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FALL SEMESTER, 1973
November 21 -23
December 1 2
Labor Day Holiday
Last Day of Classes
Exam Study Day
SPRING SEMESTER, 1974
March 11 -15
Sunday, 3:00 P.M.
Last Day of Classes
Exam Study Day
The provisions of this publication are not to be regarded as an irrevocable contract between the student and the
University of Maryland Changes are effected from time to time in the general regulations and in the academic requirements.
There are established procedures for making changes, procedures which protect the institution's integrity and the individual
student's interests and welfare A curriculum or graduation requirement, when altered, is not made retroactive unless the
alteration is to the student's advantage and can be accommodated within the span of years normally required for graduation
When the actions of a student are judged by competent authority, using established procedure, to be detrimental to the
interests of the University community, that person may be required to withdraw from the University,
The University of Maryland in all its branches and divisions subscribes to a policy of equal educational and employment
opportunity for all persons regardless of race, creed, ethnic origin or sex.
Whereas many students, staff and faculty suffer discomfort and/or medical problems as a result of tobacco smoking,
be it resolved that it shall be University policy that smoking in classrooms be prohibited unless all participants agree to the
contrary Further, any student has the right to remind the Instructor of this policy throughout the duration of the class.
College Park Publications Office POJ 573-923
University of Maryland
College Park Campus
The College of
Library and Information
'Formerly named the School of Library and Information Services. The name was recently
changed as a result of the College Park Campus Plan of Reorganization.
The new building housing the College of Library
and Information Services.
University of Maryland/ 3
/. CAMPUS OFFICERS, FACULTY AND STAFF 5
II. THE COLLEGE
The College and the University 13
The Philosophy of the College 15
Education for Librarianship and Information Service 16
III. ADMISSIONS AND STUDENT AFFAIRS
Admissions Standards and Procedures for M.L.S. Program 19
Tuition and Other Expenses 24
Student Activities and Services 28
The Alumni Association 28
IV. THE EDUCATIONAL PROGRAM
The Master's Program 31
The Curriculum 32
V ADVANCED STUDY AND RESEARCH
The Doctoral Program 45
Research Programs 48
Library and Information Services 54
Computer Services 54
VI. SPECIAL PROGRAMS
The Colloquium Series 57
Continuing Education 57
Dean Margaret E. Chisholm
University of Maryland/ 5
I. COLLEGE PARK CAMPUS OFFICERS,
FACULTY AND STAFF
Listed below are the officers of the Campus administration, the faculty,
the research associates, and the administrative staff of the College. Brief
descriptions of the background and interests of those currently teaching in
the College are presented.
COLLEGE PARK CAMPUS ADMINISTRATION
CHARLES E. BISHOP
Vice Chancellor for Academic Affairs
GEORGE H. CALLCOTT
Vice Chancellor for Academic Planning and Policy
THOMAS B. DAY
Vice Chancellor for Administrative Affairs
JOHN W. DORSEY
DEAN OF THE COLLEGE OF LIBRARY AND INFORMATION SERVICES
MARGARET E. CHISHOLM, B.A., University of Washington, 1957; M.L.,
University of Washington, 1958; Ph.D., University of Washington, 1966.
6/ College of Library and Information Services
MARCIA J. BATES, M.L.S., Ph.D. (California, Berkeley), Assistant
Ms. Bates' primary interest is in the two-sided problem of organizing information so that
it can be easily retrieved (the librarian's task) and successfully retrieving information (the
user's task). She teaches organization of knowledge, user studies, and research
methods. She has also taught introductory courses in information science and reference.
She has done research with the Institute of Library Research at the University of
California, Berkeley, and with the System Development Corporation.
WILLIAM BEASTON, M.S. (Oregon College of Education), Lecturer.
Mr. Beaston, the College's Director of Admissions and Student Affairs, was formerly the
Director of Instructional Media Services, Lincoln County Schools, Newport, Oregon. He
recently developed and taught a graduate course in instructional media at the Oregon
College of Education, was a participant in the Right-to-Read Institute at the University of
Washington, and was the Oregon educational media representative to the Educational
Media Leadership Conference at the University of Iowa.
MARY LEE BUNDY, M.A., Ph.D. (Illinois), Professor.
Ms. Bundy's broad area of interest is the social and political aspects of librarianship; her
teaching areas are research methods and library administration. She was Associate
Director of the College's Manpower Research Project. She has conducted empirical
research related to public library development in several states, including a recent study
in Maryland which culminated in the publication of Metropolitan Public Library Users.
Recent editorial works include a Reader in Library Administration (with Paul Wasserman)
and Research Methods for Librarianship (with Paul Wasserman and Gayle Araghi).
MARGARET E. CHISHOLM, M.L., Ph.D. (Washington), Dean.
Ms. Chisholm is specifically interested in bibliographic organization of media. She holds
offices in national and international professional organizations related to media and
educational technology. In her areas of interest her work is widely published; she serves
as editor of the annual Education Book List, and is author of Media Indexes and Review
JOHN C. COLSON, M.S.L.S. (Western Reserve). Assistant Professor.
The history of librarianship is Mr. Colson's major interest; he is also interested in academic
library problems, the development of library resources, and education for library and
information services. He has written on interlibrary loan and professional preparation of
librarians and archivists. Currently he is engaged in projects involving the history of public
library development in Wisconsin, and the development of collections in labor history.
HENRY J. DUBESTER, M.S. (Columbia), Associate Professor.
Mr. Dubester is interested in bibliographic and reference resources and their systematic
organization to serve scholarship over a broad spectrum. This has included concern with
the possibilities of applying automation as a tool for the librarian. Mr. Dubester was Deputy
Head of the Office of Science Information Service of the National Science Foundation.
University of Maryland/ 7
LAURENCE B. HEILPRIN, M.A., Ph.D. (Harvard), Professor.
Mr. Heilprin's main interest is in the application of multi-disciplines (physics, mathematics,
logic, cybernetics, psychology, and library science) to human and machine
communication. He has published extensively on such subjects as transformations of
information, information retrieval, education for information science, automation of
information systems (microforms, duplicating or D-libraries, and the copyrighted work as
a message). He is interested in attempts to formulate laws of information science, with
emphasis on the relation between information retrieval and education. A physicist with
the National Bureau of Standards in World War II, he has performed military and industrial
operations research. Recently he served as Staff Physicist for the Council on Library
Resources, as a Director of the Committee to Investigate Copyright Problems Affecting
Communication in Science on Education, and as President of the American Society for
JERRY S. KIDD, M.A., Ph.D. (Northwestern), Professor.
Mr. Kidd's principal interests are in the areas of individual and organizational
performance, particularly as affected by communications procedures and information
resources. He has done both laboratory and field research in support of the development
of information and control systems. In particular his work has focused on the
measurement of user needs and the adaptation of library and other resources to meet
those needs. He is also concerned with the study of problems of research administration
and the economics of scientific enterprise. Before joining the Maryland faculty, Mr. Kidd
served with the National Science Foundation and earlier as a private research consultant.
DONALD H. KRAFT. M.S., Ph.D. (Purdue), Assistant Professor.
With a background in Industrial Engineering, Mr. Kraft's areas of concentration are library
operations research and systems analysis. His experience includes an instructorship at
Purdue University and several summer jobs as an engineer.
JAMES W. LIESENER, M.A. M.A.(LS.), Ph.D. (Michigan), Associate
Formerly a member of the faculty of the University of Michigan, Mr. Liesener has had
experience in both guidance and library service in the public schools and has directed
a position reclassification survey of the University of Michigan Library System. He is
particularly concerned with management and organizational issues in relation to the
development of information systems for children and youth and is currently engaged in
the development of systematic planning processes and techniques for media programs.
He is also active in professional associations and has served as Director of the Institute
of Middle Management in Librarianship and the Workshop on Program Planning and
Budgeting for School Library/Media Centers.
W. BERNARD LUKENBILL, M.L.S., Ph.D. (Indiana), Assistant Professor.
Mr. Lukenbill is interested in both the history, theory and criticism of children's materials
and literature. He has a special interest in sociological themes and conditions as reflected
in past and contemporary children's materials. Mr. Lukenbill also is interested in the
management and operation of school library media centers and in instructional systems
design. He has served as both a high school and college reference librarian.
ANNE S. MacLEOD, M.L.S., Ph.D. (Maryland), Assistant Professor.
Ms. MacLeod is interested in criticism of children's literature, in the history of this
literature, especially as a reflection of a broader intellectual history, and in standards for
book selection in this field. She has had experience in building juvenile collections in the
public library field and has recently completed doctoral stud/ in history.
8/ College of Library and Information Services
EDWIN E. OLSON, MA, Ph.D. (American University), Professor.
In a variety of library and information settings Mr. Olson has developed and applied
several methods for planning and managing library services. He has recently completed
a study of interlibrary cooperation. His major interests include developing models of the
library and information service process, including the social and political context,
research methods and data analysis. Before joining the Maryland faculty, Mr. Olson was
with the Institute for Advancement of Medical Communication and earlier with a survey
MICHAEL M. REYNOLDS, M.A., M.S.L.S., Ph.D. (Michigan), Professor.
Mr. Reynolds has had wide experience as teacher and library administrator in various
universities. He has held office and served in library and information service organizations
and has written for professional journals in the area of library cooperation.
DAGOBERT SOERGEL, M.S., Dr.Phil. (Freiburg), Associate Professor.
Mr. Soergel's main interest lies in the area of information storage and retrieval, with
emphasis on classification theory and on the construction of indexing languages. He has
developed information storage and retrieval systems for several German institutions. He
has published two books and numerous articles in professional journals.
IRENE L. TRAVIS, B.A., M.L.S. (California, Berkeley), Lecturer.
Ms. Travis' special interests include techniques for subject control of document
collections — traditional approaches as well as those suitable to automated systems,
subject search strategy and search evaluation, education for librarianship, and
methodologies for studying questions relating to subject control. She has served the
University of California, Berkeley, with the School of Librarianship, with the Institute of
Library Research, and with the Library — Acquisitions Department.
PAUL WASSERMAN, M.S. (L.S.) M.S., Ph.D. (Michigan), Professor.
Library administration and bibliographic activity are Mr. Wasserman's primary interests.
Prior to coming to Maryland he was for a number of years Librarian and Professor in the
Graduate School of Business and Public Administration at Cornell University. He has
published extensively, is editor of a number of series of books dealing with bibliographic
and professional concerns of librarianship and information science and is author of
numerous monographs, texts, journal articles, and reference works.
HANS WELLISCH, A.L.A. (Associate, Library Association of Great Britain),
Mr. Wellisch has come to the College from Israel where he was Head of the
Documentation Centre and Library of TAHAL Consulting Engineers Ltd. and Consultant
to the Centre of Scientific and Technological Information, Tel Aviv. Beginning his career
as a special librarian in Sweden in 1943, ne has been active in librarianship as editor of
textbooks and monthlies, consultant to various organizations in the area of information
services, examiner for the Israel Civil Service Commission and the Israel Library
Association, and lecturer on information sciences and technical librarianship. At the
College, Mr. Wellisch teaches classification and information retrieval courses. He has
published several books on various aspects of documentation and has contributed
papers to the professional journals in Israel, Great Britain and the United States.
University of Maryland/ 9
LOUIS C. WILSON, A.B., M.L.S. (Atlanta) Lecturer.
Prior to coming to the University of Maryland, Mr. Wilson served as a Specialist in
Institutional Library Development and Services for the Division of Library Development
and Services of the Maryland State Department of Education. He has also served as
Branch Librarian and Young Adult Librarian with the Enoch Pratt Free Library in Baltimore
for several years. He is active in several professional organizations including the American
Library Association and the Maryland Library Association. He teaches courses in
contemporary public library issues and services and works closely with the State Library
Agency in the provision of continuing education opportunities for the state's public
WILLIAM G. WILSON, M.A., A.M.L.S. (Michigan), Librarian/Lecturer.
Mr. Wilson was previously Librarian and Associate Professor at Catawba College in
Salisbury, North Carolina where he was active in the AAUP, the North Carolina Library
Association, and the Piedmont University Center — a consortium of twenty schools. He
has also served with Enoch Pratt Free Library in Baltimore and with Beloit College
Libraries, Beloit, Wisconsin.
In addition to the full-time faculty, the College regularly draws upon
authorities in the region to teach one or another of its highly specialized
courses. By virtue of its location in the Washington area, it is possible
for the College to augment its teaching staff with a distinguished roster
of part-time faculty. Those individuals who regularly teach in the
STANLEY J. BOUGAS, L.L.B., M.S.(L.S.) (Columbia), Lecturer.
Mr. Bougas is Director, Department of Commerce Library. His main professional interest,
until assuming his present post, was in law librarianship. He was Law Librarian and
Associate Professor of law at the Washington College of Law, the American University
and has served with the Association of the Bar of the City of New York, New York
University Law School, Emory University Law School, Catholic University of Puerto Rico
Law School, and the Department of Health, Education and Welfare Law Libraries.
JOSEPH F. CAPONIO, B.S., Ph.D. (Georgetown), Lecturer.
Mr. Caponio is the Associate Director of the National Agricultural Library and utilizes his
background and expertise in the physical sciences in teaching literature and research in
the sciences at the College. His experience includes service with the National Institute
of Health, Department of Defense, Department of Commerce, Georgetown University,
and the Library of Congress. He has contributed numerous articles to the scientific
journals and has presented papers before many conferences and institutes.
SALVATORE L. COSTABILE, B.S.S., M.S.L.S. (Catholic University),
Mr. Costabile is presently the Assistant Director, Professional Services, American
Association of Museums. He has also served as the Deputy Chief, Technical Services
Division of the National Library of Medicine, in the acquisitions and the technical services
division at NLM, and in acquisitions, circulation and cataloging at Georgetown University
Library. Mr. Costabile has done consulting and teaching and was book review editor of
Military Affairs from 1964 to 1968. He has had further graduate study in political science
at Georgetown University. He teaches a seminar in technical services.
10/ College of Library and Information Services
WILLIAM D. CUNNINGHAM, B.A., M.L.S. (Texas), Lecturer.
Mr. Cunningham is Director of University Libraries at Howard University, Washington,
D. C. He teaches public library in the political process at CLIS. His background includes
service with the Library Services Program of the U.S. Office of Education (Kansas City,
Missouri), Topeka (Kansas) Public Library, FAA Library (Kansas City, Missouri), and Uni-
versity of Kansas Libraries. He has also served as technical advisor, consultant, faculty
member to various institutes and projects and has chaired and participated in many pro-
fessional associations, committees, advisory boards, including COSATI — Subcommittee
on Negro Research Libraries. His publications include a contribution to The Black Librar-
ian, and Murder, Mayhem, and Monsters, a Guide to the Mystery Novel.
TAMAS E. DOSZKOCS, M.A., M.L.S., M.S. (Computer Science, Maryland),
Mr. Doszkocs has taught English and Russian at Kossuth University (Debrecen,
Hungary), taught Hungarian at Indiana University, worked as a Reader's Advisor in the
D.C. Public Libraries and has served as librarian, systems analyst and programmer at the
University of Maryland's McKeldin Library in Acquisitions and Data Processing. Currently
Mr. Doszkocs is working on his Ph.D. in Information Science.
ARTHUR C. GUNN, B.S., M.S.L.S. (Atlanta), Lecturer.
Mr. Gunn is presently Head of the Reference Department at Founders Library, Howard
University. He came to this area from Delaware State College, where as Head Librarian,
he was responsible for the coordination and supervision of all library services to the
college community. His previous experience also includes teaching in public schools
(Cleveland) and in correctional institutions (Londonville and Mansfield, Ohio).
CHARLES G. LaHOOD, JR., M.A., M.S. (L.S.) (Catholic University),
Mr. LaHood's current interests are in the area of documentary reproduction in libraries.
As Assistant Chief (1952-1961) and Chief (1968-present) of the Library of Congress
Photoduplication Service, he has devoted extensive concern to the development of
standardized microfilming techniques for library materials and to the improvement of
library resources in the U.S. by the development of cooperative microfilming projects. Mr.
LaHood has served as chairman, Copying Methods Section, and the Serial Section of the
ALA.; as a member of The Interlibrary Loan Committee; as a member of the Melvil Dewey
Award jury; and as Secretary, and later, Councillor, of The American Documentation
Institute (now The American Society for Information Science).
CHARLES T. MEADOW, M.S. (Rochester), Lecturer.
Mr. Meadow's areas of concentration are information retrieval and man-machine
communication with application to documentation, decision-making and instruction. He
is author of the recently published Analysis of Information Systems and is Chief, Systems
Development Division, Center for Computing Sciences and Technology, National Bureau
IMRE MESZAROS, M.A., M.S.(L.S.) (Catholic University), Lecturer.
Mr. Meszaros, teaching literature of the fine arts, is presently an Associate Librarian in
the Fine Arts Department of McKeldin Library, University of Maryland. He has previously
served with the General Reference Department of the Enoch Pratt Library in Baltimore
and as an instructor in English at the Essex Community College in Essex, Maryland.
University of Maryland/ '1 1
KLAUS W. OTTEN, B.S., M.E.E. (University of Stuttgart, Germany),
In addition to his degrees (equivalent to B.S. and M.S. degrees) in electrical and
communications engineering, Mr. Otten has taken postgraduate courses at various U.S.
universities. He is currently Manager, Advanced Development and Planning, National
Cash Register in Dayton, Ohio, and Adjunct Professor of Information Science at the
University of Dayton. His major activities and achievements include the areas of advanced
communication technology and systems development; automatic character recognition
technology and system development; artificial intelligence-research in speech
communication and recognition; product and systems planning-information systems
technology; ultramicroform (UMF) technology; microform and publishing; computer and
microform systems; and information science.
WINIFRED SEWELL, B.S.(L.S.) (Columbia), Lecturer.
Ms. Sewell is Coordinator of Drug Information Services at the Health Sciences Center of
the University of Maryland in Baltimore. She worked with drug literature and with the
development of MEDLARS at the National Library of Medicine. She has been a
pharmaceutical librarian, has taught pharmaceutical literature and librarianship at
Columbia University and has written extensively on pharmaceutical and medical librarian-
SARAH M. THOMAS, B.S., M.L.S. (Carnegie), Lecturer.
Ms. Thomas is Librarian for the Commission on Government Procurement, Washington,
D. C, and gives the seminar in the special library and information center at the College.
She has served in a variety of special libraries, including Fairchild Stratos Corporation
(Hagerstown, Maryland), Booz Allen Applied Research (Bethesda, Maryland), and Johns
Hopkins University, Applied Physics Lab, in addition to spending a year at SLIS teaching
and as Director of Continuing Education. She has also been in Israel as a special
consultant to the Center of Scientific and Technological Information in Tel Aviv and as
visiting lecturer at the Hebrew University.
CLAUDE E. WALSTON, Ph.D. (Ohio State), Lecturer.
Systems Science — in particular, the areas of systems analysis, systems theory and
system design — is Mr. Walston's chief interest. He has had a broad background in the
design and implementation of data processing systems to a variety of applications. In
recent years he has been responsible for the design of information and retrieval systems
and real-time control systems. Mr. Walston is currently Systems Manager of Goddard
Operations for the IBM Federal Systems Center.
CARL BECKMAN, B.S., M.Ed. (Maryland), Faculty Research Assistant.
JEAN S. DIEPENBROCK, B.A., M.L.S. (Maryland), Evaluator.
ESTHER M. HERMAN, B.A., M.L.S. (Maryland), Faculty Research Assistant.
OLIVIA O. KREDEL, A.B., M.A., M.L.S. (Maryland), Associate Librarian.
University of Maryland/ 1 3
II. THE COLLEGE
The College and the University
The development and founding of the College of Library and Information
Services in the fall of 1965 reflects the long traditions of the University of
Maryland as well as the many years of representation of the need for its
existence by dedicated regional library groups and interested individuals.
It was only after the most careful consideration and deliberation that the
University undertook to develop the College, the second such new gradu-
ate professional program started in the post World War II era and the first
at College Park. This College, a separate professional College committed
solely to graduate study and research, is administered by a dean who is
directly responsible to the Chancellor of the College Park campus through
the Vice Chancellor for Academic Affairs. It is housed in the new under-
graduate library, with spacious new classrooms, labs, case study rooms,
The College has established its goals and fashioned its programs within
the framework of the University and College Park setting. It is progressively
oriented and committed to the evolutionary forces in library services during
a period of rapid change. The College draws its student body from a very
University of Maryland/ 1 5
wide variety of undergraduate disciplines and cultural environments. In
1972-73, 302 master's degree candidates in residence came from more
than 161 American and 5 foreign colleges and universities. One hundred
eighty-nine of the student body came with a background of undergraduate
study in humanities, and 94 in social sciences, while approximately 25 were
science students as undergraduates. Of the total number enrolled in the
school 30 had already pursued their studies to the master's degree in other
disciplines including art, biology, botany, ecology, economics, education,
English, history, journalism, languages, linguistics, literature, radio-TV,
Russian studies, and vocational guidance.
Because of the very diverse background of the College's students and
the need for common orientation to the environment and philosophy, as
well as the functions and theoretical undergirding for the practice of library
and information service, the faculty advisors will recommend courses they
think most appropriate for each student. The pro-seminar and the introduc-
tory courses in the organization of knowledge and reference provide a base
from which the student can build a purposeful program fitted to his personal
needs and aspirations. Reflecting the multi-disciplinary nature of librarian-
ship and its continuing need for reliance upon insights from supportive
intellectual disciplines, students in the elective portions of their work have
a high degree of flexibility. Their courses are not restricted only to those
within the framework of the College but can include relevant courses in
other parts of the University. While the advisory relationship is changing
somewhat under new University-wide regulations, the College will continue
to provide for consultation between students and faculty in the matter of
program planning. We strongly suggest that students, particularly those
who are just entering the program, make use of these resources.
Philosophy of the College
The foremost concern of the College of Library and Information Services
is to place the intellectual character of librarianship on a sound and firm
basis. Maryland's concern is with the clarification and definition of the
intellectual character of the field of library and information service first, and
then with the development of its capability for translating these assess-
ments into actual programs, courses, and other activities. While the Master
of Library Science degree and the Ph.D. programs remain a central major
commitment of the College, faculty energies are dedicated equally to schol-
arship and research in order to advance knowledge and practice in the
several fields of librarianship.
Advanced offerings of a formal and informal nature for practitioners in the
field are also viewed as a College responsibility. At the master's level the
orientation is toward introducing the student to the enlarged responsibilities
which librarians must be prepared for and committed to undertake during
the years ahead. Because of its concern with postgraduate instruction,
especially for those functioning at a managerial level in libraries, it has
developed a special offering for this group, the Library Administrators De-
Professional schools must always make decisions relevant to the balance
between theory and practice. In common with the university programs of
1 6 /College of Library and Information Services
most professions, the College's ottering is balanced toward the theoretical,
the fundamental, the ethical, and the conceptual issues. As a professional
College, it fully recognizes its obligation to demonstrate the application of
theory to practice, and it strives to achieve a harmonious fusion of teaching,
research and practice. Because of the important relationship which librari-
anship bears to the relevant social and humanistic disciplines upon which
it is constructed, curricular concepts are drawn from such disciplines as
communication, administration, sociology and political science. Equally
important are the relationships and disciplinary contributions being forged
in the fields of the information sciences and thus the College has developed
congruent program lines with other related departments such as computer
science. This affords the student the most fruitful educational opportunity
and the prospect of interdisciplinary research avenues for the faculty.
An important element of the College's concern is with establishing a
climate of hospitality for its scholars to conduct research into all the proc-
esses and dimensions of library concern — the historical, the social and
political, the organizational, and the technological, in addition to the biblio-
graphical. The orientation of the Maryland faculty reflects the wide range
of its concern with the prosecution of research in every aspect and dimen-
sion of librarianship relevant to contemporary requirements. Perhaps one
of the most critical needs in librarianship is that of augmenting the ranks
of its scholarly personnel. Without the influence of well-prepared scholars
the prospects of improving the profession's opportunities remain remote.
An academic vehicle for work to the doctorate, begun in 1 969, is designed
to attract the most highly qualified candidates and to provide thorough-
going advanced study and research preparation for a limited number of
excellently prepared and carefully selected scholars committed to a career
of teaching and research.
The goal of the College is, then, to achieve a level of attainment appropri-
ate to professional education within the University setting and at the gradu-
ate level. It fully intends, even in its master's offering, to establish a position
in the forefront of instructional and theoretical inquiry and so to influence
the advanced vanguard of practice in librarianship. It hopes, in its program
of research and advanced academic offerings beyond the master's degree,
to exert a strong influence in shaping the future of the profession. While it
fully intends to be hospitable to all ideas emanating from the field of prac-
tice, it will not evade its responsibility for finding its own educational objec-
tives and commitments, and it will work as energetically as possible to
develop professional awareness and support for what it is seeking to ac-
complish. Because of the ambitious nature of the undertaking, the program
of the College of Library and Information Services at the University of
Maryland can be considered to be a significant experiment in education for
Education for Librarianship and Information Service
The librarian and information professional in the 1970's must have com-
petence in many disciplines if he is to understand the complexities of the
external environment within which he functions as well as the technical
operations and their management within the organization in which he is to
University of Maryland/ 1 7
practice. The continued influence ot scientific advances, the variations in
clientele and service patterns, and the constantly shifting character of the
societal scene, both in the United States and internationally, are among the
factors which have significantly influenced and doubtless in the future will
come to influence all the more, the scope and character of library functions
and responsibilities. For example, new technological developments made
possible by high speed computers are affecting in a fundamental way the
practice of librarianship. Behavioral understanding growing out of research
in the social sciences is equally important for the beginning professional in
the library field. The culture of the profession, the ethical and institutional
influences, and the theoretical base of the organization of knowledge are
each essential to the preparation of tomorrow's professional.
Unquestionably, the knowledge and analytical ability of the successful
librarian will be enhanced in important measure by the continuing chal-
lenge and stimulation of his experience during his subsequent career. Yet
education for library and information service can establish a sound basis
for absorbing and augmenting such knowledge and analytical ability. Grad-
uate education for librarianship can also aid the individual to crystallize his
career objectives and enhance his mobility and choice of professional
alternatives. Success in library practice will ultimately be influenced by the
student's own efforts and concern to develop his personal abilities and
potential. Graduate study in the College will expand his horizons and his
opportunities. The realization of his promise resides ultimately with the
University of Maryland/ 19
III. ADMISSIONS AND STUDENT AFFAIRS
The College of Library and Information Services has grown from an
enrollment of 82 during its first semester to 356 in the fall 1972 term. The
program was accredited by the Committee on Accreditation of the Ameri-
can Library Association at the end of the College's second academic year
in June 1967. While the College plans a gradual increase in the size of its
enrollment, those admitted are selected from applications which run far in
excess of the number of places open in the program for new students.
Admission requirements and procedures with attendant costs and availabil-
ity of financial assistance are outlined below. For any additional details,
write to the Director of Admissions.
Admissions Standards and Procedures for M.L.S. Degree
ELIGIBILITY FOR ADMISSION
Admission as a student to the College is limited to individuals who hold
the bachelor's degree from recognized colleges, universities or profession-
al schools in this country or abroad or to those who can give evidence of
successful completion of equivalent courses of study. The individual's un-
dergraduate academic record is of primary importance as an indicator of
his competence to pursue graduate study in librarianship, but other factors
are also taken in account in reviewing applications. The potential student's
performance in the verbal and quantitative tests of the Graduate Record
20/ College of Library and Information Services
Examination administered by the Educational Testing Service ot Princeton,
New Jersey, and letters of personal recommendation and information
gained from personal interviews with potential students are considered.
Reports relating to the applicant's intellectual and personal development as
an undergraduate are sometimes considered, as are such factors as em-
ployment experience, military service and other related activities when they
appear to be relevant in a particular case as part of the admissions review
process. Normally, people who have passed their 50th birthday are not
encouraged to apply for admission. Individuals beyond this age will be
considered on the merits of the individual case. All these factors are consid-
ered significant in assessing the applicant's capacity and motivation for
graduate work in the College and for his later performance as a responsible
member of the library profession. The Admissions Committee will consider
exceptions to and waiver of requirements in some cases.
Although no specific undergraduate courses are required for admission
to the College, those who seek admission must have completed a broad
arts and sciences program with strength in the humanities, social sciences
and physical or biological sciences. While no particular courses are re-
quired, the faculty views undergraduate course work in mathematics, the
social sciences and the physical and biological sciences as especially
relevant to some of the newer directions in the field. Undergraduate cours-
es in librarianship do not enhance the student's eligibility for admission, nor
do they necessarily assure satisfactory academic performance in the Col-
A completed application for admission to the M.L.S. degree program
(1) The University of Maryland Graduate School application form com-
pleted in duplicate.
(2) Payment of a nonrefundable $15.00 admission fee submitted with
Graduate School application forms to the Graduate School, Universi-
ty of Maryland, College Park, Maryland 20742.
(3) Completion of the College of Library and Information Services appli-
cation form and the transmission of this form to the Director of
Admissions, College of Library and Information Services, University
of Maryland, College Park, Maryland 20742.
(4) A report of test scores on the Graduate Record Examination taken
within 4 years of date of anticipated entry into the College. The
student is required to sit for only the verbal and quantitative aptitude
tests administered as part of the Graduate Record Examination.
These tests are administered throughout the United States and in
many major cities of the world by the Educational Testing Service.
University of Maryiandl2\
Inquiries and applications for taking the tests should be addressed
to the Educational Testing Service, Box 955, Princeton, New Jersey
08540. The tests are administered several times each year in all
areas of the country, including specially arranged weekly tests in this
area. The applicant is responsible for having his test results sent
directly to the Director of Admissions, College of Library and In-
formation Services, University of Maryland, College Park, Maryland
(5) The applicant is required to arrange for the registrar of each institu-
tion he has attended beyond the secondary level to send two tran-
scripts to the University of Maryland. One transcript is to be sent to
the Director of Admissions, College of Library and Information Serv-
ices, College Park, Maryland 20742.
After all admission credentials have been received by the College, a
personal interview with the Director of Admissions and/or a member of the
faculty may be required. Where distance makes this impossible or impracti-
cal, the applicant may be referred to an authorized representative of the
College at another location.
Requests for admission forms and additional information concerning
admission to the College should be directed to:
Director of Admissions
College of Library and Information Services
University of Maryland
College Park, Maryland 20742
Applications for admission should be filed as early as possible during the
period preceding the term for which admission is sought so that the appli-
cant can be given every opportunity for consideration. A new student is
normally permitted to enter the College at the beginning of the fall, spring
and summer sessions. The closing date for receipt of complete application,
including GRE scores, letters of recommendation, and all transcripts, for
summer school or the fall semester is April 1 ; for the spring semester
October 1 . The applicant is notified of his acceptance or rejection as rapidly
as possible after his admission files have been completed, evaluated and
TRANSFER OF CREDIT
The Admissions Committee will consider and review requests for the
transfer of up to six credits towards the M.L.S. degree, on an individual
basis, provided they were taken within the five years previous to the com-
pletion of the degree work at Maryland with a grade of B or better (or an
equivalent grade) in an accredited graduate program. The student will be
required to present justification for the credit transfer, such as detailed
22/ College of Library and Information Services
course outlines and their relevance to his program goals. A student enrolled
in the College will not be given credit for courses taken concurrently at
other institutions if an equivalent course is offered here at the University,
and no credits which have been applied to another degree are acceptable.
See also FLEXIBILITY, p. 31.
A number of qualified part-time students are admitted to the program as
degree students. Such students are expected to pursue a minimum of two
courses during each semester. The student is advised that most classes are
conducted during the normal daytime hours and that the student must be
prepared to assume responsibility for completing all of his course work
leading to the M.L.S. degree within three calendar years from his first
registration in the College.
Admission to the College is open to a limited number of special, non-
degree students who, because of special circumstances or needs, do not
plan to be candidates for degrees. The provision is intended primarily to
provide the opportunity for individuals who are practicing in librarianship
to pursue specific subjects directly related to their work requirements. Such
students must offer similar qualifications for admission to those required of
regular degree students. The applicant for special non-degree status
should be aware that credits earned in such special non-degree status will
not count toward the M.L.S. degree. (See also Workshops, Clinics, Insti-
tutes, p. 41)
No foreign student seeking admission to the University of Maryland
should plan to leave his country before obtaining an official offer of admis-
sion from the Director of Graduate Records of the Graduate School.
Academic Credentials: The complete application and official academic
credentials — beginning with secondary school records — should be re-
ceived by the Graduate Admission Office at least seven months prior to the
semester in which he plans to begin his studies. Applications may be
rejected prior to this deadline when foreign student quotas have been
English Proficiency: In addition to meeting academic requirements, the
foreign student applicant must demonstrate proficiency in English by taking
TOEFL (The Test of English as a Foreign Language). Because TOEFL is
given only four times a year throughout various parts of the world, it is
necessary for the applicant to make arrangements with the Educational
Testing Service, Box 899, Princeton, N. J. 08540, to take the test as soon
as he contemplates study at the University of Maryland. When the applicant
is ready to begin his studies, he will be expected to read, speak, and write
Dr. Donald Kraft meets with some of the members
of the Ad Hoc Committee on Recruitment and
Financial Resources: A statement regarding the applicant's financial sta-
tus is required by the Office of International Education Services and Foreign
Student Affairs. Approximately $350.00 a month, or $4200.00 a year, is
required for educational and living expenses of two academic semesters
and a summer session.
A foreign student applicant must be prepared, in most cases, to meet his
financial obligations from his own resources or from those provided by a
sponsor for at least the first year of study, and perhaps beyond.
Immigration Documents: It is necessary for students eligible for admis-
sion to secure from the University's Director of International Education
Services and Foreign Student Affairs the immigration form required for
obtaining the appropriate visa. Students already studying in the United
States who wish to transfer to the University of Maryland must also secure
proper immigration documents in order to request the Immigration and
Naturalization Service to grant permission for transfer.
24/ College of Library and Information Services
Reporting Upon Arrival: Every foreign student is expected to report to the
Office of International Education Services and Foreign Student Affairs as
soon as possible after arriving at the University. This office will be able to
assist not only with various problems regarding immigration, housing, and
fees but also with more general problems of orientation to life in the Uni-
versity and the community.
Questions concerning criteria and requirements for foreign applicants
should be addressed to the Director, International Education Services and
Foreign Student Affairs, University of Maryland, College Park, Md. 20742.
The Master of Library Science degree will be awarded to the student who
successfully completes a program of 36 hours with an average of B within
three years from his first registration in the College. In the interest of
maintaining academic standards, students having less than a B average
and/or two or more incomplete grades are placed on academic probation.
Withdrawal from the program may be requested if progress is such to
indicate poor potential for competion of the program.
Under a full-time program a student normally completes 15 semester
hours during the fall and spring semesters and 6 hours during the summer
term. No thesis or comprehensive examination is required. It should be
noted that there are now two six-week summer sessions; six hours may be
taken in each session. Exception: New students are presently admitted to
the second summer session.
Tuition and Other Expenses
TUITION AND FEES
Tuition for study at the graduate level at the University of Maryland for
the academic year 1973-74 is set at $43.00 per credit hour for Maryland
residents and $59.00 per credit hour for out-of-state residents. The nonre-
fundable $15.00 fee mentioned earlier under admissions procedures
serves as the matriculation fee when the applicant is accepted. A late
registrant is charged an additional fee of $20.00.
Other 1 973-74 fees include:
Vehicle registration $12.00*
Graduation fee — M.L.S. degree 15.00
Graduation fee — Ph.D. degree 60.00
Registration Fee (Each Registration) 5.00
Living costs cannot be stated with the same degree of certainty as can
regular University charges, since they will depend to a great extent on the
individual's taste and his circumstances. The University-owned University
'For first car registered, each additional car, $3.00
Hills or Lord Calvert Apartment complexes, located adjacent to the campus,
are intended primarily for married graduate students and range in price
from $90.00 to $125.00 per month. Board and lodging are available in
many private homes in College Park and vicinity and in privately owned
apartment developments. A list of available accommodations is maintained
by the University's Housing Office.
AWARDS AND FINANCIAL ASSISTANCE
A substantial number of fellowships and assistantships are available for
students enrolled in the College.
Assistantships. The College offers a number of assistantships provided
by the University, which are awarded on a competitive basis each year.
These provide stipends and exemption from tuition and fees. Certain assist-
antships are provided in the professional library of the College, while others
are with members of the faculty. In addition to the assistantships supported
26/ College of Library and Information Services
by the University, a number are also provided under the terms of the
research contracts upon which faculty members in the College are en-
gaged. A graduate assistant is permitted to carry up to 10 hours of course
work during the regular semester and three hours during the summer
session. Some assistantships call for a ten-month academic term while
others cover the full calendar year. Ten-month assistantships provide com-
pensation of $2900; full-year assistantships, $3480. Information about the
availability of assistantships may be requested from the Director of Admis-
sions of the College. For other aid programs, contact the University's Direc-
tor of Student Aid.
A limited number of residence hall assistantships providing remuneration
and remission of fees are also available. Information concerning these
posts may be obtained from the Director of Housing, University of
Maryland, College Park, Maryland 20742.
Fellowships. A student is eligible to apply for graduate fellowships. The
stipend for a Graduate Fellow is $1 ,000 for ten months and the remission
of all fees for the ten months except the registration and the graduation fee.
Applications for these fellowships may be obtained from the College of
Library and Information Services. The student who holds a fellowship in the
College is expected to carry a full graduate program.
STUDENT LOAN FUNDS
Loan funds administered by the University of Maryland are available to
a student in the College. In addition, federally insured loans are available
through financial institutions for those enrolled in the College. Full details
regarding such prospects may be obtained from the Director, Office of
Student Aid, North Administration Building, University of Maryland, College
Park, Maryland 20742.
Public libraries in the region as well as other local organizations offer a
few stipends and scholarships. In addition a student in the College is eligible
to apply for scholarships, fellowships and grants from national organiza-
tions awarded for graduate study in librarianship. Information on the availa-
bility of such awards may be requested from the Director of Admissions.
Graduate professional study may be expected to place heavy demands
upon the student's time and energy. A full-time program of study is not
generally recommended unless the student is prepared to devote substan-
tially full time to the task. For the exceptional full-time student, some supple-
menting of financial resources through part-time employment may be
possible. For anyone who plans a part-time work and part-time study pro-
gram, information about opportunities for library and information-oriented
positions in the region may be obtained by inquiring of the Director of
Admissions, College of Library and Information Services.
University of Maryland/27
PLACEMENT AND CREDENTIAL SERVICES
To assist the student in exploring and selecting among various employ-
ment opportunities, the University and the College operate a placement
program. Libraries and information agencies regularly notify the College of
job openings. Such notices are posted on the bulletin boards in the College
and additional notices are available in the Admissions Office. Representa-
tives of a number of these libraries visit the campus each year. Interviews
are arranged by the University Placement and Credential Service. This
central University-wide service also handles the preparation and referral of
credentials for students and alumni. For this service there is a $7.00 fee.
Registration for the service must be made within one year of the awarding
of the M.L.S. degree and the fee is good for one year's service. Whether
or not a student is actively seeking placement, it is recommended that his
credentials file be assembled before he leaves the College. The faculty of
the College will accept requests for letters of recommendation from stu-
dents who have registered with the University Placement and Credential
Service. Further details may be obtained from the Director of Admissions
and Student Affairs.
M.L.S. PROGRAM FOR SCHOOL LIBRARIANS
The M.L.S. program in the College of Library and Information Services
is a 36 hour course of study. Individuals intending to be school librarians
must concern themselves with state certification requirements and, in some
cases, local school system requirements in addition to the University's
requirements for the M.L.S. degree. The program includes both library
science courses and education courses and satisfies the state certification
requirements as well as the University's requirements for the M.L.S. degree.
The actual application for state certification can be made only after a
position has been secured and is usually handled through the local school
system. However, the College does recommend individuals for certification
who have completed the requirements which have been approved by the
State Certification agency.
The program is strictly a graduate program and should not be confused
with the undergraduate program offered by the Library Science Education
Department in The College of Education. The undergraduate program is
designed only to certify school librarians at the initial level, and the credits
earned in the undergraduate program, even if they have been taken after
receiving the B.A. degree, cannot be credited to the M.L.S. program.
Requirements for certification vary as certain conditions prevail. These
CONDITION I: Those Not Presently Certified as Teachers or as Librari-
CONDITION II: Those Presently Certified as Librarians.
CONDITION III: Those Presently Certifiable as Teachers but NOT as
There are sets of basic and recommended courses for each of these condi-
tions. It is extremely important that the student's planned program be care-
28 /College of Library and Information Services
fully reviewed and approved in order to be assured that he will be able to
be certified. For further information or answers to specific questions, con-
tact Dr. James W. Liesener.
Student Activities and Services
The Student Council, elected annually in February under the Constitution
approved in fall 1 969, is composed of four officers and one council member
for each 50 students in the Student Organization (the whole student body).
In addition to carrying out the normal social and service activities for the
students, the council has a vital role in the governing of the College. The
officers are voting members of the faculty assembly, students serve on all
College committees, and the council supervises a periodic evaluation of the
faculty, courses and program. The Student Organization is committed to
progressively greater involvement in the planning and improvement of the
academic program of the school.
The council has worked to help meet the growing crisis in library employ-
ment. In order to inform the students of employment opportunities and
job-seeking strategies, several job-oriented colloquia have been sponsored
by the student council. Other colloquia on current topics of interest and
concern have also been presented by the council. Recent topics include
Sexism and the Female Professional, Racism in Library Education, Alterna-
tive Information Services to Youth, and Data Banks; Privacy and Repres-
sion. The council has worked to achieve a fair representation for women
and racial and ethnic minorities on the committees and other groups which
function within the College.
There is a range of educational and cultural activities for the students
both at the University and in the nearby cities of Washington and Baltimore.
Available to the student enrolled in the College are special memberships
in the American Library Association, the Special Libraries Association, the
Capitol Area Chapter of the American Society for Information Science, as
well as other national and regional organizations. Notices of professional
meetings, conferences and other programs of interest to the student body
are regularly posted.
The prospective student may consult the University of Maryland Under-
graduate Catalog 1973-74 for details regarding such University services as
health and counseling, general student activities, rules and regulations, and
other University facilities.
The Alumni Chapter of the University of Maryland Alumni
The Alumni Chapter of the College of Library and Information Services
was formed by members of the first graduating class of the College in
August 1966. In addition to its goals of maintaining and fostering friendly
and professional relationships among the graduates, its objectives are to
promote the welfare and interests of the College, the University and the
library profession generally. Each graduate of the College is eligible for
The graduating student is also urged to belong to the over-all University
of Maryland Alumni Association which is the organization through which
graduates may foster the University's interests and alumni projects In-
quiries relating to Chapter affairs should be addressed to the Office of
Alumni Affairs of the University
University of Maryland/ 3"\
IV. THE EDUCATIONAL PROGRAM
The Master's Program
The College's program for the Master of Library Science degree requires
36 hours of course work to be completed within a period no longer than
three calendar years. A pro-seminar (LBSC 600), a course in organization
of knowledge (LBSC 642) and an introduction to reference and bibliogra-
phy (LBSC 61 0) are required upon entry into the program to introduce the
student to the broad range of disciplines relevant to library and information
service, and so provide him with the necessary background for his more
specialized courses. The full-time student must take all three required
courses in his first semester; the part-time student must take LBSC 600 and
either LBSC 642 or 610 in his first semester, and the remaining course in
the second semester. (A student with previous experience and/or educa-
tion in the field may request a waiver of these specific requirements.) All
courses are open to the student based upon his academic background and
his personal requirements and choices. His chosen program is designed
to meet his own particular career interests and objectives.
Contributing to a reasonable degree of flexibility in the master's degree
program is the availability of a wide range of courses in the College's
curriculum and the opportunity for the student enrolled in the College to
take selected courses in other departments and, in exceptional cases, with
32/ College of Library and Information Services
the advice of his advisor and clearance from the admissions committee,
outside the College where the needs of his particular program make it
appropriate. Program planning is the responsibility of the student. Using the
three required courses as a base, it is possible for the student to construct
a meaningful pattern of concentration from within the framework of the
METHODS OF INSTRUCTION
Teaching methods vary widely with subject matter and with faculty pref-
erences. The case method, the lecture-discussion approach, the labora-
tory, and the seminar method are all extensively employed. In some
courses all four types of approach are followed. Cases are employed in a
design to acquaint the student with the complexities of library operational
situations which require analysis, decision and development of a line of
action. The lecture-discussion approach is employed in areas in which it
can contribute most to the effective integration of reading assignments and
class materials. The laboratory provides opportunity to carry out activities
of an experimental or practical nature under guidance. Most advanced
offerings are designed as seminars in which individual study and research
are required and in which students exchange ideas freely with the faculty
members and with each other.
LBSC 600. Proseminar: The Development and
Operation of Libraries and Information Services. (3) Mr. Kidd.
The objective of this course is to provide the student with the essential background and
orientation needed for advanced study in librarianship and information science. The
content of the course covers the major problems in the development and provision of
information services; the structure, functions, and economics of information service
organizations; and the processes by which change is brought about in the quality of
information services. Assignments are individualized within a framework which is
intended to ensure that the student will be cognizant of certain broad issues, such as the
analysis of user needs. The assignments are structured so as to ensure also that the stu-
dent will experience a comprehensive exposure to the professional literature of the field.
LBSC 61 0. Introduction to Reference and Bibliography.
(3) Mr. Dubester, Mr. Gunn, and Mr. Wilson.
This course introduces the student to the variety of information and reference systems,
services, and tools provided in libraries and information centers. Problems and concepts
of communication, question negotiation, bibliographic control, and search processes
are considered. Major types of information sources and modes of information delivery
LBSC 61 3. Literature and Research in the Sciences. (3) Mr. Caponio.
The objectives of this course are to develop an understanding of the nature and scope of
the scientific and technical literature and the importance and use of the supporting refer-
ence materials, the trends in the direction of research in the principal scientific and tech-
nical disciplines, and the flow of information among research scientists. Attention will be
given to some of the major contributions to the scientific literature, to reference and bibli-
ographic aids, and to periodical and serial literature and its control through abstracts
and indexes. Readings will cover the history and significance of the scientific literature,
the dissemination, use and flow of all forms of information among scientists, and the
direction and patterns of major research trends as they may affect the research librarian.
Literature searches will attempt to point out the problems and constraints involved in
conducting a comprehensive literature search on a specific research topic.
LBSC 61 5. Literature and Research in the Social Sciences. (3)
This course is based on an interdisciplinary point-of-view, manifested in an integrated
social science approach. The impact on social science of both behaviorism and empiri-
cism is emphasized throughout the course. Controls over sources of information consti-
tute the framework within which the course is presented.
LBSC 61 7. Literature and Research in the Humanities. (3)
The course defines the humanities, the mechanics of humanistic inquiry, and the prod-
uct of such inquiry. The student examines the structure of the primary and secondary
source literature of the principal humanistic disciplines, and studies in close detail repre-
sentatives of types of bibliographies and reference books that control information in
34 /College of Library and Information Services
LBSC 620. Medical Literature and Librarianship. (3) Ms. Sewell.
The course introduces the student to the medical literature and its reference sources.
Stress is given to those aspects of the field of medicine which lead to special characteris-
tics in the organization and handling of its literature. Innovations in librarianship and
information services which are being developed in the medical library field are empha-
sized. The various kinds of health science library and information centers are discussed
and biomedical library networks are studied. Students will find it necessary to spend
considerable time at the National Library of Medicine or another medical library in work-
ing on assignments and reports.
LBSC 624. Legal Literature. (3) Mr. Bougas.
This course is an introduction to legal research in the statutes and codes, judicial deci-
sions, encyclopedias and digests, treatises, periodicals, etc., of the legal profession. Var-
iations in techniques of acquisition and ordering, publishers, and cataloging and classifi-
cation uniquely related to law library administration are examined. The present and
future impact of computerizing legal research and method are explored.
LBSC 626. Literature of the Fine Arts. (3) Mr. Meszaros.
The primary focus is on the literature of the plastic or visual arts: architecture, painting
and sculpture. The approach is historical with a chronological study of the great periods
in the fine arts related to the bibliographic resources of each period. The student will
examine first the subject content: history of ideas and movements, key examples and
their spheres of influence and current problems and their investigation; and second, the
literature: classics, landmark books, reference tools (such as bibliographies, handbooks,
indexes), scholarly works, and popular literature.
LBSC 627. Governmental Information Systems. (3) Mr. Dubester
and Mr. Reynolds.
The course consists of a descriptive-analytical consideration of governmental efforts, in
terms of systems, to solve national information problems. Particular attention is given to
the means of intellectually penetrating complex, decentralized governmental organiza-
tion and administration as a prerequisite to the understanding of governmental informa-
LBSC 631 . Business Information Services. (3) Mr. Wasserman.
This course is designed to introduce the student to the information structure from which
the business librarian draws the data necessary to aid clienteles. The coverage includes
governmental information systems, institutional and organizational forms, as well as the
bibliographic apparatus relevant to contemporary managerial information needs. The
orientation in the course is toward the use of information in problem solving situations.
LBSC 633. Advanced Reference Service. (3) Mr. Dubester.
Theoretical and administrative considerations, analysis of research problems and
directed activity in bibliographic method and search techniques in large collections form
the basis for this course.
LBSC 635. Resources of American Libraries. (3)
A seminar in the problems of research collection development. Significant American
research collections are studied by each member of the seminar, who prepares and
presents papers on such matters as: the means of surveying collections, special subject
research collection development, the measurement of collection use, and the problems
associated with the collection of unconventional materials.
LBSC 636. Children's Literature and Materials. (3) Ms. Chisholm
and Ms. MacLeod.
The course is designed to develop critical standards for the judgment of children's litera-
ture. Such judgment requires a broad base of reading in the literature itself and a knowl-
edge of standards developed by professionals in the field. The course requires extensive
reading by the student in order to further his critical sense and to broaden his under-
standing of the field. Emphasis is placed on critical analysis, both oral and written, of the
whole range of literature for children, fiction and non-fiction.
University of Maryland/35
LBSC 637. Storytelling Materials and Techniques. (3) Ms. MacLeod.
The purpose of the course is to prepare the student in the art and practice of storytelling.
The first portion of the course establishes, by intensive reading and class discussion, a
broad foundation in the materials of oral literature. The second portion provides training
and practice in the techniques of storytelling.
LBSC 642. Organization ot Knowledge in Libraries I. (3)
Ms. Bates and Ms. Travis.
This course introduces students to principles of the organization of library materials for
both physical and intellectual access. After intensive exploration of the concepts and
problems involved in subject cataloging, classification, and descriptive cataloging, stu-
dents are acquainted with major systems and rules in use in current practice, particularly
those systems popular in the United States.
LBSC 644. The Organization of Knowledge in Libraries II. (3)
Ms. Bates, Ms. Travis, and Mr. Wellisch.
Prerequisite: LBSC 642.
Conceptual problems in the organization of knowledge continue to be explored, and
more intensive work is done in the specific cataloging and classification systems and
rules of entry. Students are not only instructed in the application of the systems but are
also trained to make professional judgments on choice of system to suit the needs of a
library in the context of particular institutional and patron characteristics.
LBSC 647. Seminar on the Organization of Knowledge. (3)
Ms. Bates, Ms. Travis, and Mr. Wellisch.
Prerequisite: LBSC 642. Co-requisite LBSC 644 or permission of instructor.
This is a seminar course in which students may take topics of special interest to them in
the area of organization of knowledge and explore them in a research project/class dis-
LBSC 650. Fundamentals of Documentation. (3) Mr. Soergel.
This course deals with the macro-organization of information services in the framework
of the overall system of information transfer. The components of the information transfer
process and their interdependence are discussed as well as the fields of study con-
cerned with that process and their interrelationships. In more detail, the topics dealt with
include: use and user studies; the network model of communication and formal and
informal communication channels, the characteristics and behavior of the literative
(bibliometrics); innovations in the communication system.
LBSC 653. Construction and Maintenance of Indexing
Languages and Thesauri. (3) Mr. Soergel and Mr. Wellisch.
Prerequisites: LBSC 656 or LBSC 642 or permission of instructor.
This is an advanced course in the area of information systems analysis and design. The
lectures present advanced considerations on the design of indexing languages and
detail procedures to be used in their construction. Students apply these methods in a
team-project in which they construct, in an area of their own choosing, an indexing lan-
guage and an accompanying thesaurus. This practical experience is an important part of
the course. From this experience, students will also be able to analyze and evaluate
existing indexing languages and thesauri.
LBSC 656. Introduction to Information Storage and Retrieval
(ISAR) Systems. (3) Mr. Soergel.
This course deals with the micro-organization of information services. It develops the
basic principles underlying both manual and mechanized ISAR systems (from card cata-
log to interactive computerized ISAR systems). This should enable the student to
develop perspectives for the analysis and design of ISAR systems and of classifications
or other indexing tools. The purpose and the evaluation of ISAR systems are discussed.
A functional model of an ISAR system is presented to serve as a framework for the dis-
cussion of the conceptual structure of indexing languages and search strategies, file
organization and typology of classifications, and abstracting and indexing. Various ISAR
techniques are introduced during the course as examples of the principles discussed.
Assignments provide the opportunity of practical application of the concepts developed.
36/ College of Library and Information Services
LBSC 657. Testing and Evaluation of Information Retrieval Systems. (3)
Prerequisites: LBSC 653, Statistics requirement.
This course attempts to identity the means by which evaluation may be made, the parts
and aspects of IR systems susceptible to testing and the value of testing. This course
covers elements of IR system; input, index language, file organization, output, methods
of dissemination; factors affecting IR systems performance, user and management
needs as performance criteria; and methods of evaluation of operation and economics
of IR systems.
LBSC 665. Problems of Special Materials. (3)
A brief discussion of the nature and consequent fundamental problems of special mate-
rials leads to an examination of particular types of material (maps, music, serials, audio-
visual forms, etc.) and the way in which they affect traditional methods of library proc-
essing. The main part of the course is concerned with advanced principles and practice
of technical services applicable to special materials, mainly of cataloging and conserva-
tion, with some attention to acquisition, subject organization and use.
LBSC 670. Seminar in Technical Services. (3) Mr. Costabile.
The concentration of this course is upon readings, class analysis and student discus-
sion, and preparation of papers on special issues facing the field of technical services in
large libraries. This seminar deals with such areas as acquisitions, cataloging, serial con-
trol, cooperative programs, and managerial controls.
LBSC 674. Introduction to Reprography. (3) Mr. LaHood.
A survey course designed to give a basic understanding of all reprographic processes
(printing, duplicating, copying, microreproduction) and how these processes are used in
furthering library services. The course includes consideration of book catalogs, catalog
card reproduction and copyright issues.
LBSC 677. Seminar on Manuscript Collections. (3) Mr. Colson.
Analysis of the special problems involved in the development, maintenance and use of
archival and manuscript collections. The purpose of the course is to develop in the stu-
dent a broad understanding of these problems through the study of their history, the
rationales upon which they are based and contemporary problems confronting the
LBSC 700. Introduction to Data Processing for Libraries. (3)
Mr. Doszkocs, Mr. Kraft, and Mr. Walston.
This course familarizes the student with the basic principles of data processing and with
the ways in which data processing systems have been applied to library problems. The
course consists of lectures and a data processing laboratory. The lecture series cover:
punched card processing and its application to library operations; an introduction to sys-
tems analysis and the methodology for establishing systems requirements; and elec-
tronic data processing systems and their application to library operations. In the labora-
tory the student is taught the fundamentals of computer programming by actually devel-
oping computer programs to solve typical library problems and running them on an elec-
tronic data processing system.
LBSC 705. Advanced Data Processing in Libraries. (3) Mr. Meadow.
Prerequisites: LBSC 656, 700.
This course is designed to give a detailed presentation of the role of data processing sys-
tems in library operations. The library is viewed as a switching center in the human com-
munication system. Indexing and query languages are discussed, and particular atten-
tion is devoted to their design and implementation on data processing systems. The
organization of information for data processing is covered, with particular attention to file
organization, file processing and searching and the impact of storage media on file proc-
essing. Specific examples from library operations are used to illustrate the concepts and
to indicate the current state-of-the-art of using processing systems.
LBSC 711. Programming Systems for Information Handling
University of Maryland/ 37
Prerequisite: LBSC 700 or equivalent.
This course covers the elements of programming system design and operation. Special
emphasis is given to the influence of information handling and library requirements on
programming system design. This influence is particularly noted in that part of the
course addressing the data management aspects of systems which will cover the
methods used in representing structured data in storage and the techniques for operat-
ing on that data. A state-of-the-art review is made of those compiler languages and gen-
eralized information systems which are pertinent to library applications.
LBSC 71 5. Library Systems Analysis. (3) Mr. Kraft.
An introduction to the total systems approach to library and information problems, this
course will give a scientific management framework, terms for defining a system, and its
problems, and a set of tools, techniques, and methods to aid in analyzing and solving
these problems. The emphasis is on the administrative and managerial decisions and on
the benefits and limitations of the systems approach. Topics to be covered include
model building, flowcharting, motion and time study, cost analyses, systems design,
management information, and cost-effectiveness and Planning, Programming, Budget-
ing System. The course is an overview of both theory and practice, and as such draws
heavily on the literature of the applied management sciences.
LBSC 721 (same as CMSC 737). Seminar in Information Science. (3)
This seminar introduces the fundamentals and background for advanced work in inform-
ation science. The nature of messages in human and machine communication are
approached from the viewpoint of physical, psychological, and logical transformations
which they undergo in their paths from message sender to recipient. Cybernetic variety,
basic constraints or variety in information systems, and classes in their uses in search
and communications are studied, as well as models, optimization and mechanization of
access to messages for communication of data, information, knowledge.
LBSC 726. Seminar in Information Transfer. (3) Mr. Heilprin.
Prerequisite: LBSC 721 (same as CMSC 737), or permission of instructor.
This is an advance forum for discussion of significant problems in information science:
fundamental concepts, theory, methodology, current research. During the term each
student selects, prepares and presents a problem or problems at one three-hour weekly
session; while remaining students prepare responsive discussion. The seminar provides
an opportunity to analyze, test and integrate information science ideas.
LBSC 731 . Library Administration. (3) Ms. Bundy and Mr. Wasserman.
In this course the library is viewed comparatively, and administrative theory and princi-
ples from the social sciences are examined in the light of their relevance for library
administration. The approach is largely theoretical and the course draws heavily upon
the literature of the behavioral sciences. In lectures and case discussion such manage-
rial and organizational issues as bureaucracy, the administrative process, communica-
tions, hierachy, and professionalism are identified and analyzed.
LBSC 736. Advanced Organization and Administration of Libraries and
Information Services. (3)
Ms. Bundy and Mr. Wasserman.
Prerequisite: LBSC 731.
This course will build on the understandings and concepts introduced in LBSC 731
Library Administration. The student's theoretical understanding of organization and
administration will be advanced by further reading of the scholarly works in the field and
through wider reading in the various sub-fields of organization and administration. This
course will seek to more intensively examine libraries as organizations through several
mechanisms. Students will prepare short papers which explore libraries in these terms;
case exploration may be made of a library situation. The sophistication developed by the
student will be employed in the last portions of the course to understanding libraries as
changing organizations. The significance of contemporary and information develop-
ments will be considered in this context.
LBSC 740. Seminar in Library and Information Networks. (3)
The development of library and information consortia and networks have many implica-
tions for the funding and resource base of information services, the technological core
of the field, and impact of information on society. This seminar explores the inter-library
cooperative phenomenon and analyzes critical issues in network planning, economics,
organization, technology, and services.
LBSC 743. Seminar in the Academic Library. (3) Mr. Reynolds.
The seminar is problem-oriented, although students are afforded an overview of aca-
demic library concerns and issues through reading in secondary sources. Each partici-
pant is expected to initiate and complete an investigation on a researchable topic, utiliz-
ing both primary and secondary data-gathering techniques. Topics are framed and the
investigation is operationalized within a framework of group criticism.
LBSC 747. Seminar in the Special Library and Information Center. (3)
This seminar reviews the development and present status of special libraries and inform-
ation centers, their scope and objectives, particular administrative and organizational
problems, acquisition, organization and use of information. Investigations into principal
information centers and their services are included. Some attention is given to the inter-
relationships of special libraries and information centers, and their similarities and differ-
ences in terms of objectives, information provided and systems used.
University of Maryland/39
LBSC 754. Seminar in the School Library. (3) Mr. Liesener.
A seminar on the development, the uses, the objectives, the philosophy, and the particu-
lar systems employed in school libraries. Evolving trends and influences upon the evolu-
tion of the school library and its increased responsibilities for new services and arrange-
ments relating to the concept of its role as a material center are considered. The empha-
sis of analysis and discussion is upon those patterns uniquely identified with library serv-
ice in a modern school.
LBSC 757. Library and Information Service Facilities — Objectives
and Performance. (3) Mr. Olson.
Prerequisites: LBSC 715, 731 .
The aim of this course is to describe the policy context within which an information
Retrieval (IR) or library service facility must operate. A major concern is the user and his
needs, supported by discussion of the objectives of IR and library systems and how deci-
sions are made, particularly in the context of cooperative and decentralized networks.
LBSC 804. Communication and Libraries. (3) Mr. Kidd.
The content of this seminar-type course covers the theory and research in the multi-dis-
cipline domain of communication. The point of departure is the work of Lazersfeld on
social communication but inquiry is directed into such diverse matters as coding theory,
linguistic analysis, decision theory, network concepts, etc. Connections are pointed-out
between the findings of communication research and library practice; based on the
proposition that the librarian performs a linking function in a social communication proc-
ess. However, the course is predominantly oriented toward communication research
LBSC 807. Science Information and the Organization of
Science. (3) Mr. Kidd.
Prerequisite: LBSC 650.
The principal theme of this seminar is a description of the institutional environments in
which science information is produced, evaluated and disseminated. The history of
these functions will be covered with particular emphasis on the role of voluntary associa-
tions among scientists and the emergence of national and regional societies in the
United States. The problems of managing the information dissemination function within
the scientific societies will be considered with particular concern given to the differentia-
tion of scientific sub-specialties and the nature of the transactions between specialties
and parent disciplines and transactions across disciplines. Researchable issues such as
the influence of information services on scientific productivity will be emphasized. The
impact of federal subsidies on national societies and other institutions having compara-
ble functions will also be considered.
LBSC 81 5. Library Systems. (3) Mr. Kidd.
This course focuses on the effects of technological change and institutional develop-
ment on traditional library-service operations. A conceptual framework is developed
which shows the evolutionary process leading to contemporary systems and a projec-
tion of future trends. In particular, the influence of programs at the federal government
level is studied as they influence national constituencies and local institutions. An exam-
ple would be the effect of programs under the State Technical Services Act on state sup-
ported facilities. Other non-federal programs having significant prospects for broad
effect (e.g., EDUCOM, commercial time-sharing, etc.) are also studied.
LBSC 81 7. Public Library in the Political Process. (3) Mr. L. Wilson.
This course considers public libraries in a political context, introducing the student to
behavioral approaches to the study of politics and to the literature on the urban govern-
ment and regional planning. Political relationships of public libraries are considered
including voting on library issues, the role of library boards and relationships with local
government. Also included is the role of state agencies in local development and the role
of professional associations. Classes are discussion oriented, centered around the read-
ings. Students also undertake an individual scholarly paper.
LBSC 825. Libraries and Information Services in the
Social Process. (3) Mr. Olson.
The focus in this course is upon the policy process. Key elements in the societal-political
40/ College of Library and Information Services
environment which influence decision-making in libraries and information service facili-
ties are identified and interrelated such as legislation, citizen participation, organized
groups, mass media, professional associations, technological changes and financial
support. The significance of such contemporary issues as censorship, manpower, com-
munity control, and automation are considered in this context.
LBSC 827. History of Libraries and Their Materials. (3) Mr. Colson.
This is a survey of the historical development of publication forms and the institutions in
which they have been collected and preserved for use. The major emphases are upon
the development of written and printed materials, the social and technological conditions
which have controlled their development, and the intellectual forces which have con-
trolled their use.
LBSC 833. Library Service to the Disadvantaged. (3) Mr. L. Wilson.
This course is an opportunity to discover and explore the public library and information
services required by special populations. Emphasis is placed on needs of disadvan-
taged, non-using communities. The student will deal at some length with the sociological
and psychological aspects of discrimination, alienation and poverty. A review of innova-
tive efforts in other public services will provide insight into various approaches for meet-
ing client needs, some understanding of the processes involved in modifying public serv-
ice institutions and an awareness of the demands placed upon public libraries by pro-
grams of social intervention. Translating these understandings into implications for pub-
lic library and information services will be an exploratory experience in which students
will play an important and active role.
LBSC 837. International and Comparative Librarianship
and Information Science. (3) Mr. Wasserman.
This seminar is designed to compare and contract bibliographical systems, institutions,
service arrangements, and professional patterns in developed and developing cultures.
Libraries, information organizations and international information systems are viewed
against the backdrop of national cultures, and the influence of the social, political and
economic factors upon these forms are considered. Students prepare papers analyzing
programs in different settings and exploring the bases for variations and similarities.
LBSC 844. Research Methods for Library and
Information Activity. (3) Ms. Bates and Ms. Bundy.
The first half of this course is designed to give the student an overview of the research
process and research methods. The second half concentrates on the role of theory and
models in research, the nature of theory, theory generation and construction. Students
consider various theoretical approaches to the study of library and information activity
and each develops a conceptual framework to guide an individual investigation. Broader
research issues are also considered, including sponsorship in research and research
LBSC 852. Seminar in Research Methods and Data Analysis. (3)
Prerequisites: Statistics requirement, LBSC 844.
An advanced seminar in research methods with emphasis upon analysis of data and
hypothesis testing. It is expected the student will take this course near the point of formu-
lating his methodology for his dissertation and the course will provide him with an oppor-
tunity to develop experience in using several analysis methods which may be appropri-
ate for the dissertation.
LBSC 855. Analysis of the Library Service Process. (3) Mr. Olson.
In this seminar, teams of students, librarians, and library College faculty together investi-
gate real problems in libraries, using analytical skills presented in the first five weeks of
the seminar. The objective is to train lib. arians to deal with problems in the basis of quan-
titative data. In previous semesters students have been assigned to work on problems at
the National Agricultural Library and libraries at the Smithsonian Institution and Depart-
ment of Interior.
LBSC 858. Special Topics in Library and Information Service. (3)
This is a general course label under which a variety of specific activities can be program-
Testing a program at the Computer Science Center
med by the instructor or instructional team. It is a vehicle for trying out new content and
methods. Specific offerings will be designated by a letter code (e.g., LBSC 858 A) and
the instructor's name. Announcement of the availability of offerings under this heading
and the details of the specific course will be provided to all students prior to registration
week of the semester in which the course is to be offered. No student may earn more
than 9 hours under LBSC 858, more than 9 hours under LBSC 859, nor more than a
total of 1 2 hours in both LBSC 858 and 859.
LBSC 859. Independent Study. (3)
Designed to permit intensive individual study, reading or research in an area of special-
ized interest under faculty supervision, registration is limited to the advanced student
who has the approval of his advisors and of the faculty member involved. No student
may earn more than 9 hours under LBSC 858, more than 9 hours under LBSC 859, nor
more than a total of 1 2 hours in both LBSC 858 and 859.
LBSC 899. Thesis Research. (Arranged)
In order to establish a course which would allow the College to conduct
a variety ot special courses from time to time relating to topics of special
interest, the College has created LBSC 499. The primary purpose is the
continuing education of practicing librarians, those who would not neces-
sarily be interested in obtaining graduate credit towards a degree, but who
would register as special students and take the appropriate workshops.
LBSC 499. Workshops, Clinics and Institutes. (1 -9)
Workshops, clinics and institutes developed around specific topics or problems and
intended for designated groups such as practicing librarians; repeatable to a maximum
of nine credit hours.
42 /College of Library and Information Services
Institutions of Higher Learning Represented
in the 1972-73 Student Body
Colleges and Universities
Appalachian State University
University of Illinois
Birmingham Southern College
Bluefield State College
University of Iowa
Iowa State University
Johns Hopkins University
Universtiy of Kansas
University of California - Davis
University of California - Los Angeles
California Institute of the Arts
Lebanon Valley College
University of Chicago
Chico State College
University of Maine
University of Cincinnati
Mary Washington College
Cleveland State University
University of Maryland
University of Colorado
University of Massachusetts
Columbia Union College
University of Miami - Ohio
University of Michigan
University of Connecticut
Michigan State University
University of Minnesota
University of Dayton
University of Missouri
University of Delaware
Morgan State College
University of Detroit
Morris Brown College
Mount Holyoke College
District of Columbia Teacher's
Mount Saint Agnes College
Mount Saint Mary's College - California
Drexel Institute of Technology
Nazareth College of Kentucky
University of Nebraska
East Carolina University
City University of New York - Brooklyn College
Eastern Washington State College
City University of New York - City College
City University of New York - Hunter College
Edinboro State College
State University of New York at Buffalo
State University of New York at Cortland
State University of New York at Stony Brook
Emory and Henry College
State University of New York - College at Buffalo
Fairleigh Dickinson University
State University of New York - College at Fredonia
State University of New York - College at Oswego
Florida Atlantic University
University of North Carolina at Chapel Hill
Florida State University
University of North Carolina at Greensboro
University of Maryland/43
North Carolina College at Durham
Frostburg State College
George Washington University
Ohio State University
University of Pennsylvania
Pennsylvania State University
University of Pittsburgh
University of Richmond
University of Hartford
University of Rochester
Saint Andrew's Presbyterian College
Trinity College - DC
Saint John's College
Saint Procopius College
Saint Vincent College
University of Vermont
Salisbury State College
University of Virginia
San Diego State College
Virginia Polytechnic Institute
San Francisco State College
Virginia State College
Wake Forest University
Seton Hall University
Warren Wilson College
Seton Hill College
Wayne State University
Shippensburg State College
West Virginia University
University of South Carolina
Westchester State College
South Dakota State
Western Maryland College
Southern Connecticut State College
College of William and Mary
William Jewell College
University of Wisconsin - Madison
University of Wisconsin - Milwaukee
Wsconsin State University - River Falls
University of Texas - Austin
College of Wooster
Towson State College
Wright State University
University of Jordan
Keio University (Japan)
Kossuth University (Hungary)
National Taiwan University
University of Rangoon
University of Maryland/45
V. ADVANCED STUDY AND RESEARCH
The Doctoral Program
During the first four years of the College's history, efforts were heavily
concentrated upon the development of the master's level offering and upon
the planning and securing of support for research and development pro-
grams. The doctoral program, begun in 1969, is designed to enhance and
further the offerings of the college, building upon the base provided by the
master's level courses.
The primary objective of the doctoral program is to prepare students for
subsequent roles of scholarship and research in library education. The
Maryland program has identified two major strategic areas of study: the
societal aspects of information organization and the problems of informa-
tion storage and retrieval. A key element in the program is the recognition
that the definition and solution of basic research problems of librarianship
require an inter-disciplinary approach. The University's degree structure
and its attitude toward alliances with other disciplines offer suitable climate
for this type of program. It should be noted that while engaging in other
disciplines in the doctoral sequence of the student, the program assures
that the student's central focus will be on library and information problems.
46/ College of Library and Information Services
STRUCTURE AND CONTENT
The doctoral program in the College ot Library and Information Services
is administered under standards and regulations established by the Gradu-
ate School under the jurisdiction of the Graduate Council. The program
requires the equivalent of three years of full-time work to complete, this time
normally divided approximately two years to formal course work (60 course
hours) and one year to research on the dissertation. The doctoral student
must be engaged full-time in the program for two academic years at min-
imum. One year must be spent in residence. Work conducted at other
universities may be applied toward the degree, but in no case may the
number of formal course hours taken at Maryland be less than 24, and only
the exceptionally prepared candidate can expect to take only the minimum.
The Ph.D. degree is awarded not merely as a certificate of residence and
course work completed, but is granted only upon sufficient evidence of
high attainment in scholarship and the ability to carry out independent
research as demonstrated by the passing of examinations and the writing
of an acceptable thesis.
All students pursuing the doctoral degree in library science and informa-
tion services must achieve an understanding of basic theory in the following
Theoretical approaches to the organization of knowledge.
Documentation — organization of recorded information and its han-
Theory and structure of information retrieval systems.
Libraries in a social context, including communications, information
need and use.
Libraries in the context of organization and administrative theory.
Since the emphasis in this program is on research, research methodol-
ogy will be particularly important. All candidates will be expected to take at
least six hours of research methods. Candidates must also exhibit a profi-
ciency in statistics.
As the candidate moves on toward specialization in the program, he may
elect one of two broad routes: Information Storage and Retrieval, or Socie-
tal Aspects of Librarianship. These routes are not mutually exclusive, but
they do represent a broad differentiation by the type of orientation, program
of study and supportive disciplines likely to be involved.
Information Storage and Retrieval. This route in the doctoral program
includes the theory of information retrieval systems, their design and evalu-
ation, the theory of classification including construction and maintenance
of index languages, and the consideration of libraries and other information
service facilities as systems susceptible of analysis and evaluation. There
are several disciplines supportive of study in this broad area at the Universi-
ty, including mathematics, philosophy, business and public administration
and computer science. For instance, it is possible to declare a minor in
computer science by satisfactorily completing nine hours at the graduate
level in that school.
Societal Aspects of Librarianship. Dependent upon their interests, candi-
dates may also wish to take courses from the Societal Aspects route. This
broad area encompasses the behavioral aspects of the field, including
University of Maryland/47
libraries as bureaucratic institutions, in terms of social and historical devel-
opment, internal organizational patterns and behavior, political relation-
ships, community and clientele relationships, professional aspects and
inter-organizational aspects. The candidate is expected to specialize fur-
ther by concentrating on a particular aspect of this route. He is encouraged
to turn to the social science disciplines and may be expected to take a
significant number of course hours in these disciplines. As relevant to his
needs, interests and background, the student may also take one or another
of the courses in the Information Storage and Retrieval area.
Other Areas. An area of interest in the College which bridges between
the two routes is that of research library networks. Other promising areas
have been, or are being developed at the University which will permit this
program to take advantage of developments in the various social science
Language Requirement for the Ph.D. The College has no language re-
quirement unless the individual student's specialization or dissertation re-
The Qualifying Examination. After a beginning period of study at the
University of Maryland, but before the completion of his first year in res-
idence, an assessment will be made as to the student's preparedness to
meet the intellectual requirements of further advanced study and original
research. A special committee will review the work of the candidate to date,
in particular his formal papers as well as other evidence of his scholarly
aptitude, and then administer an oral (or possibly written) examination. The
committee will be concerned, not solely with subject mastery, but more
importantly with assessing the student's ability to deal with the theoretical
requirements of doctoral work and with his capacity for identifying prob-
lems and the means of their solution. The examination will serve the dual
function of deciding if the student should continue in the doctoral program
and if so, to serve as a guide in the development of his program.
The Comprehensive Examination. This examination is to be taken at, or
near, the completion of the student's course work. It is required before
admission to candidacy. In written examination, the student must demon-
strate his competency in the areas required of all candidates and in those
selected by him as constituting his specialty.
The Thesis Proposal. At the time of his preliminary examination, the
candidate must have a general notion of the research problem he proposes
to pursue and the committee may undertake to question the student about
it in broad terms during the oral examination. In a more informal examina-
tion, the student's doctoral committee, both as a group and individually, will
approve the student's topic and approach and provide advice and counsel.
The Final Examination. In this examination, the candidate is expected
primarily to defend the dissertation, but may also be asked questions testing
the student's subject competence. The candidate must see that each mem-
ber of the committee has had ample opportunity to examine the dissertarion
prior to the oral examination. The final recommendation of this committee
must be unanimous.
48/ College of Library and Information Services
ADMISSIONS AND FINANCIAL ASSISTANCE
Individuals are accepted in the Ph.D. program who have received a
bachelor's or higher degree from an appropriately accredited institution
and who have demonstrated excellent scholastic attainment. The under-
graduate or graduate area of specialization will not be the determining
factor in acceptance, but preference will be given to students who have
demonstrated ability in logic, general mathematics or statistics, or in the
In evaluating applicants, a combination of measures is used. Students
are expected to have a B average or better in undergraduate work. Consid-
eration is also given to the nature of the course program they pursued. All
applicants are required to take the verbal and quantitative tests of the
Graduate Record Examination. These scores will be among the criteria
considered in combination with others. Assessment by former instructors
able to estimate the student's potential for advanced study is an additional
factor. As a personal interview is usually required, the prospective candi-
date should plan to visit the college and meet the faculty in order to assure
himself that this is a program suited to his particular orientation.
The College has funds available for the support of a number of Ph.D.
candidates through assistantships. These are awarded on a competitive
basis by the Doctoral Committee to both new and continuing candidates,
with renewals based on the student's academic performance. The graduate
assistantship carries a stipend of $2,900 for the ten-month academic year,
plus remission of tuition, and requires a minimum of 20 hours per week
service to the department. The holder of an assistantship is normally
restricted to registration for not more than ten credit hours per semester.
Information for foreign students who wish to apply to the program can
be found on p. 22. For information on tuition and other expenses, see p.
Applications for admission should be filed as early as possible during the
period preceding the semester for which admission is sought so that the
applicant can be given every consideration. New doctoral students general-
ly enter the college at the beginning of the fall session. The closing date
for submitting applications for the fall session is April 1.
Requests for admission forms, financial aid applications and additional
information concering admission to the College should be directed to:
Director of Admissions
College of Library and Information Services
University of Maryland
College Park, Maryland 20742
Through its research programs the College and its faculty are committed
to a combination of related objectives: the advancement of basic knowl-
edge about the institutions in which librarianship and information service
is practiced and about the human beings who perform within them; the
Mr. Milton Byam, Director of the D. C. Public Library
addresses a colloquium.
50/ College of Library and Information Services
utilization of that knowledge in the teaching and service programs provided
by the College for the library profession; and the encouragement of the
faculty and graduate students to disseminate the evidence of their study for
application to practice in the field. The College has built its faculty upon the
concept of specialization and upon the conviction that in order to achieve
success in imparting the theory, the concepts and the basic knowledge
requisite in graduate instruction, its faculty must contribute actively to such
a body of knowledge.
The scholar at the College of Library and Information Services under-
takes research of both a sponsored and unsponsored nature. In addition to
individual research by faculty members, the College has also accepted
commitments for the conduct of programmatic, large scale efforts to the
extent that such work might be carried out by members of its faculty, in
some instances in concert with scholars at other institutions. The reserach
aspirations of the College relate to identifying the scholarly evidence nec-
essary in furthering understanding of the field or in advancing its purposes.
THE MARYLAND RESEARCH FACILITY
During the first year of the College's program an arrangement was con-
ceived, with the Maryland State Department of Education's Division of
Library Extension, whereby the division provided financial aid and support-
ing staff for a designated member of the College's faculty to carry out
research on central problems of concern to the Maryland library commu-
nity. During the first two years of this relationship, Dr. Mary Lee Bundy car-
ried out a large scale empirical study of public library use in metropolitan
Maryland. Dr. Jerry Kidd then became the principal investigator in this pro-
ject. Dr. Kidd's focus of interest is upon the analysis and development of
the potential for regional informational systems development in the Mary-
Among the College's externally supported research efforts is the Devel-
opment of a Programmed Course for the Training of Indexers in Educa-
tional Documentation. This work was carried out under a grant from the
U.S. Office of Education. Its purpose was to produce and to test a training
program suitable for preparing the indexers in the national information
system known as ERIC (Educational Research Information Center). The
system now has 19 clearinghouses specializing in different aspects of
education. The program consists of four lessons. The first two explain the
principles of indexing in general and of coordinate indexing in particular,
concept indexing and translation. Lessons three and four are practical. The
third contains a detailed demonstration of indexing an educational research
document and the fourth provides further exercises for the student.
A second research effort, conducted by Dr. Bundy, was the Metropolitan
Public Library Use Study. This large scale adult user inquiry involved over
20,000 questionnaire returns from patrons of the 100 library outlets in the
Washington-Baltimore metropolitan area of Maryland. It affords a general
profile of the library's public: their socio-economic characteristics, their
purposes in coming to libraries, their library use habits, and their satisfac-
tion with services. Analyses were also made by occupational group, by
library system and by size of library unit. These analyses permit generaliza-
University of Maryland '/ '51
tions regarding the factors which influence the use and users of public
Another major effort which the College undertook was A Study of Man-
power Needs and Manpower Utilization in the Library and Information Pro-
fessions. Conducted under the auspices of the U.S. Office of Education, the
National Science Foundation and the National Library of Medicine, this
three-year interdisciplinary program involved scholars from psychology,
sociology, political science, economics, and library science. The project
was directed by Dr. Paul Wasserman, with Dr. Mary Lee Bundy as associate
program director. The particular studies conducted and those who carried
them out are: Economics of the Library and Information Professions, Dr.
August Bolino, Catholic University of America; Personality and Ability Pat-
terns as Related to Work Specialties in the Information Professions, Dr.
Stanley Segal, Columbia University; Interlibrary Cooperation, Dr. Edwin E.
Olson, University of Maryland; Image and Status of the Library and Informa-
tion Services Field, Dr. J. Hart Walters, Jr., George Washington University;
Role Concepts and Attitudes Toward Authority Among Librarians and Infor-
mation Personnel, Dr. Robert Presthus, York University; The Executive in
Library and Information Activity, Dr. Paul Wasserman and Dr. Mary Lee
Bundy, University of Maryland; The Analysis of Education and Training
Patterns in the Information Professions, Dr. Rodney White, Cornell Universi-
In a contractual relationship with the Enoch Pratt Free Library in Balti-
more, the College planned and has implemented a design for an informa-
tion center for the city, to be operated by the public library. As the effort
was conceived, it would inventory sources of information, both published
and unpublished, and develop a prototype information service which would
direct inquirers to data sources wherever they exist.
The College's "Poverty" project was an experiment in library education
with a strong research component. The program grew out of recognition
of a responsibility to help libraries adapt traditional library service to meet
changing social requirements and needs. With funding from the U.S. Office
of Education, the College mounted an experimental educational program
which combined courses with actual field experience in a laboratory library
maintained by the College for this purpose. Assistantships provided a num-
ber of students with more intensive experience in the laboratory. The labo-
ratory library known as the "High John" Library is located in Prince
George's County and was taken over by the Prince George's County Li-
This program was of educational significance not only for library schools
planning educational offerings specifically related to service to the disad-
vantaged, but in helping to assess the value of the laboratory approach in
order to bridge the gap between theory and practice. It also provided
concrete research evidence as well as trained personnel to assist public
libraries in making adaptations in their programs and services to the cultur-
ally and economically deprived.
A cooperative agreement between the National Agricultural Library
(NAL) and the University of Maryland was established in 1970 to bring
together CLIS faculty and students and NAL librarians in a research team
52/ College of Library and Information Services
to develop a new approach to training for problem-solving by applying
analytical concepts and methods to a new research problem each se-
mester. During the past year students were also assigned to work on
problems at libraries ot the Smithsonian Institution and Department of Interi-
or. Each semester builds on the work of the previous semesters. Dr. Edwin
Olson has directed the project each semester with other members of the
faculty serving as resource persons for particular problems investigated.
Similarly, a cooperative agreement between The College of Library and
Information Services and ERIC/CLIS (ERIC Clearinghouse on Library and
Information Sciences) has begun as an exploratory research seminar de-
signed to familiarize librarians with the marketing approach in order to
maximize the benefits to be gained from the application of these principles
to the field of library-information science. The CLIS faculty and students,
the ERIC/CLIS personnel, and personnel from other government agencies
where information dispensing problems are similar, define and conduct
empirical research in information transfer problem areas.
Through the availability of assistantships the research programs provide
financial support and the opportunity for advanced students to gain appro-
priate research experience. The College maintains close association with
other University departments and colleges concerned with research and
with methodology relevant to research in the library context. To further
such activity and lines of inquiry, joint appointments have already been
developed with the Computer Science Center and with the College of
Education. Relationships with other programs of the University are also
The first number in the College's "Student Contributions Series" was
issued in the fall of 1967. This is The Library's Public Revisited, edited by
Mary Lee Bundy with Sylvia Goodstein. The series is designed to carry the
results of students' scholarly efforts when a number of pieces of sufficient
merit organized around a common theme and growing out of research
conducted by students in particular courses, become available. The sec-
ond in this series, The Universe of Knowledge, edited by Derek Langridge
with Esther Herman, was issued in the spring of 1 969. The Study of Subject
Bibliography with Special Reference to the Social Sciences, edited by
Christopher D. Needham with Esther Herman (1970) is Number 3 of the
"Student Contribution Series," Number 4, published early in 1973, is Fun-
damentals of Documentation, edited by T. D. Wilson and Esther Herman.
The School has also begun a "Proceedings" series. The first monograph
in this series issued in 1968, is Reclassification — Rationale and Problems,
edited by Jean M. Perreault. Metropolitan Public Library Users, a report of
a research study of adult library use in the Maryland Baltimore-Washington
metropolitan area by Mary Lee Bundy, was also published in 1 968. In early
fall 1970 the school published The Universal Decimal Classification, a
programmed instruction course, by Hans Wellisch. Media Indexes and
Review Sources by Margaret E. Chisholm has recently been published by
the College. It is an attempt to improve the access to the domain of non-
Dr. Olson and NAL Research Group
print materials or media, an area of increasing importance in the field of
librarianship and information service.
Distribution of the monographs is handled by the University of Maryland
Student Supply Store and inquiries and orders should be directed to this
Early in 1972 the College, in conjunction with Greenwood Publishing
Company, published the proceedings of an international symposium held
at the University of Maryland, May 14-15, 1971. Edited by Hans Wellisch
and T. D. Wilson, Subject Retrieval in the Seventies — New Directions is
being distributed by Greenwood (51 Riverside Avenue, Westport, Conn.
06880). In addition, available from Greenwood is Frontiers in Librarianship:
Proceedings of the Change Institute, a conference held at the College in
1969. Proceeds from the sales of this work are directed toward a schol-
arship fund for black students.
54/ College of Library and Information Services
Library and Information Services
The College of Library and Information Services maintains its own library
and information service within the College. The library is an information
center organized for the express purpose of affording the College's faculty
and research staff the same kind of modern special library service as that
provided by other forward looking agencies committed to this ideal. Its staff,
which includes two professional librarians and a number of assistants who
are students within the College, provides direct assistance to students and
faculty in the solution of academic and research problems. Use of the
library as a laboratory setting for both individual and class projects and
experiments is encouraged as a means of translating theoretical concepts
into direct application.
The College's library includes a basic collection of more than 28,000
volumes, 900 journals, a substantial number of pamphlets and vertical file
material, and a developing microforms collection. The library has a growing
report and research document collection in the field of information science.
The library also has a developing collection of filmstrips, slides, tapes,
transparencies and phonodiscs. To encourage the use of media for teach-
ing and research purposes, the library borrows or rents films, filmstrips,
tapes, etc., and makes available a wide variety of audiovisual equipment.
In the College's new building mechanical teaching aids, computer access
terminals, and other electronic devices are an integral part of the CLIS
Library's service program. In addition to the major fields of librarianship and
information science represented in the collection, it also contains consider-
able material in such related fields as management, communications, and
other behavioral and social sciences.
The College's students also have access to other libraries in the Universi-
ty of Maryland system. More than 1 ,299,000 volumes, 14,000 current se-
rials, and 600,000 non-book items are contained in McKeldin Library and
its specialized branches. In addition, the College's location in the Washing-
ton-Baltimore area allows direct access to the Library of Congress, the
National Library of Medicine and other significant national bibliographic
and research collections, as well as the information programs of many
important government agencies and research centers.
The University of Maryland has one of the finest university computing
science centers in the United States. The Center was established in Feb-
ruary 1 962 as an inter-disciplinary department not affiliated with any school
or college of the University to provide the necessary centralized high-speed
computing service and programming assistance to all activities of the Uni-
versity, to develop and administer an education program in computer sci-
ence and to conduct a research program in computer science. It contains
a Univac 1 108, an IBM 7094 and two IBM 1401 's. The College of Library
and Information Services has a remote, online low speed key driven termi-
nal located in the college to time share 1108 facilities with other users
throughout the campus that is available for class and research use by
faculty and students.
Dean Chisholm introduces Ms. Miriam Tees,
Chief Librarian of the Royal Bank of Canada,
Montreal, 1973's John Cotton Dana lecturer.
University of Maryland/ 57
VI. SPECIAL PROGRAMS
Complementing the regular degree program and research efforts are a
number of special activities conducted by the College.
The Colloquium Series
During the academic year a weekly program is conducted which affords
the student body and faculty an opportunity to hear recognized scholars
and professional experts discuss their work. The theme of the weekly series
is "Forefronts in Library and Information Science." Lecturers are selected
from among the ranks of those whose research or professional perform-
ance puts them on the frontiers of the field by virtue of their operational,
experimental or research undertakings. In addition to the enrolled students,
the series is open to members of the University community as well as to
those engaged in library practice in the region. The student council partic-
ipates in this program assuming responsibility for several colloquia.
As part of its responsibility to those in practice, the college is engaged
upon the offering of particular programs addressed to meet the needs of
librarians beyond the level of their first professional degree. The program
is conceived of as one which affords opportunities at several levels.
Dr. Wasserman and M. Michel Menou discuss
international problems, before M. Menou 's collo-
Conferences and Institutes
One form which continuing education takes is the conference which
draws together scholars who are committed to research and experimenta-
tion and who meet in order to read and discuss original papers on a topic
of interest to them and to a select audience of their peers. Such a meeting
was the International Symposium of Relational Factors in Classification held
by the College in 1966. Directed by Jean M. Perreault and supported by
a grant from the National Science Foundation, researchers from Italy, Ger-
many, France, India, and England, as well as the United States and Canada,
came together on the campus to advance the state of knowledge in the
subject under discussion.
A second international symposium Subject Retrieval in the Seventies —
New Directions, directed by Hans Wellisch, was held in Mary 1971 . There
the speakers, all internationally noted for their wide-ranging experience in
information retrieval, presented a balanced overview of the intensive re-
University of Maryland/ 59
search into subject retrieval methods that has been conducted in the U.S.
as well as in the U.K. and other European countries.
Another type of program is the series of institutes which the College
conducts in which the orientation is more clearly toward practitioners.
Under the general framework of the College's Continuing Education Pro-
gram, several institutes have been held or are planned in the area of
These include a conference on Reclassification — Rationale and Prob-
lems, directed by Jean Perreault, held to consider the available classifica-
tion systems, the administrative problems of reclassification, and the impact
of the computer on library operations in the context of reclassification or
the avoidance of reclassification. In June 1 968, an Institute on The Automa-
tion of Bibliographic Services was conducted by the College in conjunction
with the Library of Congress — Project MARC and the Computer Science
Center, University of Maryland. Supported by the U.S. Office of Education,
the aim of the Institute was to broaden and deepen the participants' under-
standing of the implications of automation for library planning through an
intensive, first hand study of an already operational situation. Mr. David
Batty was Director of the Institute.
Classisication — Expanding Horizons, July 1 969, was directed by Antho-
ny C. Foskett; the overall theme of the institute was that classification, far
from being outmoded by recent developments in information retrieval, can
in fact play an even greater part in the future. In an effort to explore the
significant aspects of a society in flux and the importance and interactions
of these aspects upon the library, an institute, Change Frontiers: Implica-
tions for Librarianship, was held in August 1969. It was directed by Gilda
Nimer and supported by the U.S. Office of Education.
To provide an introduction to the wide range of urban information sys-
tems, with special emphasis on their relationships with libraries, a one-day
institute on Urban Information Services was held in November 1969. A
two-day program — The Informational, Educational and Social Responsibil-
ities of Urban Library and Information Centers — held in December 1969,
was sponsored by a class in Library Service to the Disadvantaged. The
Institute for the Retraining of Library Staff to Improve Information Service
to the Disadvantaged, directed by Robert L. Wright and conducted under
a grant from the U.S. Office of Education, was held in October 1971 and
again in February 1972. The program was designed to retrain professional
and para-professional librarians and information specialists who provide
library and information services to the underserved client.
In cooperation with the National Federation of Science Abstracting and
Indexing and the Subject Analysis and Organization of Library Materials
Committee, Cataloging and Classification Section of the American Library
Association's Resources and Technical Services Division, the College host-
ed a seminar — Indexing in Perspective — April 24-26, 1972.
In the summer of 1972 the College sponsored a two week Institute on
International and Comparative Librarianship and Information Science, for
members of the practicing library and information science community as
well as for master's and doctoral students. The intent of the program was
to bring into focus some of the more important theoretical and applied
60/ College of Library and Information Services
trends in the field. The director of the institute was Paul Wasserman; the
sessions were chaired by additional international experts.
A series of four one day sessions (April 13, 27, May 4, 18, 1973) de-
signed for public library administrators and staff was conducted with the
concentration on exploration and extension of the concept of library service
to the total public. This continuing education program was sponsored by
the Division of Library Development and Services and the College of Library
and Information Services. Those involved from CLIS included Mr. Louis
Wilson, Dr. Jerry Kidd, Mr. John Colson, and Mr. Carl Beckman.
The current emphasis on accountability and the application of such
techniques as Programming and Budgeting in the educational sector has
accentuated the necessity for media specialists to develop a planning atti-
tude as well as knowledge and skill in the application of planning tech-
niques if they are to compete for scarce resources and develop more
effective media programs in response to documented needs. The Work-
shop on Program Planning and Budgeting for School Library/Media Cen-
ters, directed by Dr. James W. Liesener, July 30 - August 10, 1973, was
offered in an attempt to provide the knowledge and skills necessary for
practicing school library/media staff at the building, system and state level
to significantly improve their effectiveness in the planning, communicating
and justifying of media programs in this tense and demanding climate. This
was the first of a series of programs to be offered as continuing education
opportunities for school library/media specialists.
The College of Library and Information Services has, since its inception,
evidenced a strong concern with research and instruction relative to mana-
gerial and organizational problems. The Library Administrators Develop-
ment Program is offered each summer and affords those in senior
management positions in library and information organizations an intensive
two-week study sequence. Between 30 and 40 participants representing
large libraries of different types and geographic locations have attended
each summer. The primary intent of the intensive two-week course se-
quence is to afford those selected to participate the opportunity to concen-
trate their attention in a living and working experience upon ingredients
viewed to be essential to the broad managerial responsibility of library
administration. During the program the participant is introduced to basic
concepts of management, encouraged to explore his own attitudes and
values with a carefully selected faculty and to seek solutions to organiza-
tional problems of complex organizations. The planned sequence includes
lectures, seminars, case discussion, and readings in such areas as admin-
istrative theory, leadership, motivation, communications, objective formula-
tion, problem solving, financial planning and control, performance
valuation, adaptions to changing technology, and innovations in a library
context. In common with executive development programs in other fields,
the Maryland program relies upon invited lecturers from such fields as
management, public administration and the behavioral disciplines, as well
as scholars drawn from librarianship itself. During the 1 972 Library Admin-
istrators Development Program 16 participants were recipients of fellow-
ships to support their attendance. These individuals were selected from
among minority group applicants. The 1972 grants were made possible
through a contract between Maryland and the U.S. International University
of San Diego, California. Fifteen fellowships were awarded in 1 973 through
the School of Library Science, Florida State University. Both sets of grants
were based upon U.S. Office of Education funding to support leadership
training among librarians representative of disadvantaged section of the
Another program of the College was the Institute on Middle Management
in Librarianship which was concerned both with the conceptual under-
standing of middle-level managerial roles and the development of ap-
proaches to the performance of these roles. The program was held in June
1969, with James W. Liesener as Director, under a grant from the U.S.
Office of Education.
In the 1970-71 academic year, the College offered an experimental pro-
fessional program, The Urban Information Specialist Project, to prepare
information specialists to work with the informationally deprived in various
settings, but particularly in the inner city, and with the undergraduates in
the University. The participants were individuals who had an interest in
translating social commitment into professional action. The program was
funded by the U.S. Office of Education.
Details about the College's Continuing Education Programs may be re-
quested from the Director of Continuing Education, College of Library and
Information Services, University of Maryland, College, Park, Maryland
Produced by the College Park Publications
Office with the assistance of the
Department of Geography and the
Department of the Physical Plant-
1 (AA) Temporary
2 Adult Educatic
Center (BB) A
3 Allegany Hall
11 Bel Air
3 Byrd Stadiu
14 Calvert Hall
15 Cambridge Hall
16 Caroline Hall F-8
17 Carroll Hall F-8
18 (CC) Nyumburu G-9
19 Cecil Hall 1-9
20 Central Receiving —
21 CentreviMe Hall H-?
22 Charles Hall 1-10
23 Chemical Engineer-
ing (U) J-3
24 Chemistry J-4
25 Chestertown Hall
26 Civil Delense
27 Cole F
28 Computer Scie
Center (MM) r-
29 Cumberland r-
30 Dairy Bam (OQ)
32 Demon Hall D-1
33 Dming Hall 1 H-9
34 Dirung Hall 2 H-1
35 Dining Hall 4 D-1
36 Dining Hall 5 F-1
37 Dorchester Hall F-6
38 Easton Hall D-1
No Name Location
73 Mane Mount Hall
Classrooms (J) K-<
41 (EE) Temporary
42 Elkion Hall D 1
43 Eilicott Hail (ELL)
47 Foreign Languages
43 Francis Scotl Key
Hall (RR) H-7
49 Frederick Han i-9
50 Garrett Hall H-9
51 Golt Course A-2
53 Hagerstown Hall
54 Harford Hall 1-9
59 (HH) Temporary
60 Hoizaptel Hall (F)
61 Home Management
Center (HMC) 1-10
62. 63. 64 Horses.
Cattle, Sheep 1-1
65 Howard Hall I
Mam Admin and
Police Dept J-7
; international House
i La Plata Hall F-1
105 Skinner (T) 1-7
106 Somerset Hall F-7
107 South Administration
(W) (Grad School
Bldg ) J-7
108 Space Science
Center (SS) H-3
109 St Mary s Hall F-6
110 Student Union
111 Surplus Property
112 Symons Hall (O) 1-6
1 15 Tawes Fine Arts
Center <NN) E-6
1 16 Terrapin Hall (TH)
117 (TT) Temporary
118 Turner Lab-Dairy
119 Tydings Hall-8 P A
121 University Press-
Print Ship t_-7
122 (UU) Temporary
123 Washington Hall
126 Woods Han i-7
127 Worcester Hall G-8
128 Zoology Psychology
The University of Maryland - Academic Resources and Points of Interest
UNIVERSITY OF MARYLAND PROFESSIONAL SCHOOLS
ATOMIC ENERGY COMMISSION
NATIONAL BUREAU OF STANDARDS
DENTISTRY. LAW MEDICINE NURSING PHARMAC . ,
UNIVERSITY OF MARYLANO
BALTIMORE COUNTY ~
JOHNS HOPKINS N
ED PHYSICS LABORATORY /
GOOOARD SPACE FLIGHT CENTER
ERSITY OF MARYLAND 10 MILES
OLLEGE PARK CAMPUS
%V\" .9 If Washington, DC
ARLINGTON NATIONAL 13 JV ' ' ^
\ CEMETERY * Vn\ 2S ^/ /
JLLES V ^V. PENTAGON /
TERNATIONAL "v ^^ i V^ .
RPORT ,>^ ,. -^fc? / "" y"
» NATIONAL AIRPORT
NATIONAL ZOOLOGICAL PARK
NATIONAL GALLERY OF ART
LIBRARY OF CONGRESS
NATIONAL MUSEUM OF SCIENCES A
WALTER REED ARMY MEDICAL CENTER
NAVAL RESEARCH LABORATORY
THE KENNEDY CENTER FOR THE PERFORMING ARTS
THE FOLGER SHAKESPEARE LIBRARY
THE FREER GALLERY
THE CORCORAN GALLERY
GEORGE WASHINGTON UNIVERSITY
THE ARENA STAGE
THE ISLAMIC CENTER
UNIVERSITY BOARD OF REGENTS
DR. LOUIS L. KAPLAN
RICHARD W. CASE
'B. HERBERT BROWN
F. GROVE MILLER
►MRS. ALICE H. MORGAN
L. MERCER SMITH
MRS. ELIZABETH J.
GEORGE C. FRY
Y. D. HANCE ex officio
samuel h. hoover, d.d.s.
edward v. hurley
hugh a. Mcmullen
emerson c. walden, m.d.
CENTRAL ADMINISTRATION OFFICERS
.WILSON H. ELKINS
p/ice President tor
DONALD W. O'CONNELL
Vice President for
, R. LEE HORNBAKE
pice President for
Graduate Studies and Research
MICHAEL J. PELCZAR, JR.
Vice President for
IFRANK L. BENTZ, JR.
^LLEGE OF LIBRARY AND INFORMATION SERVICES
UNIVERSITY OF MARYLAND/COLLEGE PARK, MARYLAND 20742