in advance, andthis limited the degree to which the students couldparticipate fully in the decision making, and tended toskew the sequence of course instruction.

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In fall and winter quarters students were.given amid-term and final examination to assist in evaluationof their understanding of the course content.

The instructional staff felt that the studentsreceived a good basic foundation in the techniques ofprogram development and administration. In addition,they developed an awareness of the role of the libraryand the librarian in the development of programs ofinterest to the community they serve.

Our experience in this experimental course leadsus to believe that:

1. Instruction in program planning and adult educationtechniques is an important element in the prepara-tion of public librarians.

2. Laboratory experience in actually planning programsis essential, but a single seminar, the planningfor which must begin before the theoretical materialhas been presented is not the best solution. Alterna-tives might be the involvement of students in limitedelements of several library programs and seminars.A case study method might also be used, althoughreality can never be totally simulated.

3. Since adult education for librarians includes so manyelements, practical and theoretical, it is less con-fusing for the course to be taught by one versatileadult educator, preferably with library experience.

CHAPTER 7

TECHAICAL SERVICES

The Technical Services Course, along with BasicReference differed least from the traditional coursesin purpose and content, since it was felt that itwas addressed to the fundamental skills of librarian-ship which the students needed to acquire not onlyfor direct service to the disadvantaged, but alsofor the day when they might find themselves super-visors and administrators of urban public libraries.

The major difference in the Technical ServicesCourse in the experimental curriculum, was increasedemphasis upon non-print materials and upon acquisi-tion techniques and selection tools.

In the regular curriculum, students elect oneor more of three courses in the selection and evalua-tion of materials for adults, young people andchildren, where the techniques and tools of acquisi-tion are discussed. The experimental TechnicalServices course attempted to absorb the additionalcontent by using a programmed learning text incataloging) with the idea that the students mightlearn this element outside the class structure byindividual study. In the opinion of both the courseinstructor, Professor Edith Phillips, who is anexperienced cataloger, as well as a teacher, andof the students, the experience with the programmed

Boll, John John J. introduction to Cataloging.Volume I, Descriptive Cataloging. mcGraw-Hill, 1970.

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learning text was not successful. Many studentsneeded class discussion in order to understand thetext, and those students who did master the textalone found the class questions and discussionrepetitious and boring. Neither the students northe instructor, had enough time in an already over-crowded schedule to participate in what would haveamounted to another two-hour seminar outside of theregularly scheduled Technical Services class forthe benefit of those unable to master the subjectin individual study. If programmed texts to teachcataloging are to be used in the future, it seems:evident that some screening of students in termsof their aptitude and previous knowledge, isnecessary. It may be that programmed catalogingtexts, which are necessarily very detailed, withheavy emphasis on cataloging rules, are suitableonly for students who wish to specialize in thefunction of cataloging and classification.

On the whole, with some exceptions, our "people"oriented students in the experimental group tended

resist the logic and the detail which are basicto a study of the organization of materials.

CHAPTER 8

READING, LISTENING, VIEWING INTERESTS OF INNER CITY

CHILDREN, YOUNG PEOPLE AND ADULTS

"The Reading, Listening, Viewing Interests ofInner-City Children, Young People and Adults" wasanother new, eclectic course which met for two hours,twice a week, for the 11 weeks of the winter quarter.The students found this course one of their most use-ful learning experiences.

The course was designed to introduce the studentto:

1. Book selection for children, young people andadults.

2. Reading problems of people for whom English is asecond language.

3. Special reading problems of the urban disadvantagedchild and adult.

4. Black literature.

5. The underground media.

6. The musical interest of inner city people.

7. Public library film use, and

8. Urban folklore.

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Specifically, as a result of the various experi-ences during the course, students were expected todemonstrate.

1. Ability to evaluate print and non-print materialsfor inner city people.

2. Ability to review and annotate print and non-printmaterial

3. Ability to analyze problems in the selection andevaluation of materials for the urban disadvantagedand identify possible solutions for them.

Input for the course was necessarily by severalexperts, There was a full six-session unit on thereading interests of children and young people, taughtby Dr. Donald Bissett, Associate Professor of Elemen-tary Education, Wayne State University, a unit on theblack experience in literature taught by Casper Jordanof the School of Library Science at Atlanta University,a unit on Public Library film use by James Limbacher,Film Librarian of the Dearborn, Michigan Public Libraryand Penny Northern of Kansas City Public Library.Members of Wayne State University faculty lecturedon reading problems of people for whom English is a

second language, the reading problems of disadvanta-ged black teenagers, and urban folklore. A staffmember from Motown Records, a large black recordingbusiness in Detroit, talked about the listeninginterests of inner city people (illustrated by Motowndiscs) and a panel of editors of underground papersintroduced the students to this literature, oftenunfamiliar to librarians. The owner of a black book-store shared his insights on the reading tastes ofAfro-Americans in Detroit. A lecture on the biblio-therapy completed the class sessions.

Central to the learning experience of the studentsin this course was the assignment which required expo-sure to a wide variety of print and non-print material.The students worked on this assignment throughout the

55

winter quarter. The assignment was in two parts, oneinvolving the theory of materials' selection, thesecond its practice . The theoretical assignm?.1,t was:

"You are a librarian in a new innerThe majority of the residents in the comm .1..y aroblack, 20 percent are Appalachian white,percent are Spanish speaking, Puerto RicanTwenty percent of the adult residents are ur,ttolallyilliterate. Twenty-five percent of the pc?:et..:811 workforce is unemployed. Thirty percent of the iT,:115.esare "one adult" families. There are serious problemsof alcoholism and drug addiction in the area YT7,7r

materials budget is somewhat limited. Elect to be aChildren's, Young Adult, or Adult Librarian."

A. Interview some representative community peopleabout their reading interests. Write a shortreport on the interview and its findings.(contacts with schools and community adultswere arranged by the institute staff.)

B. Divide in'co teams (children, young adult,adult) and develop as a team project, astatement of your materials' selectionpolicy, using what you discovered in yourinterviews as well as what you learned byreading on public library selection policies.Your policy should give consideration to:

1. Priorities (print vs. non-print material,books vs. periodicals, etc., classic vs.specialized content, etc.

2. Criteria for selection.

3. Ways in which your policy is similar toand different from selection policiesin other urban public libraries.

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4. The objectives of public library serviceas reflected in professional standards.

5. Methods you would use in reaching aselection policy.

6. Factors which you would consider in for-mulating a selection policy.

This portion of your assignment should reflectwide reading in the problems of public librarymaterials' selection and should be accompanied by abibliography. Based upon acquaintance with librarypractice, it should be innovative and reflect yourown ideas.

Thy practical assignment in book selection was:Elect to be a Children's, Young Adult, or Adult.Librarian in the same inner city branch. Using majorbibliographical and evaluation tools, as well asexamining the material:

a. Children's Librarians. List thefirst 100 titles you wouldrecommend for purchase in each ofthe following areas:

(1) Classic children's literature andliterature reflecting the blackexperience.

(2) List the first 50 titles you wouldrecommend for purchase whichwould be of special interest toAppalachian white children.

(3) List: the first 50 titles youwould recommend for purchasewhich would be of special in-terest to Spanish speakingchildren.

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b. Young Adult Librarian. List thefirst 100 titles you would recommendin three of the following areas:fiction, literature reflecting theblack experience, biography, poetry,adventure, family living

c. Adult Librarians. List the first100 titles you would recommend inthree of the following areas: Litera-ture reflecting the black experience,family living and child care, occupa-tions, books and namphlots forbeginning adult readers, books inSpanish, books 7,nd pamphlets on drugand alcohol addiction.

Entries should have complete bibliographical infor-mation, including price. All titles should be in print.Each entry should have an annotation, indicating itscontent, scope, style, the authority of the author(if the book is not fiction), its point'of view, itsmerit, deficiency, its value, its usefulness, yourreason for choice.

d. Using catalogs and evaluation tools(but not previewing)

(1) List the first 25 recordings youwould recommend (annotated forthe user with complete biblio-graphic information.)

(2) List the first 25 films vou wouldrecommend (annotated for the userwith complet. bibliographic in-formation.)

e. List the bibliographical and evaluation tools you used and evaluate them.

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All students found these assignments challengingand very time-consuming; those who had limited librarybackground, particularly so. The assignment was success-ful in focusing the variety of information they receivedfrom the lecturers and in helping the students tofamiliarize themselves with materials, as well asselection tools. Mos± of the students found the taskof choosing so many books overwhelming and negotiatedwith the course coordinator to reduce the number oftitles required by 50 percent.

In their evaluation of this course, requested onthe last day of the 11th week, the consensus of thestudents was that the course had succeeded in intro-ducing them to a wide variety of ideas, materials, andresource people, most of them relevant to their futureassignment as librarians. They regretted that therewas not more time to explore, discuss and digest theideas presented to them. One student would have likedmore time to master book selection tools, and anotherwished more input on the reading interests of innercity adults.

The strength of the course lay in its breadth,providing exposure to all media, print and non-print,and to the whole age spectrum. Since no one instruc-tor could be knowledgeable in all the areas includedin the course, it seems necessary to use many differentresource people. In order to provide time for discus-sion and exploration of the ideas brought by thespecialists, the course might well be extended overthree, or at least two quarters. In a regularcurriculum, content should be expanded to includeinstruction on:

1. The techniques of acquisition.

2. Adult basic education and the non-reading adult(this was deliberately omitted because a three-day seminar on this subject was a part of theinstitute program.)

3. Theories of reading and experiments in remedialwork with children, young people and adults.

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At some point in the curriculum, students alsoneed exposure to the various audio-visual machines,their potential, their 1itations and how to operat?.them. Too often, pubil 1.-rarians miss this learninge,x7;c2rience which is nom .:175,tandard for the school media

specialist, and they nel,rar really exploit the possi-bUilties of non-print media.. for serving the out-of-school population. The experimental studentsreceived this instruction in a special, non-creditseminar.

CHAPTER 9

THE NEW TECHNOLOGY AND THE CITY'S INFORMATION NEEDS

A'three week, 15 day, course in Library Automa-tion conducted by Becker & Hayes, Inc. (carrying fourcredit hours) was offered to the institute students atthe beginning of the spring quarter. Its purpose wasto provide the student with a T asic introduction tothe new technology and its uses with emphasis onservice to the inner city community.

Our aim was not to create experts in computertechnology or programming, but rather, to providestudents with a basic orientation upon which theycould develop their own ability to evaluate the useof computers in a library context.

Planners of the institute felt'that there weresignificant reasons for public librarians working withthe urban disadvantaged to understand basic techno-logical issues, since services which utilize or dependupon technology should be as available to the innercity as they are to any other group served by thelibrary. We felt that the small inner city business-man and the neighborhood group in the inner cityneeded ready access to information networks, to cabletelevision, to audio-visual equipment, to all of thecapabilities of computer-based information services.

In addition, we theorized that the internal opera-tions of libraries now and increasingly in the futureinvolve the use of computers and other forms ofmechanization, and that all librarians, includingthose who specialize in service to the disadvantagedshould be prepared to utilize these technical servicesand to influence the decisions concerning what theyshould be.

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Since specialists in library automation, of thecalibre of Joseph Becker and Robert Hayes are notnumerous enough to be available on the faculty ofevery library school, we wanted to experiment withthe feasibility of telescoping the class contactsnormally spread over 11 weeks, into three intensiveweeks of instruction. If the students could learnabout library automation in this structure, wereasoned, it might be possible for several universi-ties to share the services of one team of experts.

The first week provided the participants with anintroduction to technology, including computers, non-book materials, library networks, communications tech-nologies such as cable television, etc. The secondweek focused attention on one particularly significantset of technologies - those involved in data processing.It provided the participants withan introduction tothe means of storing data in machine - processibleform; the characteristics of punched card equipment;components of a computer and their organization intoa system; the basics of programming; and the techniquesfor systematic analysis of: library data processing needs.The third week presented the applications of dataprocessing to library services, with emphasis on theuse of MARC (machine readable cataloging) data.

Participants were asked to read and study the text.Handbook of Data Processing for Libraries by Robert M.Hayes and Joseph Becker (Wiley- Becker & Hayes, 1970)and were provided with a detailed workbook for eachweek of the course, which contained clear statementsof purpose and behavioral objectives for each unit.

Content and schedules for the 12 units are descri-bed in Table III.

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Table III

LIBRARY AUTOMATION COURSE OUTLINE

Day 1 Day 2

Unit of In-struction

Unit 1

IntroductionReview of Information

DevelopmentsLibrarians' Concerns

About AutomationReview of ProfessionalActivities

Unit 2

ReviewConversion MethodsHardwareSoftwarePersonnel

Instruc-tionalObjective

To create an aware-ness of the manyforces of changewhich are acting onthe library environ-ment and causinglibrarians to ex-plore innovativemethods of techni-cal processing andreader service.

To recap the funda-mentals of punchedcard and computertechnology in orderto refresh the stu-dent's familiaritywith prior instruc-tion; and to pro-vide a bridge tothe contents ofUNITS 3-12.

ClassFormat

Lecture Discussion LectureSlidesMoviesField Trip to Compu-

ting Center

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Day 3 Day 4 Day 5

Unit 3

Systems De-sign andImplemen-tationdescriptionanalysisdesignevaluation

ImplementatioOrientation

Unit 4

MARC and RECON Pro-grams

General DescriptionMARC Pilot ProjectMARC IIRECONThe Future

Unit 5

Technical ProcessingApplications

AcquisitionsCatalogingCirculationSerials Control

To developthe sequenceof stepsessential tothe intro-duction ofautomatedsystems in-to theLibrary

To secure a detailedappreciation of thestandard machine-readable biblio-graphic record andexplore its futureunpact on libraryautomation programs

To investigate theeffects of the com-puter on acquisi-tions, cataloging,circulation andother technicalprocessing functions

LectureDiscussion

Lecture by MARCSpecialist'

Workshop ExerciseCoding MARCWorksheets

LectureSlidesDiscussion

Day 6

Unit ofDiscussion

Unit 6Reference and Admin-

istrative Applica-tions

Information ServicesAdministrative Data

Processing

Unit 7Advanced Communications

and MicrographicsTechnologyMicrographicsDial AccessCommunications

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Day 6 cont. Day 7 cont.

Instruc-tionalObjective

To investigate theeffects of the com-puter on referenceand administrativefunctions in thelibrary

To extend beyond com-puters into advancedareas of new tech-nology which areinfluencing automa-tion programs inlibraries

ClassFormat

LectureSlidesDiscussion

MoviesDemonstrated EquipmentDiscussion

Day 8 Day 9 Day 10

Unit 8 Unit 9a Unit 9b

InterlibraryCommunica-tions andNetworksInterlibraryCommunica-tions

Networks

Audio Visual MaterialsUse of EquipmentMethods of Access

.

.

Continuation

.

To determinethe implica-tions ofnetworkoperationsamonglibrariesand consi-der how thenew tech-nology canbe appliedmost effec-tively

To acquaint the stu-dent with thevariety ofdifferent equipmentavailable to thelibrary for promo-ting the active useof audio-visualmaterials

Continuation

Day 8 cont

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Day 9 (cont Day 10 (cont

LectureDiscussion

LectureMovies

Demonstrated Equip-ment

Practical Use

Day 11 Day 12

Unit ofDiscussion

Unit 10 Unit llaMagnetic Tape Ser-

vices Available toBlack Businessmen

Us,e of 1970 Census:Tapes- for UrbanAffairs

Related Data Bases

Basic Machine ClinicKeypunch Machines,

Microfilm Reader.Printers, Circula-tion Charge-OutMachines

Instruc-tional

Objective

To describe the'con-tents of the USCensus tapes andthe methods avail-able for extractingdata of significanceto urban affairs

To demonstrate how toconduct a localclass that willteach young dis-advantaged childrenhow to operateselective, basicmachines in alibrary

.

ClassFormat

LectureSlidesDiscussion

.

Demonstrated EquipmentHands-on Experience

Day 13 Day 14

Unit 11c

Day 15

Unit 12Unit llb

Continua-tion

Continuation Conclusion and RevieWA

Continua-tion

Continuation

Day 13 cont

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Day 14 cont Day 15 (cont

Demonstra- Demonstrated Equip Discussionted F.,'quip- ment Reviewmerit_ Hands-on Experience

Hands-onExperience

Instruction was given by Joseph Becker, Robert Hayesand Josephine Pulsifer.

It would be a pleasure to report that the experi-ment was a success", but in fact, it was not. The stu-dents felt that this course was their least usefullearning experience. Why? Certainly the course waswell organized and brilliantly taught. Perhaps thecourse came at a time of the year (April) when thestudents were tired and unwilling and/or unable to makethe intellectual effort to grasp the unfamiliar languageand concepts. .Although it should have been evident, mostof the students did not appreciate the relevance of thiscourse to their future occupation. No doubt, the inten-sive demanding nature of the course overwhelmed them.It would appear that a more traditional pattern ofinstruction, spread out over a full quarter, is betterfor this subject matter, at least for beginning libraryscience students in their basic, pre-Service education.

If automation specialists are to be shared.betweenlibrary schools, it must be within a region small enoughfor commuting.

In an effort to extend the benefits of the insti-tute to practicing librarians in the area, we invitedstaff members of the Wayne State'UniverSity and theDetroit Public Libraries to audit the course. Theselibrarians realized their need to learn about libraryautomation and valued the quality of the instructionbeing offered to them. They found the course highlyuseful, and not too concentrated.

CHAPTER 10

FIELD EXPERIENCE

A different concept of field experience was testedduring the institute, designed to equip students tothink in new ways about meeting the information andcultural needS of the urban poor and of the agencieswhich serve them. Instead of stationing students inpublic libraries where they could only observe today'smethods, many of which are notoriously unsuccessful,students were assigned inipairs to spend most of thespring quarter in social agencies of the city. Agencieswere selected which were willing to accept the studentsand to assign them to tasks which would bring them intodirect contact with the agency's clients and staff, andagencies with a wide variety of missions and clients toacccnurodate the students' various interests - i.e.,public and private agencies serving children, youngadults, adults, aged, handicapped, etc. A list ofthe ten agencies finally selected, with a brief des-cription of their missions follows:

City of Detroit, Mayor's Committee for Human ResourcesDevelopment

A comprehensive community service program to enablelow income families to become self-supporting andsocially responsible citizens. Four multi-servicecenters and 20 sub-centers provideefamily counseling,vocational rehabilitation, community organization,medical and dental examinations and treatment,legal services, job counseling and placement, andcasework follow-up. Other programs includecultural enrichment, field trips, homemakerservice, home management instruction, on-the-jobtraining, work experience programs for youth,and small business development loans and assis-tance.

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Detroit General Hcspital

Medical, dental and emergency psychiatric carefor in and out patients who are indigent. Emer-gency medical care.

Jeffries Day Care Center

Day care service for the children of workingmothers. Located in a large, high rise, publichousing project.

LaSed

A community center offering a variety of socialwelfare and recreational services for Spanishspeaking children and adults.

Model Cities Drug Abuse Center

A .comprehensive drug abuse program emphasizingtreatment, rehabilitation and prevention. Maintainsan out-patient clinic and a half-way house for thedetoxification of addicts.

St. Peter Claver Community House

Offers clubs and recreational activities forchildren, and young adults in cooperation withthe Detroit Department of Parks and Recreation,family counseling and guidance.

Senior Center, Inc.

A day center to provide group work and recreationalopportunities for men and women over 60 years of age.Provides referral service, volunteer opportunitiesfor individuals interested in working with olderpeople and workshop experience for qualifiedstudents,

Wayne County Jail

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William Booth Memorial Hospital

A maternity home providing pre-natal, delivery,post-natal care, and a social service departmentfor the unwed mother.

In the first half of the fall quarter, a 'represen-tative of each agency met with the students to describeits mission, clients and scope. On the basis of whatthey heard, and their own particular interests, thestudents filed their first, second and third choicesof agency. Before the end of the quarter assignmentshad been made so that students could begin to preparefor their field assignments by reading and by focusingsome of the library skills they were acquiring in theorganization and retrieval of information upon theiragency's area of concern.

During their field work the students were expectedto observe the agency at work with its clients, to actas an information resource person, to learn what rele-vance, if any, the present public library services andresources had to the agency and to its clients, whatthe information needs were of the agency and itsclients, where they turned for information. Thestudent was asked to do a literature search on howother public libraries serve this group. The finalassignment was for each team of two to write a pro-posal on how the public library might be structuredto offer meaningful service to the agency staff andto its clients.

To orient the agencies, we invited representativesto a luncheon early in the fall, at which we discussedthe experimental curriculum and its objectives, andemphasized that we were seeking a learning experiencefOr the students. We asked the agencies to use thestudents in any assignments which would provide themwith direct contant with clients and staff.' Weexplained that the students would have had most oftheir course work before coming to the agencies, andtherefore, might be expected to have some libraryskills which the agency might utilize. We also

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emphasized however that the student's primary obligationand interest was in their academic work, and that it wouldbe unrealistic for agencies to initiate library programswhich they could not continua without the students. Mostof the giving, therefore, was from the agency to theuniversity, although most agencies felt that the studentsdid contribute in some measure.

Robert Holland, Co-Director of the Institute who asstaff member of the Center for Urban Studies, had super-vised the field work of other university students in thesame agencies, was responsible for continuous liaison be-tween the agencies, the students and the Library ScienceDepartment. As will be described below, the agencies wereasked to evaluate the experience in terms of its impact onthe agency and upon the students. A copy of the proposalwhich the students developed was sent to each agency.

Originally, it was planned that the students wouldspend four days a week of the final seven weeks of thespring quarter in the agencies, with the fifth day devotedto a seminar in which they discussed the implications oftheir experiences for public library service and structure.However, as the time drew near for them to seek employmentas librarians, most of the students, especially those withno library experience, began to feel that they needed tospend some time in a library. We, therefore, arranged,through the courtesy of the Detroit Public Library, foreach student to spend National Library Week in one of thelibraries of the city. The library staff gave generouslyof their time to make the week meaningful and the DetroitLibrary administrative staff spent a morning at the end ofthe week with the students, discussing their observationsand relating them to the problems and priorities of theDetroit Public Library. Most of the students found theirweek in the Detroit Public Library a significant learninge7-,..perience which helped them to put into perspective whatthey learned in class and what they later observed in thesocial agencies.

To help the students to organize their experiences inthe social agencies and to relate them to library service,each student was asked to give to the course coordinatoreach week a log, kept according to the following directive:

71

Guide to Preparing Field Placement Log

The purpose of your weekly placement logs are tohelp you review and assess your experiences, facilitatefeedback of significant experiences to the entire class,and provide faculty members information necessary to offereffective support and advice.

Key issues and events will be abstracted from thelogs to be shared with the entire class on the followingFridays. Please indicate any portions of your log youwish to remain confidential.,

Each log is to include the following information:

Summary of Activities

Review of major activities of each day. What happened,when, what was your role, who did you contact, character ofcontact?

Assessment of Performance

1. During the past week, do you feel you were useful tothe agency? How?

2. Did your experiences help you to realize the objectivesyou set for yourself in your field experience?

Problems

During the past week, .did you have any particulardifficulties? What might be their cause(s)? How mightthey be resolved?

Ideas Issues, and Reactions

Did any of your experiences during the week suggestany ideas and issues concerning:

1. Problems of Disadvantaged.2. Functions of public libraries:3. Professional role of librarians.4. Processes of change.5. Urban problems, and6. Character of large institutions.

On Fridays of each week the full-time institutestaff, director and two co-directors met with the stu-denLs individually, and in a group to discuss theirexperiences ; The group discussions were planned andled by the students themselves.

The final assignment for the field work experiencefor each of the pairs of students to develop a

proposal for some form of public library service basedupon the needs they had identified of either the clientsand/or the staff of thir agencies. The purpose of thisassignment was to he. the students to focus their obser-vations on implicati:Ls for public librarianship, andalso to give them some experience in the rigorousthinking demanded of grant seekers. An outline wassupplied to the students based on the form used forproposals under the.Higher Education Act. This requiredthe students to think and write clearly about the problemas they saw. it. (including 'their review of current librarypractice as reported in the literature) , the purpose andiohjectives of the program they proposed to deal with theproblem, the procedures or activities they recommendedLicludi.rlg the resources needed, the time schedule andthe techniques of evaluation, the relevance or replica-bility of what they hoped to accomplish and the costar:!cording to the line item budget outline used by USOE.

How successful was the field experience project, inthe opinion of the students, the social agency and theinstitute faculty?

It was the consensus of the students that their fieldexperience both in the library and in the social agencieswas a most relevant element in'their year-long curriculum..Some of the students felt that they would have been ableto profit more from the whole year if they had had at.least a few months' experience in a public library beforethey came into the program. Like every other experiencein the institute, they felt that the time spent in bothlibrary and social agency was too short. Each studentwas asked, at the beginning of his experience, to setdown his own objectives for the seven weeks, and at theend, to grade himself on the degree to which he felt hehad reached these objectives. 'All the students gavethemselves an A.

73

After the field placement ended, the students'supervisor in each social agency was asked to respondto a short questionnaire evaluating the experience asthe agency perceived it. We asked the agency's opinionson how much and what the student had learned, how wellmotivated the students were, how much the studentstraining in library science contributed to their agencyperformance, whether, if the students had had a longerplacement it would have been useful for the agency, andfor the students, and what changes they would proposeif the program were repeated in the preparation of thestudents, in the orientation of the agency, in thestudents' responsibilities and in the supervision ofthe students.

Although one needs to be skeptical of any percen-tages which involve only ten individuals in ten agencies,the responses to our query are summarized as follows:66 percent of the agencies felt that the students hadlearned a great deal, 16 percent felt that they hadlearned a little, the remainder indicated that we wouldhave to ask the students. One-hundred percent of theagencies thought that the students had learned howpublic libraries can better serve their agencies and/orclients, 83 percent that they learned something aboutthe client's needs, 66 percent that they became moreaware of the Problems of low income communities, 17Percent that they learned about the workings of a largeorganization.

Half of the students Were rated high in theirmotivation, the remainder average, with the exceptionof one student who was judged to be poorly motivated.

In terms of the needs of their own agencies, allof the supervisors indicated that placement should havebeen longer than six weeks. Two thirds thought that alonger placement would also have benefited the students.There were comments that the six weeks was only longeno:igh for the students and staff to get acquainted,that the short period stultified the creativity andusefulness of the students, that there was not timefor them to test the validity of their ideas.

Many of the agencies would have liked a closerliaison with the university faculty responsible for theprogrDfil, There was an uneasy feeling on the part cpfboth students and agency that the full potential of theconta:.:t for both could not he realized beau-se the stu-dent could not commit either the university or the publiclibrury to continue any program which might be initiated.

How would the institute faculty, in retrospect,view the field experience in the social agencies?

One way to judge, its educational value is by thequality of the.proposals submitted by the students, andthe degree to which they reflect a creative applicationof what they observed. Using this yard stick, the pro-gram was successful. One of the proposals for "PublicLibrary Service to Detroit's Latin Community" is now,in essence, being implemented by the Detroit PublicLibrary as the Eiblioteca de la Gente directed by oneof the students who conceived it. (Angelita Espinoappears on the cover of this report.) The proposalfor services at the County Jail, and the services intia-ted.by the two students assigned there, drew the interestof the jail administration, a judge responsible for thejail, and the county librarian, with the result of some-what better library service to the inmates. An excellent,wail conceived proposal was made by the students whoworked at the Jeffries Day Nursery for a pilot story-telling workshop for professionals and para-professionalsworking at the 20 model neighborhood day care centers, tobe conducted by the Detroit Public Library. One of thebest of the proposals was for a demonstration of a libraryand information service to be supplied by the DetroitPublic Library on a contractual basis to the Wayne CountyDepartment of Social Services. This proposal showed anunderstanding of the information needs of welfare.Workersin a large agency, and also a sophistication about admin-istrative relationships between a city library, a countySocial Services Department, the State agency of which itis a part, and the State Library. A proposal for publiclibrary service to senior citizens living in low costprivate housing near downtown Detroit alSo had real meritand may very possibly see the light of day.

75

Some of the students found it difficult to crossthe bridge (even on paper) between the needs of theclients for access to information and library services,and the capacity or willingness of the local publiclibrary to provide the services. It should not beimpossible to structure subsequent field experiencein a triangle of planning between the public library,the social agency and the university. Perhaps thestudent could be assigned once a week over two or morequarters to a field experience in a public librarybranch, and simultaneously, once a week in.a neighbor-hood social agency.

It seems evidentfrom our experience that:

1. Working in the social agencies did stimulate thestudents to creative thinking about new roles,services and structures for the public library;and give them a more realistic knowledge of thepoor and the agencies which serve the poor.

. The time spent in both agency and library was tooshort.

3. A university wishing to initiate such an inter-agency, interdisciplinary program must be preparedto put a great deal of time into its supervision,and must be in a position to draw upon a fund ofgenerosity, time and interest from both socialagencies and library.

4. As the program was structured, the problemsencountered by each pair of students were sospecialized, that individual conferences provedmore productive than a group seminar.

CHAPTER 11

FIELD TRIPS

Within the context of the various individualcourses, instructors and students were encouraged totake advantage of the unparalleled laboratory whichDetroit as a city provides. As a group, they visitedlibraries - the Detroit Public in its various agencies,Wayne cOunty and General Motors Research. libraries.They experienced an industrial complex, the Ford MotorCompany Rouge ,Plant, the Common Council, where govern-mental decisions are made about the city, communica-tions centers, such as the Bell Telephone TechnicalCenter. Individually or in small groups, with thehelp of Robert Holland, Institute Co-Director, theyvisited inner city schools, housing projects, urbanrenewal areas and neighborhood centers. In theirfield wore assignments, they became acquainted directlyor vicariously with typical social agencies within thecity. For many of the students who were quite unsophis-ticated about large cities (see Parkins, Rogers reportin the appendix), the experience of Detroit may havebeen the single most significant learning experienceof the year, outweighing anything which went on in the.classroom.

A week's field trip for the whole group to theAmerican Library Association annual conference inChicago was added to the program at the suggestionof the students who felt that it would be valuableto see the library profession in action, and alsoto survey the job market at first hand.

76

7"/

During the American Library Association week thestudents were encouraged.to participate in as many.activities and programs as possible and to meetpracticing librarians as well as students from otherlibrary schools. Two special programs were planned:A joint meeting with faculty and students from otherUSOE institutes on public library service to the dis-advantaged, and a meeting with administrators of publiclibraries where the students planned to be employed.

The purpose of the meeting with students and facultyof other experimental programs was to exchange experiencesand to thus profit from each other's successes andfailures. The meeting was attended by at least a fewrepresentatives of most of the experimental. programson education for library service to the disadvantaged,as well as faculty from other graduate library schoolswho were thinking about initiating such a program.Since we were able to schedule only one brief after-noon, no definite insights were reached, but it wasthe consensus of the group that there is serious needfor faculty and students engaged in experiments toimprove library education, to meet with each other,not for a few hours, but for a few days. A frank ex-change about what we are learning, could be highlyvaluable for the whole library education enterprise.It really should not be necessary for us all to makethe same discoveries, often based on the same orsimilar successes and failures.

To build some bridges of understanding betweenlibrary administrators and the students soon to betheir employees was the purpose of the second specialmeeting during the American Library Association con-ference. When the consultants met with the WayneState library science faculty in August, 1971, theyadvised us to consider the problem of what wouldhappen to the students if with innovative ideas aboutnew public library structures and services, they wentto traditional public libraries unreceptive to them.The consultants also called to our attention the pro-blem of young and inexperienced librarians who maybe totally unrealistic in their expectations and thusare abrasive and unproductive staff members.

7R;

Several of our students had already committedhem selves to librar7 positions before the June

,e)nferenec. We invited their future administratorsrilms a few other potential employers from large pi:CI:dielibraries to join the institute students and facultyfor lunch. In an informal exchange, we asked the;3npervisors to share with the students the problemstheir libraries had encountered in inner city eer-vice, and we asked the students to tell their futureadministrators about what they had been learning andshout vihat their hopes and expectations were. On thetheory. that many of the misunderstandings which occurarc between the beginner and middle management, ratherthan be hdeen the young librarian and his top &idministreetor, we encouraged the attendance of persons who mightbe the students' immediate supervisorS; or the library'scoordinator of inner city services.

The dialog which ensued was certainly interestingaed lively, although thanks to ooe guest, it tendedmore toward rhetoric and invective than honestexchange. The general climate of racial polarizationonce it invades a meeting can be very destructive.

The whole question about 'how bridges can be builtbetween libraries which are living in the present (ifnot the past) and library education programs whichare ettempting to prepare students for the future hasyet_ to be resolved. Although there are no easy answers,(.or.tinual efforts must be made on all sides lest allour experiments and innovations turn into ashes.

in general, the .udents felt that the field tripto the American Library As!;ociation conference wasstimulating and enlightening, and initiated for themsome valuable professional contacts.

CHAPTER 12

A Digest of AN EDUCATIONAL SIMULATION

MODEL OF PUBLIC LIBRARY SERVICE

By Barry R. Lawson, Resource Economist, New England RiverBasins Commission

The development and use of gaming-simulation as aninstructional tool for the teaching of public libraryservice was initiated at the Institute for Public LibraryServi.2e to the Urban Disadvantaged at Wayne State Univer-sity for the benefit of the twenty-five students enrolledin the Institute.

The design and construction of the model, entitledLIB SIM, has been viewed by its designers as the initialphase in the development of an effective library simula-tion model. This initial phase, has permitted the designteam to judge the appropriate size, scope, and elementsfor LIB SIM. This article describes the public libraryservice model, and suggests some next steps in itsdevelopment and use.

USE OF SIMULATION MODELS IN EDUCATION

The recent unprecedented growth in the design ofsimulation models in education has resulted, in part,from the frustrations educators have encountered intransmitting an understanding of complex technical andscio-economio systems to students. The development ofthese models has been aided by advances in systemsaryllysis and computer technology and by the cumulativeexperience of model bijilders. Although ,d.ebate continueson the merits of educational gaming, this emergenCe hasrflected several advantages of gaming simulation models:

- by definition, they represert scaled-down, easilycomprehended views of the real world;they provide a description and understanding 01the system(s) modeled and the interrelationshipamong elements of that system;

- they encourage the participant to learn-by-doing. through playing and conflict resolution;they may provide a relatively inexpensiveopportunity to "test" alternative strategiesfor decision-makers; and

79

B Ci

can represent an enjoyable alternativeeducational medium.

Among recent educational gaming devices are sevralprototypes simulating Focial, economic, and politic ,l con-flict situations, at tne local, national, and internationalscal,n. In the ±2ield n urban planning, For cmple, sophis-ticated manually operated and computer-assisted models havebeen developed during the past decade whin have greatlyincreased student understanding of the relationships amongmany elements of complex urban systems. These models,despite their capacity to simulate the political andeconomic parameters of. urban society, have failed to por-tray adequately the social dilemmas of the same society.This inadequacy underlines "he inherent difficulty ofsimulating purely social (a5 opposed to market) values,and demonstrates a deficiency in our basic understandingof social dynamics.

Many recent efforts in educational, game design appearhowever, to be overcoming this inadequacy in urban modelingIncreasingly, sensitie issues in urban renewal, publichousing, and school-community relations are becoming thesubject of new models. Although in a few years treseearly efforts may seem crude by comparison, they must belooked npen as representing a fnesh approach to under-standing the most challenging parameters of urban society.In this context LIB SIM was conceived.

Ppplication of Simulations to Library Science

Concurrently, and as in other professional fieldsconcerned with the urban environment, library scienceeducation is undergoing a "mini-revolution" in curriculaand approach..

Initial discussions between library educators andurban specialists at Wayne State led to the belief thata simulation model of public library administrationwould be a fruitful first step towards exploring thelibrary's changing role. Such a model could at oneProvide a technique for testing alternative library pro-grams and be an appropriate tool for introducing complexurban social issues into the library science curriculum

81

by simulating library budgetary and other administrativeprocedures, and relating many elements of the totalpublic library system to relevant external factors.Most significantly, the design of a model was lookedupon as an opportunity to teach an understanding ofthe informational needs of the community and appropriateresponses of the public library system.

As a first attempt with no prototypes from whichto draw experience, this initial effort could not havebeen expected to respond to all these demands completelyadequately. 1 It was hoped, however, that the effortwould demonstratc the potential of gaming models inthe library science field and lead the way to thedevelopment of more effective tools for teachingpublic library service.

DESIGN CONCEPT OF THE INITIAL MODEL

The LIB SIM model was initially conceived to be arole-playing instructional game for library science_tudents. Technically, its basic purpose was to high-light: (1) the bureaucratic relationc,.hips betweenlibrary agencies at the community, local, regional,state and national levels; and (2) the personnel andfinancial constraints placed on their responses tovarious informational deMands of the community. Thesimulation was also eiwisioned to convey the characteris-tic informational needs of different soc -economiccommunities and some alternative responses of thelibrary to these needs. External local, national, andinternational events were to be introduced during playto suggest the relationship between such events andconsequent informational deMands of the community.

1Possibly, the only other presently related effortin library science is the development of a librarymanagement game at the University of- Lancaster, in England.

82

The initial design of the library simulation con-nine roles with two (or throe) players in each

role: a state, regional, suburban and real librarianplus a library board, main librarian an( .1rec branchlibrarians in a major city. The intent was to simplifythe public library system so that the roles and theirrelationship could be easily understood by the stu-dents, play would require two to three hours (alaboratory period) and the twenty students enrolledin the Institute could participate. This design per-mitted the modeling team to construct a base for simula-ting a library systems "real world" complexity. Em-phais was placed on heirarchical linkages, line budgetpreparation, and effective program planning.

The branch librarians were differentiated by theirrespective socio-economic communities -- affluent,working class, and disadvantaged in the context ofwhich they played so-called "community subgames." Thebranches were linked to the lain Library who coordinatedthe system's acti ities and a,:ted as liaison between thesystem and the boar', The library board, whichconsisted of three wmibers, Jctl:d as the policy-makingand budget review body for the city system.

Horizontally aligned with the city system were theautonomous suburban and rural libraries, whose overriding:liaracteristics were affluence and a growing agriculturaleconomy, respectively. The suburban, rural, and citylibraries could be voluntarily linked together by a

regional library systm. The regional library wasconceived chiefly as an economizing factor in the entiresystem. It could offer programs to one or more locallibrary systems at cots lower than the systems couldobtain them individually.

At the apex of the simulation systc hierarchy wasthe state library. It served as the link between federalprograms and local and regional systems, and the sourceof state and federal funding, policy formulation, and'Aministrative coordination. The governmental serviceaspect of the state library was minimized and arose only

83

in periodically introduced news items, Q.ach of whichhad some effect on the informational demands of one

17'

or more of the communities.` in the simulation.

Program planning and budget preparation were alsomain concepts in the initial design. The branch, main,rural, and suburban libraries were each to receive alist of approximately twenty-five program alternatives(e.g., drug referral, bookmobile service, etc.) whichcould be implemented. Each program had material costand time unit requirements which limited a librarles.choice of programs, given its personnel and budgetallocation. The programs were categorized accordingto their "target" population: general, children, youngadult, and adult. The appropriateness of the programswas linked to the librarian's knowledge of the communityand his (or her) ability to anticipate demands whichmight be fulfilled by programs. Budget preparationwas conceived as a relatively simple operation.line budget was to be used in the initial rounds andan issue requiring a programmed budget and subsequentevaluation was to be introduced later into the simula-tion.

Initially, the line budget had two units: time,with 100 time units representing one full-time employeeper round; and money, for materials and other costs.These units were categorized according to function(acquisition and cataloging, binding and printing, pop-ular service, and reference) and staff level (professiOnaland supportive). After "librarians" entered the timeunits and material costs of the programs under-theirrespective categories, a budget sheet facilitated thetranslation of the entire budget into monetary units.ThiE: procedure was .unders,_aken by the branch, main,

suburban, anu rural roles. The main librarian wasrequired to compile the branch with the main libraryreques)_s into one budget for the total city system.

Budget preparation on the state and r-,.gional levelsfollowed a similar line, although siler due toprogram limitaticins and role simplification.

84

':IFIED MODEL

As the gaming model was designed primarily forclassroom use, it was imperstive that it b,2 operationalin a two-hour class session (including a post gaH.ng.discussion) . Early c2xperimentation indicated, noseser,that the budgetary process was far MOL-0 comp]icatc:1than first conceived, the program alternativ listtoo long for quick player comprehension, and 1-_hc numberof roles.too numerous for all of the participants tograsp the various relationships. As a result, thelibrary simulation underwent extensive modificationbefore its first demonstration to the students Of theInstitute.

As Diagram I portrays, the modified design liaseight roles: state, library board, main library, andfive branches. Thy.:: role of the state underwent littlemodification. The library board is now composed ofrepresentatives from the communities of each branchlibrary with a representative of the main libraryserving as an ex-officio member. The duties of themembers of the library board are to review and approvethe budget for the local library, review the programsof the system, and promote the particular needs oftheir respective community-branch libraries. Throughthe use of "prestige" points, 1 the members are alsoable to raise the probabilities of governmental passageof the system budget and the state library budget.

The main library is now composed of three members:one representative to the library board, one directorof the main library who coordinates meetings with thebranches and other activities throughout the game; andone accountant who handles the budgeting and technicalwork. The main library formulates policy, administersprogra7 for the entire system, and coordinates pro-grams and budgets for all of the branches.

1Prestige points are awarded to board membersaccording to their collective success in improving thelibrary programs, and individual success of respectivebranch libraries

,State Library!

85

DIAGRAM I. ROLES AND TASKS UTILIZED IN LIB MODEL

bffluen

Role Tasks

'Library Board

lain Library

- administer state aidadminister federalprograms

- respond to demandsfor extension ser-vices

- approve proposedbudget

- review all programs- support state and

local budgetrequests

- prepare system bud-get

- review branch pro-grams and staffing

- be liaison betweencity and statelibraries

iBranch Librariesu.

Working Class Ethnic disadvantaged

Administrator{

r!Professional

- prepare budget requests- provide programs anti-

cipating communityneedsrespond to community.demands

settle technical disputes- announce news- aid main library in

budget preparation- announce budget allo-

cations for stateand local libraries.

- calculate performancescores

06

The five branch libraries are located in a dis-advantaged community (predominantly Black and poor),ethnic community (predominantly white, Appalachian,poor), working class community (mixed, blue cc r

workers), professional community (doctors, lawacademic and :elated careers), and the affluentcommunity (stablished, wealthy families). Thelibrarians in each of the communities prepare pro-gram and budget requests for their branches with thecharacteristics of their particular community in mind.They also participate in community subgames duringwhich they choose from, among selected responses fora number of informational demands, reflective ofthe character of the respective communities of thebranch libraries;

The administrator has three tasks: to aid theplayers during the budget preparation, to representcity and state governments for the determination ofincreases or decreases in the budgets, and to calcu-late'performance evaluations and prestige -points atthe end of each round. The administrator alsoserveSas referee for technical questions and disputesthroughout the game.

CRITIQUE nFl INITIAL GAME "RUNS" IN THE CLASSROOM

In addition to initial te:_ting, two, "runs" of tnelibrary simulation model were made with the 20 graduatestudents in the experimental program. Essentially, thetwo runs were similar, although there were changeswhich could have influenced players' attitudes and /orplay: (1) the first session was videotaped while thesecond was only audiotaped, (2) the second session wasplayed with fewer roles, (3) the Library Board reMbersadjourned to a separate room for deliberation for por-tions of the second game, and 'finally, (4) the budgetaryaccounting 'procedures of the second run were streamlined.

87

The majority of players participated in both sessions.To the designers, despite a seemingly initial lack of

enthusiasm or curiosity abo'.t the game and its values,it was clear that the subgames in which decisions hadto be made for community demands were enjoyablechallenges to the players. It was equally evidentthat the technical aspects of budget preparation,although not a scv,rce of levity, did promote educa-

tionally valuable negotiations over programs. andstaffing for individual branches.

When exposed to the model in the midst of its ini-tial development, several students provided usefulcriticism of the game and suggested modifications for

making the process more enjoyable. The two sessionswere of great benefit to the designers, for whom the"runs" served to point out the more poorly refinedelements of the design.

On the basis of these "runs" plus review of tapesof the demonstrations, a number of recommendations forimprovement of the model surfaced. 1) It is appropriateto generate diEferentiated levels at which the game canbe played from simple to moderately challenging to mostdifficult. The complexity of the game, its rules andtechniques, should be gradually augmented by increasingthe 11,,Imber of players, number of demand-response situa-

tions, and more detailed budgetary processes.2) Interest could be enhanced through the use ofminiature figures (as in a chess game) for librarystaff members, and other roles, and color coding forlibraries and their service areas, 3) Still greatersimplification of budgetary processes with a reductionof time requirements for the actual game to allow foran adequate period for post-game analysis, seemsdesirable. More direct participation by students inthe actual d,Isign of the simulation might have enhanced

their "enjoyment" of the experimental versions,althoughit might also have reduced valuable feedback to thedesign team.

8B

GOOD A MGDFL?

Jne of the prime responsibilities of the modeldesigner is to address the inevitable question -- juthow good a model has he designed? Although thisvitally important question, perhaps even Jie mostimportant to be asked, it is far from to siest toanswer. Nevertheless, the relevc,ncy ef the Jc,sti(J,,

demands an attempt.

Three fundamental and interrelated processe:, inmodel design are those of calibration, validation andevaluat ion. In the calibration process, after kcvinitial decisions are made concerning the scope ofthe system to be modeled, it is necessary to identifythe major elements of the svtem and intioduce real-world comparability with the factors tying systemelements together. For the library model, decisionshad to be made with respect to how many roles at thelocal, regional and state level were to be included,the relative budget siL, of each, the costs of ser-vices and staff and the number anu ,aix of informa-

tional remand -respense-situations.- In ''their dynamic

aspects, the identification of role tasks and func-tions, and the scheduling of activities had to beset. In short, calibration involves the determina-tion of scope, scale, technical elements and inter-linkages of the library system being modeled. Wherenumerical and other values are used as part of theworking model, these must be determined, by. research.

Data from representative library systems were usedby the designers to lend one degree of reality tothe initial model. As the design becomes moresophisticated, further reality can be introduced.

The second process, validation, is concerned withthe question -- how well does the constructed model

simulate the public library system under study? Becausea decision was made to make LIB SIM a prototype rather

than one which mimics, say, the Detroit Public LibrarySystem, there was an additional challenge. Where valida-tion was a problem, recalibration was often t'he answer.

There are u number" of possible validation technicuescr garling mod Js. Common sense, or faevalirlitv, is

easiest, though least satisfactory' emPlov.

relies solel.,! an the designers' intuition as to the good-ness-GI-fit GI r.,odcl. TO date, this hasLhe i tecnn:_lue applied to LIB SIM. Empirical

-lidiLy deend on .onjective dataagainstwhich p, rformance can be 1.1dged. These validationtchniones be employed as greater sophistication isachieved in model design. The more complex the simulation,the more challenging these latter techniques.

fact tht. design is indeed an iterative processis driven home in a consideration of the thir(3 PTOCSS,that of ,valuation. -11-1 many ways; evaluation is a con-

tinual process throughout as well as after design. Asu process sepalhtL from the tecr.lical aspects of cali-

bration and validation, evaluation simply answers thequestion or .Whether the use of the model satisfies theobjectives o Model construction in the first place.That.: "is, does the model represent a technioue foran arc seT,.ctPn,7T alternative patterns of future

library sy cs, does it effectively Lie together thevarious componmts of the public library systems in a

which is educational to the student, is the modelenjoyable (if Lids is an importantbjeetive), are

elements of the comMunity and these of the lirary asinterrelated as to describe and explain the basis iss es

oing librarians orkincj with urban sub-collmlunities?

No model no matter however sophisticated and com-is worth the re.,....urces expended in its dy. .-elopment

unless it meets the evaluation tests. As a r it

may be discovered that some sacrifices in calibrationand -alidation are appropriate if the resulting techni-que can thereby serve the objectives more satisfactorily.

In the construction of new models, this often means thatcfreatr. rather than less simplicity, is demanded. Abasic rule of do s; is jut. 'his -- maRe the initial

sufficieptly simp?.: to guarantee that it works!Te::ftnically. Control of a workable mod`?l can. in

9()

later desiLin stages, gradually peryit qr 7.]-

ction desired and th,, model capabiljt:to handle the model increases.

In LIB :AM after the initial. constructicu

model which included about nine differeilt

realistic t&7,hnical liumbr3 and 1.,rrilIrstogether, it was clear that the model'swas far too great for its practical use,

further simplifications the model eithef reL;Th

much time or presented administrative ditfiultL,

which required further sacrifices in model preci.For example,' instead, of two categories libcAry.staff personnel, e.g., professional and clerical,one catgory was used; instead of aggregating ectawith respect to acquisition, popular sc-A7vies andrdference, materials costs were combined into andcatgory. Continuous evaluation has reduced the num-ber of roles in LIB SIM from nine to approximate: touror five; further redesign will inevitably 1.-cduu thse-even furth:,,r. Before the initial design st3ge can heconsidered complete, the simplest workabl and siF;--factory model must ha generated, since it i3 onlythe basis of such a I.lodeI that gradual sophisticatinand model development can occur.

From the designers poiht of view, the LIB STt4model developed to date is an intuitively valid andoperational model and has proven itself: to be a devicefor communicating certain principles c t library adicii-tration while confronting participants with significantcominit., issues. From the results of the first demon-strations of the simulation, it is clear that the model

requires further modification in terms of uiminj, corn-

plexity of certain roles, more efficient aciministra-tive procedures, and greater focusing on specificsocial issues. For the first time in overall, model

design, however, the satisfaction of these objectivesare in sight, and progress. toward them underway.

91

CONCLUSION

The present version of the library game-simulationwas designci within a time period of approximately fourto five months. A normal amount of time required todesign a simulation of this scale is typically two tofive years, with a continuous cycle of modification andredesign. The version of LIB SIM discussed in thisarticle is in the first rather than the last phase inthe design process. The core design team is aware ofthe encumbrances of the present design. However, itis also very aware of the potentialities of this designand its application.

For example,.critique of its use to date has al-ready demonstrated the potential as 1) an instructionaltool in a public library administration course and per-haps even the base for the entire library sciencecurriculum; and 2) a planning tool for short-and-long-range library planning. Fulfillment of LIB SIM'spotential as a base for curriculum would clearlyrequire expansion of the model into other technicalareas in librarianship. Fulfillment of the planningtool role would require the development of a more com-plex, carefully calibrated and refined model than thepresent one. These inherent features would requiresubstantial research efforts. The present model canserve as a guide to the needed research to meet thisobjective.

The model's adaptability to computer use is essen-tial to insure manageability of the scope and complexityof the model. The present model is readily adaptableand subsequent deS'ign modification and sophisticationwill continue to keep this essential computerizationfeasible. The basic model has now been developed. Itis apparent that LIB SIM will gradually evolve and mayprove to be the basis for a simulation-programmingfocus in library science education which can assistin meeting present and future challenges more effec-tively.

CHAPTER 13

EVALUATION TECHNIQUES

Under the terms of our originalproposal to tti:,

Office of Education, we engaged in a continonsnal evaluation of the experimental curricullim,contracted for an independent evaluation by t h con-sulting firm of Parkins, Rogers , Inc. ParRias,focused most of their attention upon th expectationsof the students and a comparison of their attitudes,at the beginning alid the end of the program towardssuch key concepts as the poor, the city social change,and the library as a social institution. A copy ofthe Parkins, Rogers report is included in the appendix

A definite answer on how effective the institutewas in its primary purpose - to prepare 20 studentsfor fruitful, creative services to the urban disadvan-taged in public libraries - is not yet possible. Forthe present we can only raise questions such as: howmuch did the students learn about the core sl<ills andinsights of librarianship; did the emphasis uponknowledge of the city and of social change and of the.problems of the disadvantaged mitigate aainst prepar,J-tion for librarianship (defined as the science ofselecting, acquiring, organizing, retrieving anddisseminating the human record), how much did thestudents learn about the city, the poor and sbcialchange; how effective were our efforts .to encouragerealistic attitudes of empathy, concern, etc. for thedisadvantaged, what were the least and most effectiveelements of the program, did we reach our over-allobjectives, and were they appropriate objectives, andwithin each course to what degree did we achieve ourspecific objectives, and how and.why?

92

93

To measure the academic success of the experimentalprogram in terms of the core competencies of librarian-ship, we were able, with the help of the New York StateLibrary to compare the performance of the institutestudents with a control group from the regular curriculum.Both groups of students, toward the'end of the thirdquarter of their studies, took the comprehensive NewYork Certification Examination, designed to measureprofessional competence. Table IV compares the scoresof the exp6rimental group with the scores of the controlgroup and with representative performance in New York.The table identifies not only the total raw scoresachieved, by range, average and median, but also thescores achieved on one essay type question which

relaed to putreach. Although one can cite variables,such as the fact that the volunteers in the Wayne StateUniversity control group tendethto be the best and mostprofessionally .aware of the students in the regularcurriculum, nevertheless, the evidence seems clearthat the institute students tested lower, both inra,r1Q and as a group, than the students in Wayne'sregular curriculum, and than the New York candidates.The .L:ark3ns, Roljers investigation seemed to documentthat thc,, institute students had learned more about thecity and its organization, than had the, control group.The implication is inescapable: that either subsequentprogramt must he longer, to enable more instruction inthe core competencies of librarianship', or a trade-offmust be accepted.

94

Table IV

New York Public Library Certification Examination

Comparison of Performance of Wayne State University

Experimental group and regular students with

New York State averages and m(?.dian

WSU WSU (zgular NewExperimental Library Science York.

Group ___Studnts __State__ ___' .

Highest Raw Score 143 155 173.5Lowest Raw Score 83 92 86.5Average 114.7 129.9 126.1Median 120 136 5 127.5

Outreach QuestionHighest Score 18 25 25Lowest Score 6 6' 0

Median Score 12 15 14

At the conclUsion of each course, the student's'evaluation was sought, both in terms of context (werethe objectives of the course clear? do yc,u feel theywere televant to your preparation as a librarian servingthe urban disadvantaged? etc) and Erocess (to what f:I'greedid each strategy of the course time frame, pace ofinstruction, lectures, discussions, assignments, fieldtrips, readings, etc., help you to reach the statedobjectives?) The students were asked to rate eachcomponent of each course on a five point scale, rangingfrom "very important and exciting" to "boring and awaste of time". For each course the students Wereasked to respond also to two open-ended questions:what did you consider the major strengths of thecourse? and what did you consider its major weaknesses?

95

Final exams for each course were designed to aid thefaculty in evaluating their own and the student's per-formance, and to aid the students to organize thevarioils learning experiences to which they had beenexposed.

In addition to the specific evaluation for eachcourse, as dtailed above, and the over-all evaluationapproached through the New York State Examination andthe Parkins, Rogers interviews, the institute staff(the director and two co- directors) held weeklymeetings to evaluate the program. PeriodicallyDr. Robert Smith, who had conducted the initialparticipation training, met with the students for aninformal evaluation session. At mid year, the insti-tute faculty, the advisory committee and the students'met to review the progress of the institute.

As a result of these weekly and periodic sessions,changes were made in the pace and emphasis of the pro-gram, as possible. Specific devices used to evaluatethe student's field experience and its impact uponthem and upon the cooperating agencies was detailedin a subsequent chapter.10

On the whole, the students were willing to acceptthe purposes and objectives of the program, as deter-mined by the institute faculty. Since most of themwere not experienced as librarians, they realizedthat they could not anticipate the demands of theprofession or judge the relevance of the program,although they could and did make valuable contribu-tions about the clarity of the objectives proposedto them. Their comments about teaching strategiesand about the effectiveness of the various lectures,discussions, field trips, readings, etc., were signi-ficant indeed, and are summarized in the chapters oneach component of the program. Sometimes the studentswere unable to distinguish between the importance ofthe material presented by a visiting lecturer, andthe dynamism, or lack of it in his delivery.

96

The courses the students found roost productive,and interesting as indicated in the interviews andcFtestionnaires administered by Parkins, Rogers wereBasic and Advanced Referenc,a. The coursesthey found least palatable were those in Documenta-tion, Program Planning and Technical-Services.

In general evaluation of the program, most ofthe students agreed that:

1. The program was too intensified, too crowded,with insufficient time to explore and discussideas in depth.

2. Greater emphasis might have been given to developin,jcompetencies to serve' the poor and less on theproblems of the poor (which many of the studentsfelt that they knew all about). Several studentsfelt the need of more work in advanced reference,especially in the retrieval of specialized infor-mation (census, health statistics, commilnitvorganizations) that would be of utility to low-income neighborhoods and on how to establishinformation systems for such communities. Theyalso recommended the addition of a course on howto learn about and relate to local communities.

3. The program was too highly structured, with toolittle opportunity for individual preferences andele.ctives.

-4. Isolating the experimental group in separatesessions for all of the program was counter-produc-tive it would have been stimulating, bothfor the experimental group, and for the regularstudents, if the students could have taken someof their work as a part of the general libraryscience program.

In all these judgments, the faculty is inclined toconcur. Future programat Wayne State University andat other library schools can gain some useful insightsfrom these criticisms.

CHAPTER 14

RECOMMENDATIONS

Specific recommendations about individual courses in theexperimental curriculum are discussed in previous chaptersand need not be repeated. However, it does seem usefulto summarize now, the major insights we gained from theyear-long institute.

1) Programs designed to prepare public librariansat the master's level to work with theadvantaged shoul-i be continued, since theprofession obviously needs such competence.\

2) Special effort should be made to recruitminority people into public library serviceto the disadvantaged. Even in a tight job \

market, demand is high especially forChicano and Black Librarians. Demand ismore limited for white librarians withthis specialty; at least in the largecities of the north and west.

3) Recruiting candidates with intelligence,emotional stability, dedication, andaptitude for library service is crucial.None of the usual screening cevices(honor point average, wr::tten statementsof interest and intent, letters ofrecommendation, and personal interviews)are completely reliable. Successfulexperience in service to the poor andin library work seem the prerequisitesmost likely to insure good candidates.

:4) Recruiting should focus on students whohave demonstrated above average scholasticability since curricula which undertaketo teach both the basic competences oflibrarianship and a specialty in alimited time period are academicallydemanding.

97.

98

5) Recruiting should focus on candidates who canbe geographically flexible. Despite the highdemand for minority group librarians educatedto work with the urban poor, the danger ofsaturating a local market is very real.

6 Extensive ex erience workin in a ubliclibrary is excellent, if not essential pr-paration for institutes on public librELryservice to the disadvantaged. Futurerecruiting might concentrate on the para-professional and clerical staffs of urbanpublic libraries.

7) A graduate library science program shouldaddress itself to professional competenciesand insights. Such essential qualitiesas positive attitude toward the poor,ideals of service and personal integrityshould be recruited. It is unrealisticto expect to form these qualities duringthe academic program.

At least 18 months is necessary to pre--pare librarians Tt the master's levelwith both basic professional educationand a specialty. Since students who arepoor, and have family responsibilitiesfrequently feel that they cannot affordlong periods on smal2 stipends, it mightbe wise to experiment with work-studyarrangements. We are now consideringa two year program with alternatequarters at work and on campus.

9) Insights and methods from other disciplinesmust be integrated into curricula on qabliclibrary service to the urban disadvantaged.However, more research and experiment areneeded on how to build a truly interdis-ciplinary program at the pre-service level.Research projects on urban library prob-lems undertaken jointly by library edu-cators and scholars from other disciplinesoffer some promise.

99

10) The laboratory of a big city is an essentialresource for educating students to be publiclibrarians working with the urban disadvantaged.Faculty must be able to guide students inexploring the city.

11) Traditional time frames, with instruction andclass -contact extending quite evenly over a fulluarter/ trimester / or semester seem more

conducive to learning most subjects at thepre-service level than highly concentratedexposure.

12) Students in both specialized and regularlibraryscience programs can benefit fromcontact with each other. We found itcounter-productive for students in theexperimental curriculum to be in separatesections throughout the program.

13) Field work in social agencies which servethe poor is a valuable part o f preparationfor public library service-to the dis-advantaaedt Effort should be made, how-ever, to integrate this field experiencewith the opportunity for students toinitiate services in_lacal publiclibraries, based upon the needs theydiscover in the social agencies.

14) Bridges between research, _the library school,the students and public libraries arecritical. Unless public libraries arereceptive to experiment and innovation,educational programs, no matter how enlight-ened, will not result in improved serviceto the disadvantaged. A consortium betweena library school and one or several publiclibraries might facilitate continuity. Itcould help the library school to recruitgood candidates and strengthen thelibraries programs with the multiple skillson a university faculty.

100

15) Experimental curricula should he unstructdenough toRrovide maximum opportunity_ orErograws of stuekyLadapted to_iadividualinterest and need.

APPENDIX

WAYNE STATE UNIVERSITY/USOE INSTITUTE ON

PUBLIC LIBRARY-SERVICE TO THE URBAN DISADVANTAGED

ROSTER OF FACULTY, STAFF AND RESOURCE PEOPLE

Director:Genevieve M. Casey, Associate Professor, Library

Science, Wayne State University

Co-Directors:Robert Holland, Research Associate, Community

Activities, Center for Urban Studies, WayneState University

Michael Springer, Research Associate, UrbanEducation, Center for Urban Studies, WayneState University

Advisory Committee:Robert E. Booth, Chairman, Department of Library

Science, Wayne State UniversityNoah Brown,Vice-President, Student Affairs, Wayne

State UniversityMargaret Grazier, Professor of Library Science,

.Wayne State UniversityClara Jones, Director, Detroit Public LibraryConrad Mallett, Director, Neighborhood Relations,

Wayne State UniversityMary Joan Rothfus, Intake Supervisor, Wayne County

Department of Social Services

Consultants:Rlph W. Conant, President, Southwest Center for

Urban ResearchJack Dalton, Professor, School of Library Science,

Columbia University

101

Advisory Committee (cont.)Otto Hetzel, Associate Director, Center for Urban

Studies, Wayne State UniversityBarry Lawson, Resource Economist, New England

River Basins CommissionDonald Marcotte, Assistant Professor, Educational

Evaluation, Wayne State UniversityLouise Naughton, Assistant Professor, Library

Science, Wayne State UniversityAllen Sevigny, Regional Library Program Officer,

U.S. Office of Education,Robert M. Smith, Director, Center for Adult

Education, Region VAlbert Stahl, Assistant Professor, Instructional

Technology, Wayne State UniversityHamilton Stillwell, Dean, University Extension

Division, Rutgers University

Course Coordinators:Joseph Becker, President, Becker & HaycL, Inc.

Bethesda, MarylandGenevieve M. Casey, Associate Professor, Library

Science, Wayne State UniversityBenjamIn W. Jordan, Dean, Division of Urban

Extension, Wayne State UniversityMiriam Larson, Assistant Professor, Library Science,

Wayne State UniversityEdith Phillips, Assistant Professor, Library

Science, Wayne State UniversityBruce Schmidt, Director, Southfield Public Library,

Southfield, MichiganMichael Springer, Research Associate, Urban Educa-

tion, Center for Urban Studies, Wayne StateUniversity

Lecturers and Resource People:Christopher Alston, Neighborhood Representative,

Detroit, MichiganSheldon Annis, Free Lance Writer, Wayne State

UniversityDavid Berninghausen, Dean, University of Minnesota

Library School

102

Lecturers and Resource People (cont.)Germaine Krettek, Director, American Library

Association, Washington OfficeJames Limbacher, Henry Ford Centinneal Library,

Dearborn, MichiganReuben Meyer, Professor and Chairman, Department

of Community and Family Medicine, and Professorof Pediatrics, Wayne State University School ofMedicine

Sandra Milton, Program Cdordinator, ConferenceInstitute, Division of Urban Extension, WayneState University

Frank J. Misplon, Program Director, McGregorMemorial Conference Center, Division of UrbanExtension, Wayne State University

Emily Newcomb, Professor of English, Wayne StateUniversity'

Penny Northern, Head, Film Department, Kansas CityPublic Library

Harvey Ovskinsky, News Director, WABX-FM, Detroit,Michigan

Josephine Pulsifer, Detroit Library Systems Depart-ment, Becker & Hayes, Inc.

Morton Raban, Associate Professor of Chemistry,Wayne State University

Mel Ravitz, President Common Council, City of DetroitThomas W. Rotert, Jr., Director, Systems, Distri-

bution and Utilization Centex for InstructionalTechnology, Wayne State University

Everett Rogers, Professor, Communications, MichiganState University

James Rogers, Director of Urban Services, ClevelandPublic Library

David Rosenbaum, Reference Librarian, EducationDivision, Wayne State University

Francis X. Scannell, Michigan State Librarian,Lansing, Michigan

Frank A. Seaver, Chairman, Department of Conferencesand Institutes, Wayne State University

Richard Simmons, Acting Director, Center for UrbanStudies, Wayne State University

Robert Stein, Assistant Professor of Sociology,Wayne State University

Ellen Stekert, Associate Professor of English,Wayne State University

103

Lecturers and Resolrfce People (cont.)Donald Bissett, Associate Professor, Elementary

Education, Wayne State UniversityRobert Bonovich, Associate Professor, Social Work,

W- ,e State UniversityPaul Breed, Reference Librarian and Bibliographer,

Wayne State UniversityEugene Brook, Associate Director, Labor Division,

Institute of Labor & Industrial Relations,Detroit, Michigan

Billie Jean Brown, Quality Control Department,Motown Record Corporation, Detroit, Michigan

Jesse E. Christman, Associate Director, DetroitIndustrial Mission

Keith Doms, Director, Free Library of PhiladelphiaDavid Fand, Professor of Economics, Wayne State Univ.Otto Feinstein,.Associate Professor, Wayne State

UniversityJohn D. Fraser, Director, McGregor Memorial

Conference Center, Division of Urban Extension,Wayne State University

Louise Giles, Dean of Learning Resources, MacombCounty Community College, Warren, Michigan

Virginia Griffin, Department of Adult Education,Ontario Institute for Studies in Education

William Hath, Acting Chairman, Secondary EnglishEducation, Wayne State University

Robert M. Hayes, Executive Vice-President, Becker& Hayes, Inc., Bethesda, Maryland

Robert Hazzard, Associate Professor of Speech,'Wayne State University

Wyona Howard, Neighborhood Representative, Detroit,Michigan

Charles Hurst, Jr., President, Malcolm X College,Chicago, Illinois

Casper L. Jordan, Assistant Professor, LibraryScience, Atlanta University

Bernard Klein, Professor, Political Science,University of Michigan Dearborn, MichiganCampus and Chairman, Detroit Charter RevisionCommission

Patricia Knapp, Professor of Library Science,Wayne State University

104

Lecturers and Resource People (cont.)Elizabeth Stump, Library of Congress, Division

for the Blind and Physically HandicappedJacqueline Tilles, Assistant Professor, Secondary

English Education, Wayne State UniversityEdward Vaughn, Owner, Vaughn's Book Store, Detroit,

MichiganDavid Wineman, Professor, School of Social Work,

Wayne State UniversityEleanor Wolf, Professor of Sociology, Wayne State

UniversityEdith Woodbury, Neighborhood Representative,

Detroit, Michigan

Speakers Seminar on Public Library Service to the_Illiterate Adult:

David Alexander, InstructorJohn Axam, Head, Stations Department, Philadelphia

Free LibraryEvelyn Coskey, Extension Librarian, Kanawha County

Public Library, Charleston, West VirginiaAnn Hayes, Evaluation Specialist, Appalachian

Adult Education Center, Morehead State UniversityWilliam Henderson, Institution Consultant, Michigan

State LibraryPeyton Hutchinson, Administr,ative Assistant,

Department of Adult Education, Detroit PublicSchools

Helen Lyman, Assistant Professor of Library Science,University of Wisconsin

Supportive Staff:Judith Ballard, SecretaryDiane Dudas SecretaryMarguerite Tripp, Research Assistantto Simulation

ProjectSandi Winters, SecretarySandra Yelenski, ,Bibliographer

Program Officer:Frank. A. Stevens, Chief, Training and Resources

Branch, Bureau of Libraries and LearningResources, U.S. Office of Education

105

Wayne State University/U.S.O.E. Institute on

PUBLIC LIBRARY SERVICE- TO THE DISADVANTAGED

Participant Roster

Angelita EspinoBox 215, Sahurita, Arizona 85629

Education:

Experience:

Special Skills:

Community Activities:

Leisure Activities:

Work Prefer,2nce:Future Plans:

B.A., Education, Spanish andGovernment,

University of ArizonaTucson Public Library Library

AssistantSpanish, crafts (knitting, sewing,

crocheting), displayWorked on political campaigns -

high school and collegeLibrarian municipal governmentUnited Community CampaignYoung Christian movementCEO Area CouncilsDancing, cooking, music, handi4-

crafts, tennisPrefers to work with children

This past year's experience at the Valencia Branchof the Tucson Public Library has gotten me excitedabout library work. I want the corning year togive me the knowledge necessary to answer referencequestions in a libtary but most of all I want tolearn how to plan programs for the people to meetthe needs of the disadvantaged. I want to be ableto find more ways to serve the disadvantaged inaddition to making the people realize that thelibrary is not a stuffy, dull place with "Quiet"signs all over, but a place that is there to helpthem. I want this next year to .carry on thisenthusiasm and desire to help people.

106

Dorothy Jane Few14600 Strathmoor, Detroit, Michigan 48227

Education:

Experience:Special Skills:

Community Activities:

Leisure Activities:

Work Preference:

B.A., English and FrenchKentucky State CollegeQueensborough Library ClerkFrench, dramatic acting, creative

writing, public speakingCancer DriveOperation PrideSchool TutorP.T.A.Sunday School TeacherVacation Bible Schoo] CoordinatorMichigan Association for Children

with Learning DisabilitiesReading, gardening, cooking,

bicycle riding, karatePrefers to work with adults.

Future Plans:It is My hope that this year of study will provideme with some insight into working more effectivelywith the disadvantaged. I would like to discoverways the public library, school and church can workcloser together for the good of the community. Iwould 'like for this to be a year of searching tosee how the public library can "reach" the dis-advantaged and render needed services. I feelthat we will need to go into the community to findout the needs of the people. Too often, the mis-take has been made of programming "for" theCommunity rather than "with"' the community.

During this year, I hope we will be able to unveilways of tapping that vast "waste land" of talentthat is so often unused among the disadvantaged.

John R. Godfrey612 Prentis, Apt. B-5, Detroit, Michigan 48201

Education:

Experience:

B.A., Sociology, English,Wayne State UniversityChrysler Corporation - Die Maker

Apprentice and ProductionWorker

107

John R. Godfrey (continued)

Special Skills:Community Activities:

French, Spanish guitar, writingWorked on political campaignsSocial rehaldidtai-ion work wth

former mental patientsLeisure Activities: Reading, listening and playing

music.Work Preference: Prefers to work with adultsFuture Plans:

I am concerned with developing some basic skills asa librarian in order that I might channel my ener-gies towards the effective utilization of the publiclibrary system by .the disadvantaged. . I hope thatstudent participation in the program will be at ahigh level because that seems to be how I wouldmost profit from the experience.

Marva D. Greem;rood2740 W. Grand Ave., Apt. 301, Detroit, Michigan 48236

Education:

Experience:

Special Skills:Community Activities:Leisure Activities:Work Preference:

B.A., Anthropology and SociologyWayne State UniversityNational Bank of Detroit Con-

trol ClerkMichigan Bell Telephone Company -

Repair ClerkU.S. Naval Hospital 3 Hospital

CorpswaveGerman, pianoYoung People's SocietyReading, knitting, singingPrefers to work with teenagers

or adults.Future Plans:

During the next year, I expect to gain insight intothe effects r):, the public library system on innercity society, and the effects of this segment ofsociety upon the library.

I am hoping for a great deal of exposure to actualworking conditions we will be experiencing afterfinishing our year of study a sort of internship.

108

Marva D. Greenwood (continued)

I look forward to learning the inner workings ofthe public library, and finding out how thefacilities offered by the library can be gearedto the needs of its particular community.

Constance Halloran7927 E. Lafayette, Detroit, Michigan 48214

Education:

Experience:

Special Skills:

Community Activities:

Leisure Activities:Work Preference:Future Plans:

I would like to be a public librarian servingmigrant workers. I think that a lot of pastexperience would come together and be of useto these people.

B.A., English and HistoryMt. St. Scholastica UniversityPost-graduate studies, Library

Science and English, Univer-sity of Illinois

Cary School District, Cary,Illinois - Jr. High Teacher

Nuestres PequenoY Hermanos,Cuernavaca, Mexico - Direc-tor, Casa Kinder

Spanish, painting, refinishingfurniture, creative writing,display, public speaking

1968 McCarthy campaign - recep-tionist at headquarters

Benedictine Aide teacher, admin-istrator, counselor

Two sons - Danny 3 and John 1Prefers to work with adults

Jeanette L. Johnson5475 Cabanne Ave., Apt.

Education:

Experience:

404, Zt. Louis, Missouri 63112

B.S. Elementary EducationGrambling CollegeSt. Louis Public Library -

Library AssistantTangipahoa Parish School Library

Librarian

109

Jeanette L. Johnson (continued)

Special Skills: Crafts, dramatic acting, display,public speaking, storytelling,radio-T.V. broadcasting

Community Activities: St. Louis Board of Education -

volunteer storyt(:?ller. Al=1 Teacher

B.T.U. Discussion LeaderLeisure Activities: Reading, sewing, game playinWork Preference: Prefers to work with childrenFuture Plans:

When completing these courses I hope to have abetter underStanding and a workable solution mosome of the problems of the urban disadvantaged.I hope that I will be able to relate more closelywith the young people and know why they do someof the things they do. I will be better equippedto go into the community and offer the servicesof the public library in a different light,realizing the traditional library offers noattractions to the disadvantaged.

Sharon Yvonne JordanP.O. Box 165, High Springs, Florida 32643

Education:

Experience:

Special Skills:

B.A., English EducationFlorida Atlantic UniversityAfrican Cultural Center, Buffalo

New York - ReceptionistSanta Fe Jr'. College Library-

Student AssistantFlorida Atlantic University

Library, Technical Service -Student Assistant

Gainesville P,-;blic Library -Summer Intern

Spanish, clarinet, dramaticacting, poetry writing,public speaking

110

Sharon Jordan (continued)

Community Activities:

Leisure Activities:

Work Preference:Future Plans:

After I complete this prog_L-3=IL I expect to work inthe inner-city library in E=ffalo, N.Y. Therefore,I am concerned with a currir_alum that will involveme with community programs zlid activities andtheir relation to the library. I am mostinterested in activities i_,folving the slow-reading and non-reading ptilic in disadvantagedcommunities. This would m =an that I expect tolearn the effective use of multi-media for thepublic.

Public Relations for Black Cityortirl9sionPr - City election

High :;firings, FloridaCommunity Theatre and Black Arts

Group, High Springs, FloridaHeadsta= ProgramsCommunitT Education Center,

Buff: Ira, N.Y. - Tutor foradult; ,3 -nd young adults

Commun:_y r2hoir, High Springs,Florida

Reading, table tennis, softball,volleyball, basketball

Prefers to work with children

Cynthia Luz Marquez1209 E. River, El Paso, Texas

Education:

Experience:

Special Skills:

B.A., .Scio1ogy and Library

Univers.ity of TexasEl 'Paso public Library, ysleta

Bran:Th HeadEl Pasc Catholic Schools -

TeacherEl Paso ?ublic Renewal Program -

Inter-fiewerSpanish, cello

111

Cynthia Luz Marquez (continued)

Community Activities:

Leisure Activities:

Work Preference:Future Plans:

1. Expect to find sincere commitment to the programby the administrators as well as participants.2. Expect to find curriculum geared toward "librariesand librarians role with the urban disadvantaged."3. Expect to learn as many facets of library workas possible.4. Make strong and lasting friendships with indivi-duals involved with program.

MAPA State, county, citycampaigns

El Paso'Centenniel Museum -volunteer guide

University of Texas - volunteerlibrarian

Sponso Tri-Hi-Y Club (YMCA)MECHA and Trinity Chicano Coali-

tionChicano programs, reading, sewing,

swimming, cookingPrefers to work with children

Personal Concern1. Relate my year's experience at Wayne State tothe El Paso community, especially urban disadvanta-ged a/2as.2. Collect and distribute information during theyear to fellow librarians in El Paso.3. Encourage librarians from El Paso to gearbranches located in urban disadvantaged areas tomeet the needs of their communities.

Darleen Mitchell655 West Kirby, Detroit, Michigan 48202

Education: B.S. Business Education andLibrary Science

Prairie View A&M

112

Darleen Mitchell (continued)

Experience:

Special Skills:

Community Activities:

Leisure Activities:

Work Preference:Future Plans:

My expectations and concerns about the next yearare many and varied. My greatest desire is to beable to work coherently with others in the programand in so doing, I feel that the task will be moremeaningful. I am deeply concerned about ways inwhich I can better serve the disadvantaged and Ido hope to gain considerable knowledge of theurban situation. I feel that there is more to aprogram than the mere learning of how it is tooperate or function and would very much'like tosee the real thing which in a sense does giveyou a certain amount of aSsurance:as to whatto expect and not expect. I do want to sharemy experiences with the urban disadvantaged bothsocially and academically.

Dallas Public Library YouthLibrarian

Dallas Independent School DistrictHead Librarian

Prairie View A&M College Steno-grapher and. Assistant to Instruc-to r

Spanish, painting and antiquing,flute, drums, dramatic acting,writing, display, publicspeaking, programming andcomputer skills

Y-Teen sponsorYoung People's ChoirTennis, swimming, reading, sewing,

chess, writing, dancingPrefers to work with adults

Evelyn S. Rollins18995 Prevost, Detroit, Michigan 48235

Education: B.A., EnglishTougaloo College

113

Evelyn: Rollins (continued)

Experience:

Special Skills:

Community Activities:

Leisure Activities:Work Preference:Future Plans:

Now that I am really a participant in this insti-tute, I am, I think, anxious about the idea ofearning the degree. I realize there is much tolearn and intensive study, inevitably must be apart.

Detroit Board of Education -

Special Instructor/LibrarianDistrict of Columbia Public

Library- LibrarianNational Geographic Society

Correspondence DictatorFrench, dramatic acting, writing,

display, public speakingHeadstartRemedial reading instructorSunday School TeacherTutorSewing, reading, musicPrefers to work with adults

I look forward to a year of experimentation as faras determining the role the library will play inreaching the community of the disadvantaged. I

expect and hope that there will be close work be-tween the participants in this program and advisorsor instructors. I am sure that being a librarianfor two years and assuming the responsibility Ihave, that the courses outlined for us will be ofgreat value and interest to me. I think that thecourses are very relevant to this kind of instituteand I again assume that the time not spent in theactual classroom will be invaluable in relating aprofession to a "responsibility".

114

Callie Lorene Royster13524 Santa Rosa Drive, Detroit, Michigan

Education: B.A. Sociology.Wayne State University

Experience: Young and Rubicon - EstimatorHutzel Hospital - Unit SecretaryRedstone Arsenal Student Office

WorkerOakwood College Academy, Hunts-

ville, Alabama SecretarySpecial Skills: Ceramics, needlework, piano,

display, programming andcomputer skills.

Community Activities: Hospital volunteerBlock club member

Leisure Activities: Sewing, reading, outdoor activitiesWork Preference: Prefers to work with childrenFuture Plans:

I would expect to acquire skills that would prepareme to function within the urban community withgreater effectiveness than the traditional approacheshave achieved. I am really concerned as to how,during the institute, you propose to achieve yourgoal of making public librarians more relevant andresponsive to the needs of the community. I under-stand that the field experience and placement insocial agencies would be helpful in broadening theperception of future librarians.

I would really like to see some significant changesin traditional patterns of Institution-Communityrelations. I am hopeful that as a result of thisinstitute, some seeds for change May be sown. Myexpectations are somewhat limited due to the factthat I have had very little practical experiencein the library situation as it now exists, thereforeI am not as aware of potential areas of change thatmight seem apparent to me had I had more exposure.

115

Yvette L. Shane8903 Manor, Detroit, Michigan 48204

Education: B.A., SociologyFisk University

Experience: Detroit Board of Education-Sec-tion III - Teacher

Fisk University - Library AidOffice of Economic Opportunity,

Waco, Texas - Dramatic ArtsDirector

Special Skills: Crafts, piano, dramatic acting,writing, display, programming,and computer skills, radio-T.V. broadcasting, publicspeaking

Community Activities: East Side Branch Library, Waco,Texas - Library Aid

ChoirWork Preference: NoneFuture Plans:

I am looking forward to participating in your libraryscience program. From actively working in this pro-gram, I plan to acquire a knowledge in libraryscience that should enable me to operate a benefi-cial library program for the public. I shoulddevelop a greater concern for the particular needsof the disadvantaged minorities as well as establishmore guidelines for helping to meet these needs andany others that might arise. Because the libraryitself is an important asset of any community, Iwould like to see more services provided that couldbe beneficial to the advancement of these dis-advantaged people. I am deeply concerned that thepublic libraries aren't receiving the response fromthe public as it should. By working in this programand devising other methods of attracting and servi-cing the public, my goals can be accomplished.

John Soltis14124 Sorrento, Detroit, Michigan 48227

Education:

Experience:

B.A., Psychology and ArtWayne State UniversityPrivate TutorDetroit Baptist Camp-Counselor

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John Soltis (continued)

Special Skills: German, display, crafts, dramaticacting, writing, radio-T.V.,broadcasting, public speaking,programming and computer skills

Community Activities: Church youth group coordinatorChoir

Leisure Activities: Raising tropical fish, observingnature and- animals, reading,painting

Work Preference:: Prefers to work with adultsFuture Plans:

When I think about this undertaking for this Fall,it excites me. I feel I'm going to observe behindthe scene activities of the Main Library and gaina deeper insight into the City of Detroit.

My ExpectationsI will expect to talk to people - perhaps inter-

viewing.I expect to learn about the city I've lived in

from a different point of view and the rolethe library plays.

I hope to have classes that I can freely partici-pate in and feel I have somcdling meaningful tosay

I read a book called Dibs: In Search of Self whichmoved me. I think it was because I could observea woman therapist gradually breaking through toa very troubled child. I can't help but thinkthat in this program or my job experiences,have similar experiences. I will be dealing withpeople and situations that will frustrate me atfirst, but if I stick with them, there will bejoy in seeing them solved and overcome.

Toby Steinberger325 Merton, Apt. 410, Detroit, Michigan

Education:

Experience:

B.A., Elementary Education, SocialStudies, English and Scienc

University of MichiganBoston Public Schools - TeacherSanders Restaurant - WaitressNemer Building Co. - Receptionist

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Toby Steinberger (continued)

Special Skills: Spanish, sewing, knitting, piano,writing

Community Activities: Aliston School, Boston volun-

Leisure Activities:Work Preference:Future Plans:

From what I have learned about the program, Iexpect to have a lot of practical experienceas a librarian and to be constantly exposed tolife in the city. As a result, once I am alibrarian, this background will be a greatasset. As there are only twenty students inthe program, I hope we will be a closely knitgroup.

teer in arts and crafts pro-gram

Traveling, tennis, cookingPrefers to work with children

Ann Cecile SullivanUniversity of Maryland, Eastern Shore, Box 1038, PrincessAnne, Maryland

Education:

Experience:

Special Skills:

Community Activities:

Leisure Activities:Work Preference:Future Plans:

I am expecting a mixture of courses and experiencesin library science and sociology which will prepareme in library science while exposing me to the realproblems of disadvantaged minorities. According to

B.A., French and EnglishKentucky State CollegeUniversity of Maryland Library

AssistantSomerset Jr. High School,

Princess Anne, Maryland -Secretary

Upward Bound - Tutor and counselorSewing, display, public speaking,

French, creative writing,creative dancing, dramaticacting

Mental Health CampaignBible SchoolSunday SchoolPoetry writing, sewing, musicPrefers to work with teenagers

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Ann Cecile Sullivan (continued)

the brochure I received, I will be getting practi-cal experience in the library and in social agencies,sharing information in seminar sessions and applyingprinciples of sociology to the needs to be filled bythe library in disadvantaged urban areas.

I am concerned with making a transition from semi-rural to urban living. And after a year's rest,I am hoping to fully regain the mental disciplinerequired in academic areas.

Dianne Summer120 Seward, Apt. 101, Detroit, Michigan 48202

Education: B.A., Psychology and SociologyWayne State University

Experience: Wm. C. Roney and Co. - DividendClerk

Special Skills: Spanish, candle making, drawing,dramatic actlng, report

. writing, displayLeisure Activities: Reading, painting, candle making,

swimming, camping, hiking,canoeing, fishing, dancing

Work Preference: Prefers to work with childrenFuture Plans:

I am very much interested in learning how to reachpeople through the library in order to offer themhelp in locating the services they require such asmedical attention, welfare, and,remedial readingprograms. I would like to know what programs thelibrary hopes to offer in regard to special readingcourses for adults as well as children. I am alsoconcerned with techniques that would enable thelibrary to become involved with community affairs.

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Ann Taylor1457 Van Dyke, Detroit, Michigan 48214

Education: B_7\.. HumanitiesWa=e State University

Experience: Detl.roit Board of Education 7

TeacherSt. Rose of Lima School, Detroit

TeacherWayne State University, Liberal

Arts Advising - receptionistSpecial Skills: Latin, commercial art, dramatic

acting, writing, display,radio-T.V., broadcasting,public speaking, ballet,modern dance

Community Activities: St. Rose of Lima School volunteerteacher in after school enrich-ment classes

Van Dyke Block ClubLeisure Activities: Skiing, reading, cooking, refini-

shing antiques, attendingplays and movies, walking dog

Work Preference: NoneFuture Plans:

Right now, I am still feeling rather euphoric aboutbeing selected to participate in the Institute. Myquestions and concerns about the librarianship partof the program were answered by Professor Casey atthe initial interview. I think some counseling onjob opportunities perhaps during.the Spring '72quarter would be helpful. My other concern is.choosing and completing the Master's Essay orProject in the alloted 51/2 weeks time.

Alberta Thomas2369 Glencoe Street, Denver, Colorado

Education:

Experience:

B.A., History and LiteratureUniversity of ColoradoM.A., Library ScienceUniversity of DenverDenver Public Library Library

AssistantMile Hi Girl Scout Council

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Alberta Thomas (continued)

Experience: (cont'd) Jefferson County Bank, DenverSpecial Skills: Spanish, piano, singingCommunity Activities: Girl Scout Leader

Sunday School TeacherChoir

Leisure Activities: Reading, sports activitiesWork Preference: Prefers to work with childrenFuture Plans:

1. I have many ideas or programs I would.like tostart.at the library where I now work. I amhoping that this institute will help polish manyof these ideas.2. I expect to learn a lot from the variedexperi(mces of the participants.3. I expect to be aware of people much more thanall the theory I could learn about library science.I have always thought that library science shouldbe more people oriented than all the unimportanttheories one normally learns in library school.To be a public librarian we should know how'toget along with our patrons, make them feel impor-tant.

Janice Toler14430 Vassar, Detroit, Michigan 48235

Education: B.A., SociologyWayne State University

Experience: Wayne State 'University - studentassistant

Detroit Public Library - studentpage

Special Skills: Spanish, Latin, writing, display,Community Activities: Jackie Vaughn's election campaign

Nurse AidPre-school Catechism Teacher

Leisure Activities: Knitting, reading, tennis, cookingWork Preference: Prefers to work with children or

adults

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Janice Toler (continued)Future Plans:

Although I am fully aware that this Institute isnew and as such faces all the difficulties ofadaptation and the search for relevancy, I do havesome expectations. I would be deeply disappointedif this program did not help increase my awarenessof the needs of the poor and show me some of thevarious ways of using the library to help developthe potential of undeveloped resources of the poor.

William L. White, Jr.3203 Pasadena, Detroit, Michigan 48238

Education:

Experience:

Special Skills:

Community Activities:

Leisure Activities:

Work Preference:

B.A., Sociology.Wayne State UniversityFederal Aviation Agency, DetroitMetropolitan Airport Air Traffic

ControllerFamily and Neighborhood Services -

Group WorkerFrench, woodworking, drums,

public speakingVoter Registration DriveVolunteer work with neighborhood

youthBlock Club Vice PresidentPhotography, outdoor sports,

automotive mechanics, reading,woodworking

Prefers to 'work with children orteenagers

Future Plans:Inasmuch as this is an experimental program, I'mnot quite sure what to expect. However, I'm verymuch anticipating stimulating sessions in theseminars and field experience portions of the pro-gram. If our comments regarding our expectationsand concerns will be again solicited at a laterdate, perhaps then I'll have something to say.

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Wayne State UniversityDepartment of Library Science

The American Public Library, 1971

A summary fact sheet for instructors and lecturersat the USOE Institute on Public Library Service to theUrban Disadvantaged

Libraries collect the human record in print, audio,visual, or electronic form. They organize this recordin terms of the needs of their clientele, and theyretrieve from it, in order to make the record widelyavailable.

Unlike school, college, or special libraries, whichhave particular primary clientele and specific purpose,public libraries traditionally aim to serve everyone inthe community from pre-school to old age, from theilliterate to the most highly educated, from the poorto themost affluent. In fact, however, studies revealthat public libraries usually reach from 10 to 25 percent of their potential users, and that their users aremostly white, middle-class people, economically stable,if not affluent, college, or at least high school grad-uates. More than half the users are students, engagedin formal education.

Despite its middle class orientation, the publiclibrary has a long history of service to the poor, asan informal "people's university."

Many American public libraries began as agenciesfor the education and "uplift" of mechanic and mercan-tile apprentices young men who had come into thecities from their farm homes to work in factories orbusinesses, in need of basic education and wholesomeleisure activities.

123

During the period of mass immigration from Europe,public libraries, especially in the large Eastern sea-board cities, were heavily used by the new Americans forself-education and acculturization. During the depres-sion of the twenties and thirties, the public librarieswere a haven for the unemployed who sought shelter aswell as an opportunity to use t ±me productively.

Under W.P.A., the federal government, for the firsttime, entered into support of public libraries by pro-viding funds to employ the jobless and to construct newbuildings. Although support and control of publiclibraries continues to be primarily local, the federalgovernment has expanded its depression support.

Library Services Act of 1956, amended to the LibraryServices and Construction Act of 1964, 1966, and 1971,provides matching funds to the states for the establish-ment and improvement of public library services. Fundsare channeled through state libraries according to long-range state plans. Approximately half of the statesalso contribute state aid to the support of local publiclibraries.

The major public libraries in the United Stateswere traditiorkally in the.large cities, although as earlyas the first decade of the twentieth century, countylibraries were organized to extend service to ruralareas. For the last twenty years, there has been agrowing movement to establish public library systems -large administrative units, consolidating several smallerlibraries, extending the resources and services of themajor libraries and providing a regional base for sup-port and administrative control.

Despite the movement toward consolidation, manymajor public libraries in core cities are presentlyfinding themselves in serious fiscal crisis as librarycosts rise, the range of materials increases, and thetax base of the city erodes. Suburban areas are frequent-ly over-extended to provide basic services for their ownresidents, and are unwilling to contribute to the supportof core city services,'including library services,althoughsuburban residents continue to depend upon the researchresources of the major libraries which cannot be duplica-ted.

124

Core city public libraries E'Ixe seeking ways tocope with their eroded support, and ails.° to find newpatterns of service meaningful to thei.}.1.- potential clien-tele - the less educated, the poor, dhl:e. minority groupswith little tradition of reading or ltorary use, aswell as the aged, the handicapped a._3 the institution-'alized. Along with all other libraries, they areaffiliating with networks at the local, state, andnational level to insure the free flow of resources.

are:The major concerns of urban libraries today

1. New patterns of service rele- t to the poor.2. New administrative, financial, and inter-

governmental political structures to corre-late city and suburban library service.

3. The development of networks to coordinateresources and services in all types oflibraries.

4. The use of new, non-print media and elec-tronic methods for the organization andretrieval of information.

Urban Public LibrariesSelected ReadingsNovember, 1971

Edwards, Margaret. The Fair Garden and the Swarm ofBeasts, the Library and the Young Adult. NewYork, Hawthorn Books, 1969.

Libraries at Large: Tradition, Innovation, a-z-d theNational Interest. New York, Bowker, 1969.

Library Networks, Promise and Performance; the Thirty-Third Conference of the Graduate Library School,July 29-31, 1968. Edited by Leon Carnovsky.Chicago, University of Chicago Press, 1969.

Long, Harriet G. Public Library Service to Children;Foundations of Development. Metuchen, New Jersey,Scarecrow Press, 1969.

Martin, Lowell. Library Response to Urban Change.Chicago, American Library Association, 1969.

Nelson Associates. Public Library Associations in theUnited States. Chicago, American Library Associa-tion, 1969

Public Library Association. Committee on Services tothe Functionally Illiterate. Public LibraryServices for the Functionally Illiterate; ASurvey of Practice. Chicago, American LibraryAssociation, 1967.

Public Library Association. Committee on Standards.Minimum Standards for Public Library Systems.Chicago, American Library Association, 1967.

The Public Library in the Urban Setting. Edited byLeon Carnovsky. Chicago, University of ChicagoPress, 1968.

126

USING A PARTICIPATORY LEARNING APPROACH

by

Robert M. Smith, DirectorUniversity Center for Adult Education

I. Participation Training

As promised in the initial proposal, the director andco-directors of the institute on Public Library Serviceto the disadvantaged endeavored to employ what can betermed a participatory learning approach. The centralidea cf this approach was to put maximum feasible responsi-bility for learning on the learner (rather than on theinstructor or on materials). Unless the prospectivelearners have experienced this approach and have developedthe necessary minimal skills, they usually require train-ing--experiences in "learning how to learn" in groups.One tested design for accomplishing this purpose--trainingadults to learn effectively in small groups--is Participa-tion Training.

Participation Training was developed in the 1950's atIndiana University by Paul Bergevin and several associates,As a collegue of Dr. Bergevin, I used it extensively in thelate 50's with public library personnel and at that timedescribed several experimental programs conducted inIndiana in half-a-dozen articles in library journals. Amore recent article in Adult LeadershiE (September, 1969),details "Some Uses of Participation Training" and contrastsit with the better known "T-Group" experience. The articlecites several similarities in the two training designs andidentifies the principle difference as the greater amountof structure provided by Participation Training.

When a group of from eight to 16 persons undergoesparticipation training they are instructed by a "trainer"(or "co-trainers") who is experienced in this approachand qualified to help others to learn to use it. Through

127

a series of discussions, problem solving and planningsessions the group members are to develop or increasetheir discussion and planning skills, their listeningand verbal communication skills, and their understand-ing of what makes for productive group learning activities.During some 12 to 24 instructional hours of their train-ing, they usually "jell" as a cohesive, mutually support-ing "group" that can accomplish a task efficiently and ina manner that permits individual wants and needs to bemet simultaneiously. They learn to give and receive-verbal feedback, to accept responsibility for lapsesin "teamwork" and to get in the habit of followingperiods of group learning activity with periods of"process analysis" (called "critiques") in which theyanalyze such matters as "what went wrong? What pre-vents us from functioning more effectively?, etc."

II. Participation Training in the Institute

Although it was perhaps not adequately clarified asto its implications for teaching and learning styles,the decision was made to use a participatory learningapproach in the Institute. It was felt that therelatively intelligent and presumably motivated studentsdrawn to the program would respond positively to thisapproach and be capable of benefiting from it. Centralto the building in of a participatory approach wasabout 18 hours of Participation Training. This train-ing used a design which required the twenty participantsto spend the bulk of the contact hours in subgroupsof ten. The training was a part of the initial courseon "Librariess and Cultural Change" and took place duringthe first week of the Institute.

. Group members choose their own agenda ("topics" and"goals") throughout Participation Training. When thetraining constitutes the first phase of a longer learningexperience, the topics identified and dealt, with have atendency to flow toward the upcoming course (or whatever)as a whole.

128

which is to say, that the Institute staff anticipatedthe students' discussing primarily such matters as"Expectations," "Our Needs and Goals vis a vis OurYear Long Program," etc. This expectation proved tobe a warranted one. Furthermore the staff believeditself to be on target when a pre-Institute survey ofexpressed needs brought out the fact that at leastsome of the students were looking forward to "learningcooperatively."

The participation training emphasized discussionand communication skills, problem-solving and thegiving and receiving of feedback. It played downplanning procedures. The major written resource usedwas Participation Training for Adult Education byPaul Bergevin and John McKinley (Bethany Press, 1965)As regards reaction to the training program in Septemberboth the participants (Institute students) and thetrainer (Robert smith) reported general satisfactionthat it "had gone about as well as could be expected."

III. Some Effects, Pluses and Minuses

Participation tr7.ining apparently constitutes auseful way to begin the Institute. It served as a wayfor the twenty Institute participants to get acquaintedand to assess the resources contained in their owngroup. It gave them a chance to share misgivings, hopesand aspirations. Many of the individual participantsapparently acquired skills and insights from the train-ing which should prove useful in their work as librarianwith community groups. The quality of the planning andproblem solving sessions occurring later in theInstutute appears to have been positively affected by thetraining. One or two "militant" or "radical" studentsappear to have sized up the training as a "tool of theEstablishment" -- a token relinquishing of the power andauthority inherent in university instruction. Theyaccordingly may have endeavored. to turn the trainingagainst their real or imagined "oppressors" by subvertingit. The results of their efforts appear to have been in-conslusive.

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As concerns the shortcomings the training provided, it

(1) appears to have been insufficient in length anddepth to overcome the inherent competitiveness ofgraduate study; so that a "true spirit" ofcooperative learning never came to pass, if itwere indeed ever reasonable to expect that itwould.

(2) probably should have been given to faculty andstaff as well as to students. The resultstraining students only encouraged:

a. conflictina expectations among facultyand staff with regard to permissible anddesirable student input into curriculummodification.

b. conflicting notions as to the limits andparameters of student responsibilityand decision making power..

IV. Implications and Recommendations

A. Regarding Preservice Education

1 Though it will soon be twenty years sinceParticipation Training first was put intoservice, the method remains a useful,economical way to accomplLsh certainends desirable in group learningsituations. When Participation Trainingis used in special, experimental programssuch as the disadvantaged institute, thosetrained should include all personsactively involved: faculty, students,administrative staff, support staff,even resource persons if feasible.

130

Iv. Implications and Recommendations (Con't.)

A. Regarding Continuing Education

2. Participation training has provenuseful as a first step in theinstallation of an inserviceeducation program in , medium

D

sized or a large library (or in aprogram in which several smalllibraries collaborate). It isa way to unfreeze old habits,patterns and procedures in con-junction with introducing plannedchange and organization develop-ment.

In summarizing the use of Participation Training inthe experimental curriculum was defensible and desirable,both as a way of fostering cooperative group learning,and as a way of imparting skills in group dynamics nec-essary for librarians who serve the disadvantaged. How-ever, the implications of participation training are farreaching for both learning and teaching style and needto be carefully assessed and planned for.

131

THE FUTURE OF URBAN AMERICA

by

Mel Ravitz, PresidentCommon Council, Detroit

(Lecture Delivered to "Public Library and the City"Course, November, 1971)

The future of America's cities will be determined,like. their past, by the cultural forces and factors ofthe society. Just as our existing cities and emergingurban regions are the result of the technology, theinstitution and the values and attitudes of ourpeople, so too will be the urban areas of the comingdecades. No people can escape the impact of itsculture, and the urban forms we have created are boththe products of our culture as well as the new culturalelements ,that have their own reciprocal influence onthe future.

In the past, quite obviously, technological factorswere preeminent in forming the city. In order for citiesto grow to their present magnitude and population, inven-tions and discoveries in medicine, sanitation, transporta-tion and agriculture were essential.

Without the steam locomotive, the large industrialcity could not have been possible. Railroads broughtpeople and raw materials to the cities and dispersedfinished products to the rural reaches of the country.

Likewise, huge cities in America and elsewhere wouldhave been impossible without the great public healthadvance of the ninteenth century.

Also important in shaping the commercial and industrialcities of the present was the mechanization and electrifica-tion of the farms, which permitted fewer farm workers toproduce more and better food to sustain the ever increasingmasses in the cities.

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During the roughly ninety years between the beginningof the Civil War, and the end of World War II, America'scities grew in size and in people. Since the end of WorldWar II different things have been happening to thesecentral cities.

The time has come for us to raise the ultimate questionabout our cities: Do we still need them? Who can or willor must live within them? Can we live without vitallyalive central cities? At what price? Are we willing topay that price?

I raise these hard questions because it is my hypothesisthat America's central cities are in process of changingtheir function. They are changing from being the centersof social, political, economic, cultural, educational lifeto being merely catchment areas for the old, the poor, andthose nobody else wants or even wants to see. The centralcity, I suspect, is where we plan to house the OtherAmerica, with the hope that 'out of sight is out of mind'.Now that the poor have been rediscovered, they must behidden away again.

I do not believe this changeover of function of thecentral city was done by design or deliberately by theworking of diabolical individuals. I believe it has begunto occur as a result of the working out'of the basic valuesof the society which most of us accept and apply. In otherwords, what's happening to the central city is the resultof the unfolding of social, economic and political factorsthat run deep in the nature of our soceity.

One of these social factors has been the developmentand widespread usage of the automobile, surely an innocententerprise, but powerful in its consequences.

The car gave an endless mobility to Americans. Itsmass production and subsequent inexpensiveness put it with-in reach of all but the poor. Indeed, automobile produc-tion in America is rising faster than the growth of humanpopulation these days.

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The car allows anywhere to become somewhere to some-1body. The suburbs blossomed as a direct result of thecar. Without the automobile urban growth would have hadto follow the limited lines of mass transit or not occurat all.

Those central cities that had and maintained a masstransit system before the widespread use of the car wereable to hold more of their population, particularly alongthe transit lines, and also to maintain their downtowns.Cities without such transit systems have suffered. Itwill be interesting to watch San Francisco to see if itsBay Area Rapid Transit can hold and attract populationand help maintain the central city.

Detroit not only did not have a mass transit systembut also had flat terrain without obstacles to spreadout growth when mass use of the car occurred. And ofcourse, there is a special deference and preference forthe car in the motor city. Accordingly, it may be inthe worst shape of all large central cities insofar asholding its population and enterprises is concerned.its people and business-have uninterruptedly been flow-ingin all directions without the anchor of a mass tran-sit structure to hold them and to support its downtown.Downtown and the inner city have been left to the oldand the poor and those who prey on them. It is nowonder that one inner city resident was robbed nineteentimes. That's merely symptomatic of what will happenas the centrifigal exodus of black and white peopleable to move away continues.

It might be possible to create a chart comparingcentral cities across the country on the basis of masstransit systems and ease of expansion. We might beable to rank cities in this way. Transporation hasbeen and is an important factor because it determineswhat people can and cannot do.

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If a city had only pre-motor car transporation,growth would have to follow its pattern. Such a citywould be ethnically, economically, and racially mixedeven though it would probably have its neighborhoodsseparated by race, class, religion and nationality..Such a city would be much like the American city ofthe late nineteenth and early twentieth centuries.

The motor car has made the difference. It prc-vided the mobility that has reshaped the Americancity. Without the car people had little choice aboutabandoning the central city; with it they can followtheir racial and class biases, and they have been doingso for the past twenty-five years.

In some ways, of even more critical importancethan transportation in determing the future shape, com-position, distribution, and life quality of urbanAmerica has been and will be the attitudes of Americanstowards race and poverty. More than any other factors,these two will condition what we can and cannot do inthe days ahead.

It is no secret that America carries the albatrossof white racism around its neck. Our prevailing, cul-turally entrenched attitude of white racial superiorityhas already patterned the American central city and theurban region into the segregated areas they are. Addto that racism our moralistic, condescending, punitLveattitude toward the poor and the disadvantaged of bothraces, and we have a pair of social factors that willshape the contour of urban America. These factorsDetermine the movement of people; they influence thachoice of schools; they dictate peoples' notions ofhousing, recreation, .social service and a'host ofother things. These attitudes of the white, middleclass majority about race and poverty will decide howthe American urban region grows and changes in t!,e

years ahead.

135

These factors of white racism and what I choose tocall middle classism have already left their imprinton the emerging metropolitan region. Throughout thecountry, the urban region shows a concentration of theblack, the poor and the old in central cities, withthe surrounding suburbs largely white, middle classand young. The region is sharply segregated withrespect to both race and class. Most suburbaniteswant no part of the poor, the black and the oldwho were left behind in the central city.

This division of people of the urban region byrace and class has left the central city increasinglya place inhabited by those unable financially to main-tain it or to provide the essential services theyrequire and which the daily influx of non-residentcommuters demands. If the present population trendcontinues, one need not be a prophet to predict thefuture of central cities, or of the urban region.

Physically we may expect central cities to con-tinue to deteriorate as sheer age and obscelescencetake over, and as fewer and fewer people remain whohave the will and the financial capacity to maintainproperty. Moreover, the city government's abilityto conserve and improve'as well as to replace publicfacilities will diminish as its tax base declines andas costs of labor and materials rise. In the daysahead, unless a reversal of trend occurs, we mayeect that the streets of the central city willhave larger chuckhols :longer, that there will bemore boarded up buildings, that garbage and litterwi-7 be collected less frequently, that the citywi= look more and more drab and dirty. In allwa717s the central city will suffer from a lack ofmaintenance that will be rooted in financial in-abLlity. The downward spiral will accelerate.

136

Financially, we may expect the central city govern-ment to reach a point soon of utter desperation if notbankruptcy. Costs of government continue to climb; man-power and materials are more expensive; more cityemployees are necessary, especially in the fields ofcrime control, health care, fire protection, publiceducation, city services. Against these fiscal require-ments, the central city's property tax base steadilydiminishes. If the property tax is increased to offsetthe erosion, it strikes people least able to pay: thepoor, the aged, those on limited, fixed incomes.

Those who can move away to avoid property tax in-creases do so; such people are even more apt to leaveif there is a municipal income tax,or if local excisetaxes are imposed. Not only do individuals move toother communities, so too do businesses, espeCiallythe small ones that have little or no capital invest-ment to hold them, and that are,;-preSently tied only bya lease. When that lease expires, pressed by the pres-sut.es of crime and less than perfect school system, andprompted by the lure of increasing their take-home-payby the mere act of moving away, many do so. Suchdepartures further reduce the central city's abilityto meet its fiscal_ requirements and erode the hope of thosewho cannot leave_

Educationally, the central city is caught in theperplexing dilemma of having to provide a higher qualityof education than ever before. This better educationis required because of overall societal demands forgreater skill and because of a. larger disadvantagedpopulation to assist. At the same time these mountingrequirements occur, the city's revenue resources tobuild new schools, to reduce class size by hiring more,good teachers, to provide skilled remedial specialistsand programs, have declined and are spiraling downward.There is a real question in central cities whether therewill be sufficient money to operate the public schoolson a full time basis next fall.

137

Politically too. changes can be anticipated in the'next several years. like the other changes just described,those expected in government cannot be viewed as necessarily.unfortunate or undesirafrie. They will rather reflect thechanges cf population =position we see beginning tohappen now. We may expert that the white middle classwill soon have largely aeparted the central city, especiallyfamilies with children. Remaining will be only small clustersof white people who can afford the luxury of living inthe upper middle income oases of the central city, or whocan afford to send their children to private schools.

Over the coming years we may expect a growing streamof black middle or upper middle income families to flowinto the suburbs, leaving behind them a central city popula-tion that is black and white and that ranges from very lowincome to the poverty level.

Whether all black or mixed white and black, the 7Doliticalleadership of the central cities in the years ahead will nothave an easy time of it. As we have learned from CI:eveland,Gary and Newark, where there are black mayors, the -azubbornurban problems of inadelpate financing, police-communityrelations, housing, rec-reation, crime, drug abuse, pollu-tion, do not evaporate ,ust because the skin color of thegovernment leadership ]-1Tanges. These problems persist,and they seem to be.geing more complex and dangerous,regardless of the leade=ship.

One consequence of -these problems is that affluentsuburbanites;, black and white alike, will skirt the centralcity. They will actually drive around it rather thanthrough it for fear of inadequate streets, crime, insuffi-cient services. Buildings. and businesses will have beenabandoned at great cost. The treasured attractions ofthe central city: the art museums, the libraries, theuniversitites, the churches, the sports facilities, theshops, the riverfront, all these will be bypassed andwill be rebuilt elsewhere at immense expense. With each

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additional withdrawal, of people, businesses, money or hope,the central city sinks one notch lower into physical andsocial decrepitude. And as the central city declines,its remaining residents, the black and white poor and aged,become more and more hopeless.

It is within this real, tension-ridden context thatwe must evaluate all proposals far refshioning the -urbanregion either physically or administratively. Twoproposals particularly have surfaced recently and seemto have caught the fancy of those who want the urbanregion to fit their ideal image.

One proposal is to create so-called 'new towns' atthe periphery of the prsent urban regic7a; the other pro-posal is to establish a regional government to permitmore centralized planning and effectuati:=n. Neitherproposal is attuned to the harsh reality of white racismand middle classism, but that has not inh.illited theirproponents. One of thesc proposals is aLso questionableon other grounds, even if it were politilly feasible.

So long as the prevailing attitudes- :t" white racismand middle classism dominate our social. insWitutions,;there is no practical way 'new towns' can.. succeed. 'Newtowns' cannot succeed on---any but an expensive, tokenbasis so long as the overwhelming population of-thesuburbs holds to its racial, and class attitudes andvalues. Most suburban people view central city residentswith suspicion, hostility and fear; ther,r-dcm't want- thebalanced racial and socio-economic popun mix thatcharacterizes the ideal 'new town'. Aid =may have thepolitical power to prevent it.

Nor do many black people in central =ities want to betransplanted away from their social ties and culturalfacilities all the way out to suburbia. Some blackleaders even suspect that the efforts to create 'newtowns' are part of a white conspiracy to move blacksout of the central city either to diffuse their grow-ing political power or to acquire the valuable landthere.- As one eloquent black lady phrased it at a publichearing, "We don't want to be removed -to the suburbswe know".

Our land is valuable. We know what urban renewalhas done; its removed black people from the centralcity. We know what your're fixing to do. You aim-Lc move us out there and take our land. We don'twant to go. We want to make our neighborhood intoa new town now."

If, then, on the receiving end as well as on thegoing end there is deep suspicion about the 'newtown' concept, it isn't likely to materialize exceptas an expansive, token gesture in a few places ofwhat we might do if we were not inhibited by ourown attitudes.

Nor is the hostility to 'new towns' only relatedto race. Neither the white nor the black middle classwants to live with impoverished, undereducated, un-employed and sometimes unemployable people of whateverrace. Unless the 'new town' restricts its residentsto the middle class and above, it will be difficultt]o find a sufficient population to live there. To beacre, a token 'new town' might be built adjacent toany central city or nearby, but to view the 'newtown' as the large-scale means of reshaping the urban_region is naive.

Regional or metropolitan government is anotherconcept that cannot be achieved because of white racismand middle classism. Except in a few unusual situa-tions where the urban population is so homogenous, orwhere other circumstances may be so compelling, thecurrent thrust toward developing a new layer ofgovernment above the level of cities, townships,villages and counties, just will not succeed.

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Neither. the majority of the residents of thewhite, mitidl.a, class suburbs, nor the majority of theblack resL.--.5.=s of the central city wants a new govern-mental echalic.= that will lessen their respective author-ity over :oresent jurisdictions. White, middle classsuburbanite Just don't want to relate to a black andpoor populatic,n. If they fear an'.7thing more thanracial. illtc..!tion, it is that they will have to takeover the al city and pay for scTution of itsproblems. 7 view the black and white poor leftbunind dm central city in negative terms. Theystereotype -ern all as lazy, drunken, prone to crimeand viola= While there may be some residual feel-ing that people of the central city shouldperhaps be from utter starvation and disease,they would .rot be welcomed as fellow citizens in aregional (anvarnment. Besides, the numerous suburbancommunit ,-.1teilish their relatively small size andtheir loaaIT::;:tIlitioal autonomy.

From =Y= ,,ether side, the opposition to regionalgovernment.. intense. Central city blacksview atterup=-co create a metro government, or regionalauthoritii--; 7- -i7Tond their reach, as a gigantic plot onthe part c5 ha. always exploiting white- to preventthem from: :;7eving control.of the central city justat the tine a-77.1. is about to happen. A growing number ofblack peop:le rave become numb to the concept ofracial inte7ration; they want only the opportunity tolive in peal Le and with the same quality of life whitepeople enjoy. They are not about to be lured

away from central city power, which is within their grasp,for the sake of the presumed efficiency and administrativerationality of a regional government. After all, nobodyelse in history ever put these academic values ahead ofpolitical power. white racism and middle classism willprevent formation of metro governments in most urbanregions of America.

It should be cle&:. that the predicated failure toachieve regional governments in most urban areas doesnot necessarily mean that these areas must grow in un-planned, helter-skelter fasion. There is an alterna-tive approach to regionalism which some of us see asnot only politically more acceptable, but which is alsopreferable in terms of such other values as the enhance-ment of local governments, voluntarism, and local citizenaccountability. That alternative is the council ofgovernments.

The council of governments is a voluntary associationof local governments of a region, supported by dues andgrants,. designed to plan, coordinate and implement thoseactions the member governments decide they want.Although councils of government have weaknesses, theyalso have significant strengths, chief of which is thatthey are possible and are mostly viewed as non-threaten-ing to the autonomy of local governments, large and small.Evidence from several regions, notably Washington, Atlantaand Detroit, suggests that councils of government do havethe ability to undertake projects of major magnitude andimportance to the region. In Detroit, for example, theSoutheast Michigan Council of Governments, SEMCOG, servesas the regional review and comment agency for nearly allstate and federal grants coming into the region. Daily,SEMCOG provides technical assistance to the governmentsof the region in the areas of planning, education, publicworks, data processing, public safety, social services,and manpower utilization. SEMCOG is currently engagedin several region-wide action studies in transportation,solid waste disposal, pollution and drug abuse control.Both member governments and non-members will considerrecommendations that will result from these actionstudies.

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Once it is understood that they are not governments,councils will be in an even better pOsition to involvethe local governments of the region. In a practical sense,councils of government permit intergovernmental cooperationand coordination within the existing context of a dividedregion. Although that is not their only virtue, 'it isone that is presently indispensable for any constructivekind of regional planning and effectuation.

As we observe the present conditions of urban Americaand look toward the future, it becomes increasingly clearthat national public policy must address itself dynamicallyand dramatically to the two fundamental problems of thissociety: white racism and middle classism. These attitudes,which have become thoroughly institutionalized in all thestructures of the society, lie at the heart of significantsocial change and of the possibility of a more rationalurban environment. All our other urban needs becomesecondary. _Certainly, we need low income housing, recrea-tion spaces and places, more adequate health and hospitalcare, better quality education, much more money to permitcentral cities to maintain essential services. All thesethings we need urgently, but we will not get them, orwe will not get enough of them until we change our ideasabout and our actions toward black people and poor people.Note some of the central city programs that have failedin recent years, cr at least not succeeded as expected,because of white racism and middle classism.

Urban renewal has been a cruel mechanism that hurtblack people and poor people and benefited land developersand their affluent new tenants. Relocation efforts inurban renewal have been dismal, bureaucratic absurdities,limited by the ever present factors of white racism and middleclassism. However well intentioned, urban renewal did notand cannot work constructively as long as these factors per-sist in our society.

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The so-called anti-poverty program, hitherto heraldedas a 'war against poverty' was never that; it was a farceto most of the poor. At best it was a middle class programin concept and in actual operation that sought merelyto help a few more poor people in benign social serviceways. It never addressed itself to the institutioned causesof poverty. It is now being diminished and possibly dis-mantled.

The model neighborhood program too is in danger. Someproponents have had naive notions of instant success toundo the exploitation, ignorance, and arrogance of centuriesof white racism and middle classism. The model neighborhoodapproach, with its stress on direct citizen participation,is a sound one, but it requires considerable patience andquiet assistance to make it work. If we do not expect toomuch too soon from the citizens of the inner city, if wecan appreciate that they too have the same foibles as themiddle class whites of suburbia, if we really are desirousof assisting them to upgrade the central city, then themodel neighborhood program can succeed. It won't happenin a year or even in the five we anticipate. It willtake a decade or two and more sustained money than we maybe willing to invest. The real question is whether themajorty of middle class, white people will permit thehuge allocations that are necessary to revitalize centralcities.

Two overwhelming tasks confront us in our attempt toplan and build rational urban regions. in which people canlive better quality lives: 1) we must assist the peopleof the central city to strenghen their own skills and know-ledge as. they try to maintain its services and upgradeits property; 2) we must end white racism and middle classism-in order to attain an open society wherein- people of thecentral city will be able to move into the suburbs if and asthey choose, and wherein suburbanites will not continueto fear the residents of the central city.

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If neither of these objectives is achieved, the futureof urban America is easy to predict. It will be a futureof extreme polarization along lines of race and class, withgrowing alienation of central city residents toward therest of society and its entire socio-economic system.Utter hopelessness on the part of these central cityresidents could result in a continuing guerrilla violencethat will destroy our society.

If we only upgrade the central city, but do not endracism and middle classism, then we will still havepolarization, but central city residents will have animproved environment in an apartheid society. How longthey will settle for a gilded ghetto rather than an opensociety is a question that cannot be answered now. Theimportant point is that race and class would still be factorsdeterming the nature and shape of the urban reg).on.

Urban regions across America are growing daily. Theyare increasing in population and expanding in variousdirections to accommodate their growth. But this develop-ment is being shaped negatively, by fear of the people inthe areas just abandoned. People are on the run from eachother; white from black, middle class from lower class,each anxious tc separate himself from those he fears andfrom those he believes will identify him at a lower prestigelevel than he desires or believes he deserves.

If white racism and middle classism continue as partof our cultural heritage, then America's urban regions willgrow in the illogical and inefficient manner they have overthe past decades. Indeed, it is.most likely that this willbe the direction we take; attitudinal and institutionalchange requires too much strain,, and most of us aren't reallyhurting from the status quo. Only belatedly do Americansunderstand what they ought to have done, and then oftenit is too late to do it properly.

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Although,time is running put, it may still bepossible; to develop our citiesin a rational,-planned.

.

way:. But, first ofa11:the,,political,and busines,leadersof America must decide,whether. th;eyrwantto save theAmerican central c4T1r_toperform its, traditional_ func-tions, or whether: they.,.waptit_tpbecome,.the repositoryfor the ,the_pO9r, ,the uneducated, the alienated.It should be understood that the. decision. to revitalizeAmerica's-central cities can no longer be made by theirown local political leaders. No longer do they have thepolitical or financial power to-succeed by their owninitiative.

If America's leaders,. influenced by its people,decide to revitalize the .central city,. they will haveto change both their attitudes_.and the structures ofour institutions; they,will also have to be preparedto invest huge sums of both public and private moneyto back-up the,ir comMitmet, It will not be sufficientmerely to mouth again the platitude that our citiesare in crisis and,must be saved. We heard those pietiesduring the previous decade. If_. the urban situation ofcontinuing decay is to be reversed, many actions mustoccur.

Cities with existing mass transit systems will haveto receive additional money to modernize them. Cities,like Detroit, without a mass rapid transit system, mustquickly have money made.available to construct such asystem. It should be evident,thatno central city canbe made to function effectively.unless it has a trans-portation spine.or.skeleton that serves to stabilizebusiness and population movement.

The'pri.vate business sector of the country must investlarge quantities of money in America's central cities. Incities like New York and Chicago this has begun to happen.Elsewhere it not only has not happened, but some businessleaders are instead developing giant tracts of suburbiainto shopping centers, luxury housing developments, officecomplexes, indeed, entire counter cities, inevitable alter-natives to the growth of the central city. It is ironicthat some of this new econonic investment is being madein racially segregated white communities, which underscores

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racism and persuades black people that whites mean toabandon the central city, and that they ought to dolikewise.. It is even more ironic that some of thesuburoan investors are major automobile companies.

Not only must private enterprise invest in thecentral city instead of moving out, so too must stateand national government. We require governmentalinvestment of the magnitude of the Freedom Budgetproposal of a few years ago, in order to revivethe physical facilities of the central cities: schools,houses, streets, drainage, water and sewer systems,public buildings of all sorts. Nor can this publicinvestment be merely for a small, circumscribed area of aModel Neighborhood. Increasiigly, the characteristicsof the entire central city qualify for Model Neighborhoodfunds. We run the risk of attending only to downtowndevelopment while our residential neighborhoods slowlydecline and deteriorate and their residents silentlymove away.

We need new public hospitals to handle the healthcare needs of central city residents. We must ,make thecentral city a clean, safe, attractive, pleasant placeso that peoples' faith in it will be restored and they'llwant to continue living and working there.

We need a drastically revamped public educationalsystem. Families of every race, religion, nationalityabandon the central city because they recognize thatthey have not one chance to give their children the besteducational opportunity available.

I have only scratched the surface of needs of thecentral ity that must be met, if it is to be revitalized.This pu,ilic and private investment and there is apolitical interrelationship between the two -- this invest-ment must happen soon, before the decay of the central citybecomes irreversible.

1972 is a presidential election year. I would hopethat the political campaign for the presidency and forcongressional seats will focus on the conditions and theconsequences of America's central cities. No concernis more fundamental to the future of American people.At issue is whether we live as a divided society withthe new American minority enduring life inside thecentral ci.ty and the rest of us enjoying life outside,or whether we build a new unity that encompasses andassists those we have been avoiding, escaping and'rejecting back in the central cities.

Hopefully by next year we will have been finallywithdrawn from southeast Asia and ready to address our-selves our ancient but ever present enemies; poverty,racism, crime, disease, pollution, ignorance, decay.Unless we commit ourselves as a unified nation toattack these evils, we will have irrevocably lost theAmerican central city. Not only will the physical cityhave been lost; so too will its millions of black, poorand old residents who are trapped therein. America willhave proved that it too contained the fatal flaw of un-concern for all its people, which .is what ultimatelydestroyed other societies of the past.

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DIGEST OF ANEVALUATION OF AN INSTITUTE TO PREPARE

LIBRARIANS AT THE MASTER'S LEVEL TO SERVETHE URBAN DISADVANTAGED

By

Parkins, Rogers & Associates, Inc.Planning and Urban Renewal Consultants

925 Book BuildingDetroit, Michigan 48226

The purpose of this study is to evaluate the effec-tiveness of the various elements in the USOE Instituteon Public Library Service to the Urban Disadvantaged asthey were related to the goals of the program as outlinedbelow:

1. Understanding of the informational and cultural needsof the disadvantaged, especially the black urban poor.

2. Understanding of the informational needs of socialand governmental agencies serving the disadvantaged.

3. Insight into the City, its organization both at theofficial, bureaucratic level and the less overt but,equally powerful grass roots community level.

4. Understanding of the public library as a socialinstitution and as one distinctive facet in theCity's communication network.

5. Insight into the quality of life lived by individualsand groups within the City: the various ethnic andcultural groups; the social agencies, official and

-unofficial, public and private, which make the"engine of the city" run.

6. Insight into the dynamics of protest, revolution andsocial change. The equation between violence. aspi-ration, expectation and frustration

7. Information on how other professions are adaptingtheir skills to the needs of the urban poor, andrelating to social agencies in the City.

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The evaluation does not concern itself with thelevel of proficiency for specific library skills whichwere a major element of this program. Rather, itapproached the evaluation from two fundamental areas:

1. The changes in attitude perception, etc. -- rela-ting to-the various inter-related aspects of thegoals (authority, social change, the urban dis-advantaged)

2. Changes in awareness and comprehension of theactual workings and dynamicS of the City.

The content of this study, while a necessary partof the evaluation process, must not be the sole measureof the Institute's success and relevance. It is butone instrument through which information and input willbe gathered in making a total evaluation of the program.

Methodology

The evaluation and analysis relating to this studywas divided into three basic phases, the pre-test phase,the interim-observation period and the post-test phase.The phases were particularly designed to provide maximumcoverage of progress and events throughout the length ofthe Institute Program as well as to measure all relevantacademic changes relating to urban dynamics. A descrip-tion of each of the three phases is as follows:

Pre -Test Phase

The pre-test phase consisted of an oral interviewand written questionnaire administered to each of the20 USOE students. It was designed primarily to ,elicitr?sponses which would reflect attitudes and perceptionsof urban agencies and the urban disadvantaged, and whatrelationship they had to the role of the public libraryand to reveal a level of comprehension of urban dynamicsand the actual workings of the City.

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The questionnaire dealt dth such areas as socio-economic background, knowled9i of the City, perceptionsand values of education, atties of social change, theproblems and rewards of L: y,fl'.( library career and atti-tudes toward various of pt] tic library work..The interview dealt with L,c,2,3-,-.conumic background, per-sonal goals and aspirations niv, )1.arception of the urbandisadvantaged. Both tools wc,- 'signed to establish adata base from which futvre Ic.lusions could be drawn.

So as to provide for a couparison between the USOEInstitute and the regular li]':,rar science curriculum, avolunteer control group of library science students wassolicited. A total of 12 stiadeaLs volunteered and theywere given the same materials in both the Instituteand non-Institute groups, attempts were made to gatherall pre-test data as early in the Fall Quarter aspossible.

The universe of students (20 in the Institute group,12 in the Control group) must be considered small. Theuniverse was even smaller during the final analysis sincethose students who did not respond to the post-test ques-tionnaire were not included in the final group. The finalgroup consisted of 12 Institute students and nine Controlgroup students. The latter composition typically createdlarge percentage changes when differences were noted be-tween the pre-test and post-test responses. For example,in the case of the Control group, only two studentschanging their minds between pre-test and post-test madea difference of 22 per cent.

Interim-Observation Period

The interim-observation period covered the majorityof the year. It consisted primarily of visits and obser-vations of a number of Institute related activities, in-cluding class sessions, the Seminar on the FunctionallyIlliterate Adult, the mid-year evaluation luncheon,student-faculty discussions as well as the sessions devo-ted to the development of an experimentation with thelibrary game. Informal discussions and contacts werealso made with a number of Institute students to gatherfeedback on program relevance.

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There was no attempt to measure the activities andclasses during this period since establishing appropriatecriteria was beyond the scope of the evaluation. Never-theless, whenever possible, notes were taken, recordedand filed for potential input in the final evaluation.

Post-Test Phase

This phase primarily consisted of a re-administeringa revised pre-test questionnaire to both student groups.

The post-test questionnaire contained a part whichspecifically called for an evaluation of various elementsof the USOE Program by each of the Institute students.These elements ranged from the ability of the guestspeakers to understand the role of the library to thevalue of the field experience gained at social aciencios

Aside from the addition of the program evaluationsection, the post-test questionnaire was essentiallythat one given in the pre-test. The response scale wasalso the same so as to provide a mechanism for efficientcomparative analysis.

Student Socio-Economic Profile

As stated previously, portions of the interview andquestionnaire gathered socio-economic data which produ-ced a profile for both the Institute and non-Institutegroup. The following table summarizes the socio-economicdata gathered on the two groups.

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SOCIO-ECONOMIC PROFILE OF USOE INSTITUTEAND CONTROL GROUP STUDENTS

USOE Institute Control Group

Average Age

Racial Composition

27.6

60% Black, 10%M< x American,3ay. White

Male-Female Composition 85% Female

Academic Background

Average Years of Educa-tion of HouseholdHead

Sources of Income

Housing Condition

Neighborhood Condition

Average Family Size

92% B.A.,8% B.S.

9.6

91% Wages andSalaries

50% Good toExcellent40% Fair10% Poor

10% Superior60% Nice -Clean30% Neat but RunDown

27.9

100% wte

85% Female

100% B.A.

11.4

88% Wages andSalaries

83% Good toExcellent17% Fair

50% Superior50% Nice-Clean

4.6 3.2

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Summary of Data Conclusions

Socio-Economic Profile

The Institute group came from a lower socio-economicstatus than did the Control group. The Control group was100 per cent white while the Institute group was 60 percent black, not including ten per cent Mexican-American.

Library Wort c with Urban Disadvantaged

Thc in..,titute group as a whole felt that librarywork with the urban disadvantaged would be positive andremained consistently strong throughout the program.About 80 percent of the Control group felt positivetoward such work in the pre-test while 100 per centfelt positive in the post-test.

IXbrary Problems and Rewards

The Institute group felt that relating to the dis-advantaged would be the problem in the pre-test but feltthe system was the problem in the post-test. The Controlgroup felt consistently that the problems would be in-relating to the disadvantaged. Both groups listedpersonal satisfaction as high as their list of rewards.

Urban Dynamics Sensitivity Scale

Authority The Institute group revealed definite mis-trust and suspiciousness of authority in the pre-tostbut moderated somewhat in the post-test. The Controlgroup was more positive toward authority in the post-test and increased its positiveness significantly inthe post-test.

Social Values - The Institute group had an obvious socialand poverty orientation in the pre-test which increasedin intensity in the post-test. The Control group wasless socially and poverty oriented on the pre-test andshowed a slight increase in orientation in the post-test.

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Social (Change The Institute group showed significantdissatisfaction with current social change efforts andintensifi,-7-5 their feelings in the post-test. The post-test al s7. .:vealed a slight increase in those studentswho fav-d ivil disobedience and violence as socialchange methc:fas. The Control group was initially sig-nificantly- dissatisfied with current social changeefforts but moderated in the post-test.

Urban Disadvantaged The Institute group remained con-sistently sympathetic to the plight of the diEnd7antaged.In the py7: -test the Control group was substanta.alLy lessL7,ympath:eti* toward the disadvantaged but grew sympathe-tic in Rost-test..

Role of the Public Library The Institute group wasdissatisfied-with the role of the library c,n the pre-test aivj grew more dissatisfied in the post-test. TheContra group was also dissatisfied with the current-ole ot thl library but became mol- satisfied in thepost -tout.

Urban Dynamics - The Institute group became mere awareof urban dynamics during the program while the Controlgroup lessened its comprehension during the year.

The pre-test results showed that st-nts in the.rljrtrte group were relatively unsophisticated on what

7,,Jces .ithe City operate. For example, 56 per cent of theqro felt that the stability and strength of a city'scentral business district was unrelated to welfare ofthe d'isadvantaged. About 20 per cent of the .group felttha7: -7Solent crimes occur-more frequently between stran-gers than acquaintances and the same number felt thatOEO_fs primarily involved in finding jobs for personsdisAAaced by urban renewal. About 40 per cent also feltthat-most heads of households below the poverty levelare unemployed and 35 per cent felt that Model Citieswas involved only with social improvement programs.Approximately 70 per cent of the group also felt thathigh density' developments always produce overcrowdingconditions. In addition, 35 per cent felt that middleincome families spend a higher proportion of their in-come on housing than poverty families do.

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Post-test results show substantial increase in com-prehension of urban dynamics. In the post-test phase,the number of students who felt that a strong centralbusiness district was vital to the welfare of the urbandisadvantaged increased from 49 to 77 per cent. Therewas strong unanimous agreement on violent crimestypically occurring between acquaintances and 91 percent felt 0E0 is not primarily involved in finding jobsfor persons displaced by urban renewal. In addition,those students who felt that most heads of householdsunder the poverty line are unemployed increased by 14per cent. Almost 77 per cent of the group in the post-test phase felt that Model Cities is involved with morethan just social pr,)grams. On the other hand, the samenumber of students think that high density developmentalways produces overcrowding. The number of studentsthat felt middle-income families spend more on housingthan poverty families decreased by 14 per cent.

Institute Evaluation (Institute Grows Only thosestudents who were part of the USOE Institute were askedto respond to this portion of the questionnaire. Asstated in the section on methodology, this element wasonly part of the post-test phase. The following arethe results of the students evaluation:

Twenty seven per cent felt the outside experts under-stood the problems and potential of the public librarywell. Another 27 per cent rated their understandingadequate, while 45 per cent rated it poor.

The input of the outside experts into the programwas rated very valuable by 17 per cent of the groupand valuable by eight per cent. Forty two per centrated it somewhat valuable and 33 per cent rated itnot very valuable.

The five most outstanding experts were listed asDr. Hurst, Jacqueline Tilles, Donald Bissett,Casper Jordan and Everett Rogers.

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The team teaching approach was rated good by halfof the group and fair by the other half.

A full 83 per cent expected the program to teach"a little more" about library skills. Eight percent expected substantially more and eight percent felt coverage was good.

Twenty five per cent expected substantially moreabout City problems, and 33 per cent expected alittle more. Forty two per cent felt the coveragewas good.

Eighteen per cent expected substantially more aboutthe social issues of poverty, 36 per cent expecteda little more and 45 per cent thought that thecoverage was good.

Twenty per cent of the group felt that the brochuredescribed the housing facilities well and 30 percent felt they were described adequately. Another30 per cent felt they were described poorly and20 per cent felt they were described very poorly.

Courses were described well as rated by 25 per centof the group and adequately by 42 per cent. Onethird of the group felt they were described poorly.

Seventeen per cent felt the type of teaching wasdescribed well and 58 per cent felt it was descri-bed adequately. One quarter felt it was describedpoorly.

Instructors were described well by 17 per cent andadequately by 25 per cent. A full 58 per cent. feltthey were described poorly.

Only seven per cent felt that freedom of expressionwas described well and 42 per cent felt it was des-cribed adequately. Another 42 per cent felt it wasdescribed poorly.

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Work load was one area which had all the responsesof the continuum. Eight per cent felt it was des-cribed very well, 17 per cent felt it was descri-bed well and 33 per cent felt it was describedadequately. One third felt it was described poorlyand eight per cent felt it was described verypoorly.

One half of the students preferred keeping the pro-gram at 12 months and reducing the work load. Theother half preferred keeping the same work loadand extending the program by six months.

One quarter of the students felt that only 40 percent of the course work was worthwhile, 42 percent felt that 60 per cent was worthwhile and onethird felt that 80 per cent was worthwhile.

One quarter of the group felt the field experiencegained in the Detroit Public Library was veryvaluable and one third thought it was valuable.Seventeen per cent felt it was somewhat valuableand 25 per cent felt it was not very I.valuable.

Seventeen per cent felt that the social agencyexperience aas very valuable and 42 per cent feltit was valuable. One quarter felt it was somewhatvaluable and 17 per cent felt it was not veryvaluable.

Of those who responded to the question "What wasvaluable", the students felt that exposure to thedisadvantaged, exposure to their goals and needs,exposure to working of library and exposure toresource persons were the most valuable.

Sixty per cent of the students felt that futureparticipants in the program should be required tohave library experience while 40 per cent feltthat no experience should be required.

Only 30 per cent of the students expected the pro-gram to emphasize on literary skills, ten per centexpected emphasis on knowledge of the City while60 per cent expected emnhasis on socialpoverty.

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About 36 per cent of the students felt that theparticipation training in the beginning of the pro-gram helped them "a significant amount" while 27per cent felt that it helped a moderate amount.Another 27 per cent felt that it helped a smallamount and nine per cent felt that it did nothelp at all.

About 36 per cent felt that the participationtraining helped a significant amount and 45 percent felt that it helped a moderate amount. Theother 18 per cent felt that it helped a smallamount.

Only nine per cent rated value of the seminaron Public Library 3ervi 4o the Illiterate Adultas very valuable. The sale nu;i:ner rated it valuable.About 36 per cent rated it as somewhat.valuable and45 per cent rated it as not very valuable.

A full 82 per cent indicated that they had a smallamount of interaction with other library sciencestudents and 18 per cent indicated that they hada small amount.

Three quarters of the group indicated a preferencefor taking classes with non-Institute students. Theother quarter preferred not to.

While 83 per cent of the students thought there weresufficient opportunities for students to air grie-vances only 25 per cent felt they were effective.

All the students felt the class size was just right.

The readings on the program were rated valuable by58 per cent of the students and 33 per cent ratedthem, somewhat valuable. Only eight per cent ratedthem as not very valuable.

Students generally read between six and nine booksfrom the bibliography. The high number stated was17; the low was four.

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Only one-half of the students felt that the studentsshould determine what shoUld be taught in the lasthalf of the program.

The trip to the American. Library Association Con-ference was rated as very valuable by 22 per centand valuable by another 22 per cent, Another 44per cent rated it as somewhat valuable while 11 per centrated it as not very valuable.

Those elements of the Conference which.the studentsfound most helpful were the general meetingsespecially the Black Caucus and children's meeting.

About 72 per cent of the students found theexperience from the library game to be not veryvaluable. Only nine per cent found it to bevaluable and 18 per cent indf,.cated it was some-what valuable.

Of all the courses given in the program BasicReference was fcund to be most valuable and Docu-mentation the least valuable. Other courses recei-ving relatively high ratings were Advanced Reference,Reading, Listening and Viewing Interests of InnerCity People, and Field Experience. Courses con-sidered as having generally little value wereProgram. Planning and Technical Processes. Othercourses were considered as generally being some-what valuable.

The students felt that the field work both in thesocial agencies and library were particularlyrelevant to the goals of the Institute. Thedocumentation course and the outside speakerswere those experiences considered most irrele-vant to the goals of the program.

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Interim Evaluation

Although this evaluation consisted primarily of thepre-test and post-test phases, the Consultant participa-ted in a number of interim activities throughout theprogram. Among the activities were the Seminar on theFunctionally Illiterate Adult, the mid-year evaluationluncheon ant development of the library game. Manyother informal meetings and discussions were also atten-ded.

Seminar on the Functionally Illiterate Adult

The content of the seminar appears to be well-planned and wisely selected. Speakers at the seminarranged from excellent to poorly prepared, as perceivedby the student participants. The serinar was well-attended with many outstanding library figures par-ticipating in all phases of the seminar.

The Consultant's observation of the Seminar resul-ted in other positive impressions which were supportedby many of the Institute students in attendande. Par-ticularly pcItive was the fact that such functionsbring a number of resource people together. Frequently,significant insight into problem areas can be developedin very informal atmospheres rather than at the formallyscheduled meetings. The students were particularly posi-tive on the latter point.

The post-test phase of the evaluation. however, indi-cated that 45 ner cent felt that the seminar was notvery valuable in preparing them for work in the library.This appears to h., somewhat of a contradiction in theiropinions immediately at the end of the seminar. Reasonsfor the variance could be a combination of many factors,the nature of which this evaluation is not prepared toassess. It is nevertheless, the Consultant's recommenda-tionthat seminars on various problem aspecta of libraryeffectiveness remain an integral part of any future pro-gram.

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Mid-Year Luncheon

This again appeared to be beneficial to the entireprogram. It provided a valuable and necessary channelthrough which mid-year assessments could be made by allparticipants. The Consultant did feel, though, that itwould have been preferable to have such a functioncloser to a logical break in class schedules. Anynecessary adjustments could have been made at thebeginning of a new quarter, rather than mid-way in anon-going quarter. This would create less of a disrup-tion in the learning process. It is recommended thatsome mechanism for mid-year or quarterly evaluationremain as part of any future institute.

Library Game

The time and effort spent in developing the librarygame did not produce the desired results. The finalproduct was too complex and difficult to understand evenfor graduate library students. It actually created moreresentment on the part of the students than developed anappreciation for library system functioning. The datagathered on the post-test supports this.

It must be said that this initial effort did:claythe groundwork for a game which could prove valuablein the future. The games need refinement and its pur-pose must be consistent with the aims of future insti-tutes. However, until such refinement occurs, it isrecommended that the library game be dropped from futureinstitutes.

Final Evaluation

Success must logically be measured in increments.Initial efforts, such as this Institute, to attack majorsocial problems must also be compared against previousand current efforts. Achieving the aims of any programis typically an on-going and lengthy process with revi-sions made in each succeeding effort. The value andsuccess of the USOE Institute must be evaluated againstthis background.

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From the conclusions drawn and comparisons of thedata gathered, the Institute in terms of its aims,should be considered as moderately successful. Theconclusions revealed that Institute students did developan increased sensitivity toward the needs of the urbanpoor, became more impatient and dissatisfied with bureau-cratic systems, became more critical with the currentrole of the library and developed a somewhat greaterawareness of the dynamics of the City. There were eventhose elements of the group that became more militantin their approach to urban problems.

The Control group, on the other hand, while develo-ping a greater degree of sympathy toward the urban dis-advantaged, remained distinctly middle-class in theirapproach and attitudes in problem solving. The Controlgroup also lost some of its awareness of the dynamicsof the City.

Whether the changes reflected in the thinking ofthe students, especially the Institute students, aredirectly due to the curriculum is a moot point. Studentsare generally exposed to a variety of stimuli during thecourse of a year, much of which is only indirectly rela-ted to formal course work. It can be said, however,with a high degree of certainty that the Institute didprovide a valuable' mechanism for learning both throughformal and informal channels. It enabled students toestablish lines of communication with resource peopleand agencies, exposed them to authorities and datasources, and encouraged communication between otherstudents. The value of these things, however. cannotbe immediately assessed. While it can be saie4 that allof the Institute goals were not completely fulfilled,theConsultant feels that progress has been made inIcoOrdinating resources and involving people inattacking problems of the urban poor.

It is suggested that administrators and coordina-tors of future institutes consider the followingrecommendations:

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Lengthen future institutes from 12 to 18 months andretain essentially the :ame or slightly increasedwork load.

Choose participants only from those who have hadsome exposure or training in libraries or librarysystems.

Revise the brochure describing the Institute tomore accurately reflect the "realities" of housing,facilities and work load.

Retain the team teaching approach.

Develop a curriculum which emphasizes more in theway of library skills.

Reduce the number of guest speakers in the program.Those that are selected should address themselvesmore to the aims of the program. For example, thespeakers could serve to supplement technical coursework with practical application related to the pro-blems of the urban disadvantaged.

Promote more interaction with regular libraryscience students. Both. groups could benefit fromvarieties-in expertise and sociological -backgrounds

Reduce the number of field trips (not includingthe ALA convention) but increase the length offield experience in the social agency and publiclibrary, system.

Retain the group participation training at thebeginning of the Institute. Virtually all studentsfelt that it not only helped working as a group,buthelped them working with groups. The latter isparticularly important.

Maintain a class size of approximately 20 students.

Establish some mechanism, possibly a student-appoin-ted three member board, to implement legitimateparticipant grievances.

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Re-examine the content, applicability and methodof instruction in the Documentation course.

Establish a follow-up study methodology for allparticipants in the program. Eventual successcan be more legitimately determined by abilitiesshown in actual work situations.

The last recommendation carries significantly morerequirements than can be discussed here. However, anumber of points should be kept in mind where developingevaluation tools for follow-up studies.

Among the key elements of the evaluation should bea determination of how well former participants grasp,the specifics of local, state and Federal programswhich are designed to assist the urban disadvantaged.This knowledge was considered as vitally important todetermination of success during the post-test evalua-tion. It should also include some indication ofwhether the contacts (specifically those with urbandynamics orientation), are still beneficial to the for-mer participant. Other elements might contain questionsrelating to 'dynamics of the urban disadvantaged. This,however, would be contingent upon a uolitile sub-cul-ture and upon findings current,and future research.

The follow-up study should also solicit an open-end evaluation (personal interview, if possible) fromthe former participant. This frequently provides amore accurate assessment of Institute influence thanopinions solicited from supervisors.

It is recommended that, as a minimum, a follow-upstudy be conducted in the fall of 1973 and again inthe fall of 1977. This gathers feedback for one yearand five years after the end of the Institute. Interimevaluations could be conducted when resources permit..

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A SELECTED BIBLIOGRAPHY OF BOOKS THE ROLE, FUNCTIONOBJECTIVES AND HISTORY OF AMERICAN PUBLIC LIBRARIES

American Library Association. Student rise of Libraries:An Inquiry into the Needs of Students, Librariesand the Educational Process. Chicago: A.L.A., 1964

Bayley, David J. Public Libraries in the New States.Chicago: Rand McNally, 1964

Berelson, Bernard. The Library's Public: A Report ofthe Public Library Inquiry. New York: Columbia,1949.

Bostick, Arthur E. Public Library in the United States.Chicago: A.L.A., 1929.

Bowler, Roberta, ed. Local Public Library Administration.Chicago: International City Manager's Association,1964.

Bryan, Alice Isabel. The Public Librarian: A Report ofthe Public Library Inquiry. New York: Columbia, 1952.

Campbell, Angus. Public Use of the Library and OtherSources of Information, by Angus Campbell andCharles A. Metzner. Ann Arbor: Institute of SocialResearch, 1952.

Chicago University Graduate Library School. The MediumSized Public Library: Its Status and Future. Chicago:University of Chicago Press, 1963.

Daniel, Hawthorne. Public Libraries for Everyone: TheGrowth and Development of. Library ServiceS in theU.S. Garden City, New York: Doubleday, 1961.

Danton, Emily. The Library of Tcmorrow: A Symposium.Chicago: A.L.A., 1939.

Daugherty, Richard M. Scientific Management of Libr:.ArVOperations. New York: Scarecrow Press, 1966.

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Ditzion, Sidney H. Arsenals of a Democratic Culture.Chicago: University of Chicago Press, 1947.

Eaton, Thelma. Contributions to American Library History.Champaign, Illinois: Distributed by Illini UnionBookstore, 1961.

Encyclopedia Americana. Libraries: A Reprint. NewYork: Americana Corporation, 1963.

Emerging Library Systems. Albany, New York: New YorkState Library, 1967.

Garceau, Oliver. The Public Library in the PoliticalProcess; A Report of the Public Library Inquiry.New York: Columbia University Press, 1949.

Goldstein, Harold. The Changing Environment for LibraryServices in the Metropolitan Area. Papers presen-ted at University of Illinois Graduate SChool ofLibrary Science, October 31 - November 8, 1965.Champaign, Illinois: Distributed by Illini UnionBookstore, 1966.

Hessel, Alfred. A History of Libraries Translated withSupplementary Material, by Reuben Peiss. Washing-ton: Scarecrow Press, 1950,

Johnson, Elmer D. A History of Libraries in the WesternWorld. New York: Scarecrow Press, 1965.

Lee Robert Ellis. Continuing Education for Adultsthrough the American Public Library, 1933-1964.Chicago: A.L.A., 1966.

Leigh, Robert D. The Public Library in the U.S.; aGeneral Report of the Public Library Inquiry. NewYork: Columbia University Press, 1950.

Martin, Lowell. Library Response to Urban Change. Chicago:American Library Association, 1969.

Monroe, Margaret E. Library Adult Education, The Bio-graphy of an Idea. New York: Scarecrow Press, 1963.

Nelson Associates, Inc. Public Library Systems in theU.S. Chicago: A.L.A., 1969.

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011'i, James Gordon Herbert. Library Hictory. London,Bagley, 1967.

An Overview of the Library Services and Constructionact, Title I. New York: Bowker, 1960.

Public Library Association Committee on Standards.Mi:> imum Standards for Public Library Systems.Chicago: American Library Association, 1967.

Rose, Ernestine. The Public Library in American Life.w York: Columbia University Press, 1954.

Schick, Frank L. The Future of Library Service:Demographic Aspects and Implications. Urbana:University of Illinois Graduate School of LibraryScience, 1962.

Shera, Jesse H. Foundations of the Public Library.Chicago: University of Chicago Press, 1949.

Sinclair, Dorothy. Administration of the Small PublicLibrary. Chicago: American Library Association,1965.

U.S. Bureau of Education. Public Libraries in the U.S.of America; Their History, Condition, and Manage-ment, Part I. Washington, D.C.: GovernmentPrinting Office, 1876.

U.S. Office of Education, Library Services Branch.National Inventory of Library Needs. Chicago:American Library Association, 1965.

U.S. Office of Education, Library Services Branch.State Plans Under the Library Services Act...1957- .

Vainstein, Rose. State Standards for Public Libraries.Washington: U.S. Office of Education, 1960.

Wheeler, Joseph L. and Goldhor, Herbert. PracticalAdministration of. Public Libraries. New York:Harper, 1962.

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