Education for Librarianship in Greece

Education for Librarianship in GreeceAuthor(s): James KrikelasSource: The Library Quarterly, Vol. 52, No. 3 (Jul., 1982), pp. 227-239Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/4307497 .

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EDUCATION FOR LIBRARIANSHIP IN GREECE'

James Krikelas2

During the past thirty years various efforts have been made to stimulate improvements in the education and training of librarians in Greece. Workshops, seminars, and nonuniversity training courses have been offered in the past and remain the principal methods of instruction today. Although these programs have been considered useful, they are not completely satisfactory, and the hope for a university-level school of librarianship continues to be expressed. The establishment of such a school has been formally suggested at various times, but little has come from such proposals. A review of these efforts indicates that the lack of progress may be due to circumstances beyond the direct control of librarians: the nature of the Greek educational system and the current pattern of staffing libraries. A proposal for dealing with the present needs of Greek librarians is offered as an interim solution.

Although there is no graduate program for the education of librarians in Greece, it is not for lack of interest. Almost any article dealing with the Greek library scene in the past thirty years eventually points to the limited nature of formal training opportunities in that country as one of the causes for the relatively slow rate of library development. A recent visit to Greece confirmed the impression that interest in education and training is high and that it is an important issue and a great concern to more than just a few librarians. This paper is a chronicle of the high- lights of various efforts that have been made to improve the state of education for librarianship in Greece. It includes an analysis of the circumstances and conditions that may have hindered greater achieve-

1. This study is primarily based on information collected while I was in Greece as a Fulbright lecturer at the Aristotelean University of Thessaloniki in 1980-81. The assistance of Mr. Demetrios Demetriou, university librarian, is gratefully acknowl- edged. Substantial research support was provided by the Research Committee of the Graduate School of the University of Wisconsin-Madison.

2. Library School, University of Wisconsin-Madison, Helen C. White Hall, 600 North Park Street, Madison, Wisconsin 53706.

[Library Quarterly, vol. 52, no. 3, pp. 227-239]

@1982 by the University of Chicago. All rights reserved.

0024-2519/82/5203-0001$0 1.00

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228 THE LIBRARY QUARTERLY

ment from these attempts. A suggestion for overcoming some of the barriers to further progress is offered.

Background

"Greece," wrote Leon Carnovsky, "is a nation of many libraries, some of considerable distinction" [1, p. 158]. Considering the fact that libraries have been known in Greece for over 2,500 years, that should come as no surprise. But wars and foreign occupations have taken their toll during twenty centuries of turmoil and, in fact, independent Greece as we know it today is a relatively new country. While some of modern Greece achieved political independence from Ottoman dominance in the 1820s, as much as a fourth of its territory acquired this status as recently as 1913. Thus most of the libraries of modern Greece are more likely to have "spiritual" antecedents rather than formal connections to those that existed prior to the 1820s. Of almost 600 "public" libraries appearing in a recent listing, only eight indicate any pre-1828 origins [2, pp. 77-129]. The National Library was founded in 1829 and the Parliamentary Li- brary in 1845; both are considered among the most noteworthy libraries of modern Greece [3, pp. 188-92]. Even newer are the academic libraries. The University of Athens (actually the National and Kapodist- rean University of Athens) was founded in 1838, but its library was merged with the National Library four years later and, at present, has no central library outside of the combined collection of the National Library [4]. The second oldest university (the Aristotelean University of Thes- saloniki) was not founded until 1926; the other four universities are of even newer vintage. In addition, seven "higher" schools (that is, colleges) all have twentieth-century beginnings.

Elementary and secondary school libraries are still in rudimentary stages of development-despite the recognition as early as 1835 of their value in the educational process [5, p. 301-and can be more accurately described as classroom and textbook collections rather than true libraries. (Notable exceptions are the fine libraries associated with schools that have connections with foreign institutions or governments- primarily British or American. Many of these schools use the word "college" in their name but "prep school" would be a more accurate interpretation.) Special libraries are not only numerous but some are exceptional institutions. In fact, a visitor is left with the impression that special governmental, business, and industrial libraries are the fastest growing group in Greece, and, in the past twenty years, they have been aggressive in securing many of the best-trained librarians for their or- uanizations.

One should not imply from the above that there was virtually no



EDUCATION FOR LIBRARIANSHIP IN GREECE 229

progress in library development prior to the 1960s, but rather that such progress was very slow. As early as 1931 a group of interested individuals formed a Greek library council as a mechanism for supporting library growth [6]. And despite political and economic difficulties, a number of important public, academic, and special libraries were operational by the beginning of World War II. In 1949-as Greece's devastating civil war drew to a close-the national government saw libraries as an important instrument for the education of its population. Emergency Law 1362 (enacted November 1949) was created to cope with the problems of restoring (or creating) and uniformly organizing publicly supported libraries [7, pp. 975-80]. One provision of the law called for the establishment of training courses-literally a "cycle of seminars"-for librarians. These were to be practical training classes designed to help those already working in libraries. The courses were to be conducted by the National Library, but none of the specific details were outlined in the law and, apparently, nothing came of the edict [8, p. 11]. Instead, a series of workshops was organized by the Ministry of Education in cooperation with the (then) United States Information Services (USIS) library in Athens. The result was a two-day Library Training Institute that was offered in Athens (late 1955) and then in five other cities (during 1956) located in various regions of Greece. A second session, lasting two weeks, was held in the summer of 1957 on the Athens College (that is, high school) campus [9, p. 191].

A few years later, the Greek government sought assistance in assessing the state of library development and librarian education from the United Nations Educational, Scientific, and Cultural Organization (Unesco). Unesco responded by sending two internationally famous librarian-educators to Greece to conduct assessment surveys. The two studies were carried out at separate times; the first was conducted in the last part of 1960 by the late Leon Carnovsky, then professor in the Graduate Library School at the University of Chicago. His final report to Unesco included a strong recommendation for the establishment of a library science program in Northern Greece at the University of Thes- saloniki [8]. Almost immediately upon receiving the report, the Ministry of Education requested another expert in order to reevaluate the situation. The second study was undertaken in the later part of 1962 by Presben Kirkegaard, director of the Danish Library School in Copenha- gen [10].

The Carnovsky and Kirkegaard Reports

Both individuals strongly supported the contention that library development in Greece was hindered by the paucity of qualified and




experienced librarians. Thus it is no surprise that each surveyor made strong recommendations, and full plans, for the establishment of a formal program of librarian education. But the two differ significantly on two major points: (1) the geographical location of the recommended school and (2) the place of the school within the educational hierarchy. While the first point of disagreement may seem trivial (or simply political in nature) it is most important in that it represents one of the two serious problems facing anyone who seeks to establish some type of formal program of education for librarianship in Greece. The other problem-finding a method for dealing effectively with the potential clientele-was approached differently by each expert. (Each of these will be discussed more fully in a later section.)

Carnovsky recommended that a university-level school should be established calling for the same standards for admission as existed for other faculties (that is, schools or departments). Realizing that many in-place librarians either could not return to school or, perhaps, that many might lack the academic qualifications for admission, he also proposed "that the Ministry of Education plan a series of short courses, to be held at first in Athens, later in other sections of the country" [8, p. 20]. Kirkegaard, on the other hand, proposed a different solution-a two-tiered educational program.

Kirkegaard's proposal was to create an independent institution for librarianship in Athens-and that students be admitted in one of two categories. Section 1 was designed to prepare individuals to serve "as librarians and directors"; section 2 was intended for those seeking "positions as library assistants or heads of minor public libraries" [10, p. 5]. Applicants seeking admission to section 1 would have to have a university-level degree, while those choosing the section 2 track were required to have completed high school (that is, gymnasium). All applicants were expected to be proficient in two of three foreign languages (English, French, German). No special provisions were made for individuals already working in libraries.

Neither the Kirkegaard nor the Carnovsky proposal was implemented by the Ministry of Education. Apparently the interest shown by the faculty of Philosophy at the University of Thessaloniki was insufficient to attempt to create a chair for librarianship (at least not without support from the Ministry of Education, the funding agency). The ministry did arrange a seminar in Athens in December of 1962 attended, according to Kirkegaard, by thirty-four individuals "and at the meeting of 14 December the foundations were laid for a Greek Library Association" [10, p. 10]. But the Association was not to receive its charter for over six years and could not play an instrumental role in pushing for implementation of either the Carnovsky or Kirkegaard plan.




The YWCA School and KATEE

Because there were no firm plans for a library school, much of the training of Greek librarians seemed doomed to remain as before: on- the-job training (frequently self-taught), workshops, and seminars. (In fact, the latter two activities increased greatly in the 1970s under the auspices of the Greek Library Association [ 1 1, p. 224].) But the pattern of training did change somewhat because of the establishment of a library training program.

In 1961 the Young Women's Christian Association (YWCA) of Athens began to offer vocational training in librarianship. Until it terminated this program in 1977, it provided instruction in a variety of basic library subjects, including cataloging, classification, bibliographic work, and library administration. It was staffed by professional (working) librarians and, therefore, meetings were held in the late afternoon. The course of study provided for supervised practical work in addition to classroom instruction. Relatively small (classes averaged approximately twenty students a year), it appears to have been an effective instrument for provid- ing limited educational opportunities. Since the school was located in Athens, it could provide training opportunities for a large number of librarians and assistants working in the immediate area, although it also automatically excluded a large part of the librarian population located in the provinces. But the major problem, recognized by many, was that it existed outside the formal educational structure, and this represented a serious handicap not only in securing continued funding but in achieving recognized, professional status in the eyes of academics and the government. In the mid-1970s the Ministry of National Education and Religion (the new cabinet position) was persuaded to support, formally, a three-year educational program [12].

The new program of librarian education was established as part of the vocational-technical system. These schools, known by their acronym of KATEE (Kentra Anoteras Technikis ke Epangelmatikis Ekpedeuseos), are located in the larger communities (Athens, Thessaloniki, Patras, Larissa, Iraklion, and Kavala) and cover such subjects as health services technology, business and graphic arts technology, engineering technology, and agriculture and food technology. These programs are technically oriented, with major emphases placed upon laboratory courses and toward practical applications of the subjects taught [13]. They are post- secondary schools, thus requiring a high school diploma for admission, but whose "titles [that is, degrees] ... are not equivalent to the university titles" [14, p. 104].

The initial KATEE-level program in librarianship began in Athens with the 1977-78 academic year, while a second program was scheduled




to begin in September 1981 in Thessaloniki. The Athens school has been criticized both publicly and privately for its weak curriculum, faculty, and resources. Currently, only university graduates holding a degree in philosophy or law (and economics) are eligible to teach, a regulation that disqualified many librarians whose degree may be in some other discipline. The Athens KATEE's program is further hindered by the fact that the school does not have any books to be used either as texts or for a "practice collection" [15]. Although the conditions may eventually get better, the situation in Thessaloniki was not much different than in Athens as recently as three months before the proposed opening of the program. There is a small library serving the faculty of KATEE- Thessaloniki, but in early 1981 it contained no library science textbooks in the collection outside of a single copy of the Dewey Decimal Classification (18th ed.). In fact, the librarian reported that a budget had not yet been established for the new "chair of librarianship." The prospects of creating a strong vocational level program seem very poor.

The Fulbright Incursion

In the late 1970s renewed interest on the part of some individuals at the University of Thessaloniki resulted in one more survey. With financial help from the U.S. Educational Foundation in Greece-the Fulbright program administrative unit-Richard P. Palmer (then a Fulbright lecturer at Cairo University) was asked to prepare an assessment of needs concerning Greek librarianship. Palmer interviewed a large number of Greek librarians and academicians in Thessaloniki and Athens during a brief visit in February 1978. His report called for the creation of graduate library programs at the University of Thessaloniki and "in Athens." He further recommended that the Fulbright program provide a visiting consultant to aid in the program's development in Thessaloniki [16]. Whether directly related to that recommendation or not, the Fulbright program did grant lectureship support for two consecutive academic years, the first beginning in 1979-80. The relationship between the Palmer report and the Fulbright grants is not clear because the actual Fulbright assignment differed greatly from that which Palmer had proposed. Whatever may have caused this change, it was clear that the primary interest of the university community had moved away from curriculum design and toward staff training and development. Thus another opportunity to implement Carnovsky's excellent plan was missed.

The intervening twenty years did witness some progress. Important workshops and seminars have been held (including a Panhellenic Con-




gress of Librarians in 1977 [171), a few texts have been published, some American and European cataloging aids have been translated (usually at the local library level), and there is continued agitation for the creation of a first-rate school of librarianship. Those who have received training in library schools in Europe and the United States have exhibited not only the necessary leadership but the energy needed to produce results. They have been joined by others whose practical experience has given them insight into the great potential that good library service holds for aiding in the educational and economic development of Greece. Never- theless, by any standard, this progress has been slow and the logical question is, Why? One could easily assume that it is due to the fact that Greece is a relatively new developing country. While that appears to have some bearing, it seems insufficient as an explanation when one compares a higher state of development in neighboring nations such as Bulgaria, Hungary, Italy, Romania, Turkey, and Yugoslavia [18]. To understand why progress is slow it is necessary to look at two elements of Greek culture that mitigate against rapid, effective changes: (1) the educational setting and (2) the patterns of employment and staffing.

The Educational System

The governance of Greece is highly centralized, and this is no more evident than in the educational system. All elementary and secondary schools use textbooks selected by the Ministry of Education, and they are required to follow the curriculum outline prepared by the ministry. Although this has the advantage of ensuring equal educational opportunities throughout Greece-in theory if not in practice-it also damp- ens any enthusiasm for independent study or innovation in instruction. Heavily dependent on the textbook, there is little or no use of supplementary readings. Thus school libraries are small or nonexistent and life-long reading habits appear to be underdeveloped. Nevertheless, there is a high regard for education, and it is frequently viewed as an entry to better positions or to jobs with security. In fact, graduates of gymnasia appear to be very well versed in Greek literature, grammar, and history; many are proficient in one or more foreign languages.

The general pattern continues in the universities. Apparently all classes use a final course examination as the basis for grading. Usually the instructor will require rote response (that is, total recall) based upon one, or a few, texts. In some courses, this requirement is supplemented by laboratory exercises but very seldom is external, independent work demanded or encouraged. This has led one writer to note (perhaps overcritically) that "with few exceptions Greek professors are 'untouch-




able,' 'unquestioned,' 'never criticised,' 'always right.' The distance that separates the students from the protessor cannot easily be measured" [13, P. 12]. Obviously, there are numerous exceptions to this pattern, but an opportunity to interview informally students in Thessaloniki and Athens indicates that this is the normal procedure. And this situation causes many of them to state their doubts about the value of any reading beyond that done in textbooks and study aids.

Given this negative attitude toward library use, one might wonder why libraries exist at all. Books are highly valued and many libraries serve a preservation function, but they are frequently used by only a small portion of the eligible community. In many cases, libraries are seen as the domain of serious (advanced studies) students and of scholars. Thus, public libraries are more likely to resemble research or local history collections rather than the general public libraries familiar in western Europe and North America. Use of academic libraries is equally limited.

Universities in Greece are of comparatively recent origin; the oldest-in Athens-dates back to 1838, but all of the rest have twentieth-century beginnings. Naturally, they are patterned after Euro- pean universities, but in many ways they have maintained a nineteenth- century structure that creates a barrier to the development of modern library services. Institutions of higher education can be divided into two broad categories: higher level technical and vocational training schools and university-level schools. The latter can be further subdivided into universities (of which there are six) and "higher" or "grande" schools (colleges). The seven colleges (anotiti scoli) consist of single faculties (or schools) with the exception of the Polytechnic of Athens, which covers all areas of engineering. Each school is subdivided into chairs which repre- sent the various subject components that make up the broader discipline. All academic (and, therefore, administrative) power resides in these chairs. The chair is held by a professor who may have life-time, or a shorter (specified) period of, tenure. Associated with most, but not all, chairs are various satellite positions which would be equivalent to the positions of American untenured associate and assistant professors as well as graduate student assistants and nonstudent staff members. In many cases this expanded domain of the chair becomes a slightly different administrative unit known as--depending on the discipline-a clinic (kliniki), laboratory (ergasterion), or seminar (spouthasterion).

The traditional pattern of academic library development has been to provide book funds for each chair, clinic, laboratory, and seminar rather than for a general library collection. In Athens, where no real central library exists, Kokkinis has identified eighty-seven "departmental" collections dispersed among six schools [19]. At Thessaloniki, where a central library building was occupied in 1974, the holdings are still




dispersed over approximately 200 such collections located within nine schools and one semiautonomous institute. Some of these collections have reached sizable proportions (up to 25,000 volumes), while others number less than 100 titles. Access to such collections varies, but it is generally difficult to get to the collections housed in the more numerous small libraries. Reasons given for this condition range from "the professor is using the item" to "the person who has the key to the room is not available." Access to materials in the larger collections is also highly regulated, frequently restricted to in-room use. Even in the newer universities which claim to have a central library much of the collection is "on permanent loan" to the faculty.

This educational situation presents a very unfavorable environment for demonstrating the value of modern library services. And the setting offers numerous obstacles to any recommendation for establishing a chair of librarianship. In retrospect, it can be seen that Carnovsky's proposal would encounter heavy opposition. In a strongly centralized educational system such as Greece has, it would have been unusual to start a new program anywhere but in Athens. It would have been difficult for the faculty at Thessaloniki to attempt to establish such a chair with opposition from the ministry. Yet there was-and apparently still remains-little or no enthusiasm for such a program among the more traditionally oriented faculties in Athens.

Kirkegaard attempted to deal with the political reality, it seems, but this placed him in the position of having to recommend the establishment of a full-fledged college of librarianship. Obviously, economic considerations would work against achieving such a goal, yet given sufficient interest it might have been possible. An equally plausible reason for Kirkegaard's recommendation not being implemented is that university faculty just could not perceive librarianship as an occupation that required special preparation. Library work is frequently seen as simplistic (supervising a reading room) and routine (checking out a few books occasionally). Some individuals who have studied abroad and have seen the benefits of modern library services have agitated for improvements upon their return. But the resistance they face is formidable. Many educators see the demand to create central collections with free access to all materials as an attack upon the present educational system-a system which they believe is adequate and appropriate to Greece's needs. Others are reluctant to support any change simply because they are comfortable with the status quo regardless of any weaknesses. Thus the dilemma persists; without widespread, excellent library service its value cannot be appreciated and without appreciation support for professional training it will continue to be scarce. Those who see librarian education as the solution are correct, but current proposals




to establish university-level programs are unlikely to be implemented under present circumstances. Instead, workshops and seminars continue to carry the major burden for librarian training, although this method is further hindered by another factor.

Patterns of Library Staffing

Because librarianship is not recognized by most as a separate profession, staffing procedures in Greece follow an expected pattern. Openings in public and academic libraries are considered to be vacancies within the appropriate bureaucracy. Office workers in one department are considered interchangeable with those in another. Hence, one does not apply for a librarian's position as much as for a position within a governmental agency. An individual gets a job because it is available rather than because one possesses some specific qualifications. Appropriate skills are learned on the job after beginning work. This is not to imply that all positions are equivalent. Educational and language qualifications are frequently required for various levels; but these are general qualifications-graduation from a gymnasium or completion of a university program-rather than specific knowledge. Furthermore, one may take a position below one's academic level and wait for an opening at a higher level.

This process creates several difficulties which are especially significant in the library, and the situation presents problems for any proposed library school. The most logical candidates for admission are those who already work in libraries but-with rare exceptions-they are the least likely to be free to attend. On the other hand, students who might elect to undertake library training first cannot be guaranteed library employment even if they are chosen to work in a given bureaucracy (governmental or academic). Those who work in academic libraries occasionally find the opportunity to take a year's leave to study abroad, but this is almost always an economic hardship that discourages many. Carnovsky's approach for dealing with this problem was to recommend the continu- ation of the late 1950s' "traveling seminars" [8, p. 20]. Kirkegaard did not address this problem directly although his suggested section 2 track might be interpreted as being relevant to in-service staff [10, p. 5]. Neither proposal, however, really deals with this problem adequately, and that factor may also have contributed to the failure of either plan garnering extraordinary support from working librarians.

Workshops and seminars have a slight advantage over formal, year- long programs. Because of their brevity it is easier to attend, but this also represents a serious shortcoming. Such courses may introduce one to




basic concepts or to new ideas, but there is little or no opportunity for supervised practice or for follow-up, analysis, and evaluation. Com- pounding this matter is the fact that such seminars, in order to be effective, must reach a nationwide audience. This requires lecturers to travel extensively not only to various major population centers but to less populated communities as well. Otherwise, individual staff members will have to get to sites where such experts reside. Experience with seminars during the 1980-81 academic year underscored the fact that, although they were relatively well attended, each drew the major portion of its audience from the immediate geographic area. The fact that there have been no efforts, since the mid- 1950s, to maintain the traveling seminars would seem to support the contention that the method has serious drawbacks also. The need for instruction is recognized by many in Greece, and it is clear to most that without such programs the progress of library development is hindered.

A Proposed Alternative

Times and conditions change so that what was not possible twenty years ago might be accomplished today. The fundamental dilemma faced by Greek librarianship is that the educational needs at the present are most crucial for those already on the job. Coupled with the fact that many of those in responsible positions (in government and academia) hold librarianship in low esteem, the prospects of effecting any recommendation for university-level education are extremely dim. Clearly the development of a school of librarianship is a critical necessity, but it may be somewhat premature to expect such an institution to solve the current problem. Fortunately, Greece has made progress in another area that might be utilized for the benefit of practicing librarians-a nationwide television network under central jurisdiction.

As one travels throughout Greece one becomes conscious of the ubiquitous government-controlled television. (In fact, there are two national stations; one is the armed forces network.) It would seem feasible to use this system for educational purposes. At the present time no broadcasting is done during the day, so the network would be readily available. Television instruction, of course, has some limitations. Perhaps the most serious aspect is the inability to provide a mechanism for user feedback. Although a complex telephone-television system might be developed, it seems more appropriate to begin programming within current limits rather than to wait for the ideal conditions to be created. The advantages of such a system of information sharing are too great to




pass up. A national television instructional network would overcome two serious barriers facing practitioners-travel and scarcity of experts.

Broadcast capabilities exist in the two largest cities (Athens and Thes- saloniki). In the future staff members from the largest libraries (as well as from other excellent but smaller libraries) would be readily available for instruction. Initially, however, taped presentations by foreign librarians might be used. Taping would permit the use of subtitles for presentations done in languages other than Greek or for voice-over commentary. Arrangements might be made for demonstration of library services in some of the better academic, public, and special libraries in different countries. This would serve a dual purpose: instruction for the library staff and demonstration of modern library service to potential users and funders. All such programs, however, must cater to the specific needs of Greece rather than offering external solutions to foreign problems. In short, careful planning will be necessary.

The ultimate success of any alternative program can be measured by the amount of interest it produced for better libraries and the need for a university-level school of librarianship. For at least twenty years, dedi- cated librarians have made valiant efforts to effect improvements in library services and librarian education. The use of instructional television is no panacea for all of the problems confronting Greece's librarians, but it is one way to cut the Gordian knot of librarian education.

REFERENCES

1. Carnovsky, Leon. "[Education for Librarianship Abroad]: Greece." Library Trends 12 (October 1963): 158-65.

2. Ypourgeion Politismou kai Epistemon [Ministry of Civilization and Science]. Politistika somteia kai vivliothekai [Cultural societies and libraries]. Athens: Ethnikou Typog- raphieon, 1975.

3. Steele, Colin R. Major Libraries of the World: A Selective Guide. London: Bowker, 1976. 4. Cacouris, George M. "Greece, Libraries in." In Encyclopedia of Library and Information

Science. Vol. 10. New York: Marcel Dekker, 1973. 5. Peppa-Xeflouda, Stella. "Libraries in Greece." Unesco Bulletin for Libraries 12

(February-March 1958): 29-3 1. 6. "Greek Council for Libraries." Unesco Bulletin for Libraries 1 (October 1947): 182. 7. Kodix nomon [Code of law]. Athens: 1949. 8. Carnovsky, Leon. A Library Schoolfor Greece: A Prospectus. Paris: Unesco, 1962. 9. Cacouris, George M. "Greece, Library Education in." In Encyclopedia of Library and

Information Science. Vol. 10. New York: Marcel Dekker, 1973. 10. Kirkegaard, P. Greece: Library Development. Paris: Unesco, 1964.

11. Thanopoulou, K. "Greece." In ALA World Encyclopedia of Library and Information Sci- ence. Chicago: American Library Association, 1980.

12. Palamiotou, Sophie. "Greek Libraries: Problems-Proposals." Leads 21 (Summer 1979): 1, 3-4.




13. Antonopoulou-Kollaros, Christina. Greece: A Study of the Educational System of Greece and a Guide to the Academic Placement of Students from Greece in United States Educational Institutions. Washington: American Association of Collegiate Registrars and Admis- sions Officers, 1974.

14. National Statistical Service of Greece. Statistical Yearbook of Greece, 1979. Athens: National Statistical Service of Greece, 1980.

15. "Vivliothekari choris vivlia" [Librarians without books]. Diavazo, no. 23 (August- September 1979), p. 23.

16. Palmer, Richard Phillips. "Towards Improving Librarianship in Greece: Needs As- sessments and Recommendations." Unpublished report, available from author, 1978.

17. "Panhellenic Congress of Librarians, Athens, 1977." Unesco Bulletin for Libraries 32 (March-April 1978): 123.

18. World Guide to Library Schools and Training Courses in Documentation. Paris: Unesco, London: Clive Bingley, 1972.

19. Kokkinis, Spiros. "Vivliothekes anotaton ekpedentrikon idrimaton stein ellatha" [Li- braries of institutions of higher education in Greece]. DIzavazo, no. 29 (March 1980), pp. 40-49.



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Education for Librarianship in Greece