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University Of Maryland Library
College Park, Md.
THE SCHOOL OF
LIBRARY AND
INFORMATION SERVICES
1968-1969
UNIVERSITY CALENDAR 1968-1969
SEPTEMBER 9-13
16
NOVEMBER 27
DECEMBER 2
20
FALL SEMESTER, 1968
Monday-Friday
Monday
Wednesday
Monday
Friday
1969
JANUARY
6
15
17-24
Monday
Wednesday
Friday-Friday
Fall Registration
Instruction begins
After last class — Thanksgiving recess
begins
8:00 a.m. — Thanksgiving recess ends
After last class — Christmas recess
begins
8:00 a.m. — Christmas recess ends
After last class — end of instruction
Fall Semester Examinations
FEBRUARY 3-7
10
22
3
SPRING SEMESTER, 1969
Monday-Friday
Monday
Saturday
27
29-June 6
30
Ihursday
Tuesday
Tuesday
Thursday-Friday
Friday
7 Saturday
Spring Registration
Instruction begins
Washington's Birthday, holiday-
No classes
After last class— Spring recess begins
8:00 a.m. — Spring recess ends
After last class — end of instruction
Spring Semester Examinations
Memorial Day, holiday —
No examinations
Commencement
APRIL
MAY
JUNE
JUNE
JULY
AUGUST
The provisions of this publication are not to be regarded li^^]n^ocable contra^
between the student and the University of Maryland. The University reserves the
right to change any provision or requirement at any time within the student's term
t w thH "'^" I University further reserves the right, at any time, to ask a student
to withdraw when it considers such action to be in the best interests of the University
23-24
25
SUMMER SCHOOL, 1969
Monday-Tuesday
Wednesday
Friday
Summer Registration
Instruction begins
15 Friday
Independence Day, holiday-
No classes
Summer Session ends
Volitnu- 25
Aiifiust 9, I96S
Number 4
UNI VERS TY OF MARYLAND BULLETIN is pubHshed- six times in Aueu^
Fehr m""'' '" ^^''''^''■^ f^"-- t^es in October and June! one time fn KoveX '
February, arid May; two times in December, March, and July and three timTs in
anS"unde;";Se'\';;'nf r"""''' '' '}""''■ "^^"^"^^^^^ ^^ seci'nd class mli' matter
University of Maryland
The School of
Library and Information
Services
1968-1969
Theodore R. McKeldin Library
CONTENTS
I. INTRODUCTION Page
Board, Faculty and Staff 1
The School and the University 9
The School's Philosophy 11
Education for Librarianship and Information Service 12
II. THE EDUCATIONAL PROGRAM
Approach and Content 15
The Curriculum 16
III. ADMISSIONS AND STUDENT AFFAIRS
Admissions Standards and Procedures 29
Tuition and Other Expenses 34
Student Activities and Services 37
Additional Information 38
The Alumni Association 38
IV. ADVANCED STUDY AND RESEARCH
The Post-Master's Program 41
Research Programs 42
Publications 45
Library and Information Services 45
Computer Services 47
V. SPECIAL PROGRAMS
The Colloquium Series 49
Continuing Education 49
The Library Administrators Development Program 50
The "Poverty" Project 52
Dean Paul Wasserman
I. INTRODUCTION
Board, Faculty and Staff
Listed below are the officers of administration, the faculty, the research
associates, and the administrative staff of the School. Brief descriptions
of the background and interests of those currently teaching in the School
are presented.
Board of Regents
Charles P. McCormick, Chairman
McCormick and Company, Inc., 414 Light Street, Baltimore 21202
George B. Newman, Vice Chairman
The Kelly-Springfield Tire Company, Box 300, Cumberland 21502
B. Herbert Brown, Secretary
The Baltimore Institute, 10 West Chase Street, Baltimore 21201
Harry H. Nuttle, Treasurer
Denton 21629
Mrs. Gerald D. Morgan, Assistant Secretary
Route 3, Gaithersburg 20760
Richard W. Case, Assistant Treasurer
Smith, Somerville and Case, One Charles Center, 17th Floor, Baltimore
21201
Harry A. Boswell, Jr.
Harry Boswell Associates, 6505 Belcrest Road, Hyattsville 20782
Dr. Louis L. Kaplan
Baltimore Hebrew College, 5800 Park Heights Avenue, Baltimore 21215
William B. Long, M.D.
Medical Center, Salisbury 21801
F. Grove Miller, Jr.
R.D. 1, Box 133, North East, Maryland 21901
Dr. Thomas B. Symons
7410 Columbia Avenue, College Park 20740
1
Officers of Administration
Wilson H. Elkins — B.A., M.A., University of Texas; B.Litt., D.Phil.,
Oxford University; President of the University
Albin O. Kuhn — B.S., M.S., Ph.D., University of Maryland; Chancel-
lor of the Baltimore Campuses
R. Lee Hornbake — B.S., California State College, Pennsylvania; M.A.,
Ph.D., Ohio State University; Vice President for Academic Affairs
Walter B. Waetjen — B.S., Millersville State College, Millersville,
Pennsylvania; M.S., University of Pennsylvania; Ed.D., University of
Maryland; Vice President for Administrative Affairs
Michael J. Pelczar, Jr. — B.S., M.S., University of Maryland; Ph.D.,
State University of Iowa; Vice President for Graduate Studies and
Research
Frank L. Bentz, Jr. — B.S., Ph.D., University of Maryland; Vice Presi-
dent for Agricultural Affairs
J. Winston Martin — B.S., M.Ed., Ed.D., University of Missouri;
Vice President for Student Affairs
Robert A. Beach, Jr. — A.B., Baldwin- Wallace College; M.S., Boston
University; Assistant to the President for University Relations
Paul Wasserman— B.B.A., College of City of New York; M.S. (L.S.),
M.S., Columbia University; Ph.D., University of Michigan; Dean of
the School of Library and Information Services
Full-time Faculty
Charles David Batty, B.A. (Durham), F.L.A. (Library Association of
Great Britain), Visiting Lecturer.
• After library experience in technical services, particularly in classification,
Mr. Batty lectured at the Birmingham School of Librarianship on cataloging
and information retrieval. He has been Head of the Department of Information
Retrieval Studies in the College of Librarianship Wales since its founding in
1964. His research has centered on the history of classification, the development
of an experimental training model for documentation and the application of
programmed instruction to library science. His recent publications include
three programmed textbooks in the field of classification.
Mary Lee Bundy, M.A., Ph.D. (Illinois), Professor.
• Her broad area of interest is the social and political aspects of librarianship.
Miss Bundy's teaching areas are in Research Methods and Library Administra-
tion. She is associate director of the School's Manpower Research Project and
one of the two directors of an experimental project in library service to the
disadvantaged. In the recent past she has conducted empirical research related
to public library development in several states.
John C. Colson, M.S.L.S. (Western Reserve), Assistant Professor.
• The history of librarianship is Mr. Colson's major interest; he is also inter-
ested 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 on a history of public library development in Wisconsin, and also on
the development of collections in labor history.
Laurence B. Heilprin, M.A., Ph.D. (Harvard), Professor.
• Mr. Heilprin's main interest is in the application of physics, logic, applied
mathematics, and psychology to human and machine communication. He has
published extensively on such subjects as microforms, a mathematical model
of a duplicating library and a theory of 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. For-
merly Staff Physicist for the Council on Library Resources, Mr. Heilprin is a
Director of the Committee to Investigate Copyright Problems and a past presi-
dent of the American Documentation Institute.
Alfred Hodina, M.S., M.L.S. (State University of New York at Albany),
Lecturer.
• Before coming to the University of Maryland, Mr. Hodina taught physics,
served as Science Librarian at Rensselaer Polytechnic Institute in Troy, New
York and was Assistant to the Director of Libraries and Systems Analyst at the
University of Houston. His interests include the handling of information by
machine and non-conventional methods, science bibliography and reference
sources, and research into user approaches to the scientific literature. He serves
as Director of Admissions and Student Affairs.
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 infor-
mation resources. He has done both laboratory and field research in support
of the development of information and control systems. He is also concerned
with the study of problems of research administration and the economics of
The School's Doctoral Committee in session,
Professors Liesener, Kidd, Bundy,
Wasserman, McGrath {Heilprin not present)
scientific enterprise. Before joining the iMar)'land faculty Mr. Kidd served with
the National Science Foundation and earHer as a private research consultant.
Derek W. Langridge, B. A. (Cambridge) Dip. Ed., F.L.A. (Library Asso-
ciation of Great Britain), Visiting Lecturer.
• Mr. Langridge is a visitor from the North-Western Polytechnic, London, where
he is in charge of courses on the organization of knowledge. His earlier experi-
ence was in special librarianship and management training. He has been an
active member of the Classification Research Group since 1955, and is a
founder member of the Society of Indexers. Mr. Langridge was principal
investigator in a recently completed Maryland project on programmed instruc-
tion for indexers. His publications include a bibliography of John Cowper
Powys, a history of Ashridge College, articles on classification and many indexes
to books.
James W. Liesener, M.A., M.A. (L.S.), Ph.D. (Michigan), Associate
Professor.
• Mr. Liesener has had experience in both guidance and library service in the
public schools and has recently directed a position reclassification survey of the
University of Michigan Library System. He was previously a member of the
faculty of the University of Michigan. The development and administration of
instructional materials centers is one of his major concerns and he is currently
engaged in a study of the core assumptions in the education of librarians.
Anne S. MacLeod, M. L. S. (ALiryland), Instructor.
• Mrs. 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 is currently engaged in
doctoral study in history.
Daniel F. McGrath, M.A. (L.S.), Ph.D. (Michigan), Associate Professor.
• Mr. McGrath's interest is the antiquarian book; he is editor of the annual
Bookman's Price Index. Of his several current research projects, the one closest
to completion is a study of American colorplate books. Mr. McGrath came to
Mar)'Iand from Duke University where he was Curator of Rare Books; formerly
he was cataloger of the Paul Mellon collections.
Richard B. Moses, M.L.S. (Rutgers), Lecturer.
• Mr. Moses offers the course in Library' Service to the Disadvantaged and
serves as Field Director of the School's High John Librar)' Project. He joined
tlie faculty of the School after working in the Enoch Pratt Free Librar)'s Com-
munity Action Program in Baltimore. There he developed open-air library
programs and experiments in the field of library advertising and public relations
while centering his concern upon service to the economically and socially
deprived.
Christopher D. Needham, A.L.A., F.L.A. (Library Association of Great
Britain), Visiting Lecturer.
• Following his earlier experience in public librarianship, Mr. Needham has
been a member of the faculty at North-Western Polytechnic in London since
1958, and Senior Lecturer since 1965. He is author of Organizing Knowledge in
Libraries.
Jean M. Perreault, M.A., M.A. (L.S.) (Wisconsin), Lecturer.
• Mr. Perreault comes from a background of practical librarianship (cataloging,
classification, selection, automation) and philosophical study. He is primarily
concerned with speculation about the linguistic structure of information lan-
guages, aimed at improvement of their search-strategic functions. Mr. Perreault
is also greatly interested in filing rules, since the file constitutes the nexus be-
tween storage and retrieval, and is thus the locus of the problems of search
strategy.
Frances V. Thackston, M.S. (L.S.) (North Carolina), Librarian/Lecturer.
• Although Miss Thackston is interested in all those technical services in
university librarianship which relate to the acquisition, control and use of
bibliographical resources in a research library, she is particularly concerned with
theories and techniques that are applicable to serials publications. Prior to her
present assignment, she served as instructor/librarian in the School of Library
Science, University of North Carolina, and as serials cataloger and Head of
the Serials Department at Duke University.
Sarah M. Thomas, M. L. S. (Carnegie Institute of Technology), Lecturer.
• Miss Thomas' interests are in the areas of special library and information
center administration and operation. Her experience has involved the use and
study of automated systems in special libraries and information centers. She
came to Maryland from Johns Hopkins University Applied Physics Laboratory
and serves as Director of the Higher Education Fellowship Program as well as
the School's Continuing Education Program.
Paul Wasserman, M.S. (L.S.), M.S., Ph.D. (Michigan), Dean and Professor.
• Library administration and bibliographic activity are Mr. Wasserman's pri-
mary interests. He has published extensively in both fields. At present he is
director of a broad scale inter-disciplinary study of manpower issues in librarian-
ship. 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.
Adjunct Faculty
• In addition to the full-time faculty, the School regularly draws upon author-
ities in the region to teach one or another of its highly specialized courses. By
virtue of its location in the Washington area, it is thereby possible for the School
to augment its teaching staff with a distinguished roster of adjunct faculty.
Those individuals who regularly teach in the program are listed following:
John L. Andriot, B.S. in L.S. (Columbia), Adjunct Lecturer.
• Mr. Andriot specializes in the preparation of bibliographies and reference
aids in the field of U.S. Government publications. After serving as Documents
Expediter in the Library of Congress from 1949 until 1954, he left the project
to establish his own bibliographical publishing firm, Documents Index.
Edmoxd L. Applebaum, ^LP.A., M.S. (L.S.) (Columbia), Adjunct Lecturer.
• Since 1950 Mr. Applebaum has served in a succession of positions in the
Library of Congress from library intern in the Special Recruit Program in 1950
to his present position as Assistant Director of the Processing Department.
Recently he has been centrally concerned with the development of the Library
of Congress' National Program for Acquisition and Cataloging under Title IIC of
the Higher Education .Act of 1965. His primary interests are in acquisitions and
shared cataloging.
Stanley J. Bougas, L.L.B., M.S. (L.S.) (Columbia), Adjunct Lecturer.
• Mr. Bougas is Law Librarian, Washington College of Law, the American
University. His law libran career began with the Association of the Bar of the
City of New York, 1946-53; then the New York University Law Library, 1953-54;
Emory University Law Library, 1954-62; the Catholic University of Puerto Rico
Law Librar)', 1962-65; Department of Health. Education, and Welfare Law
Librar)', 1965-66.
Henry J. Dubester, M. S. (Columbia), Adjunct Lecturer.
• His continuing interest is 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 is Deputy Head of the Office of Science Information
Service of the National Science Foundation.
F. WiLFRm Lancaster, A.L.A. (Library Association of Great Britain),
Adjunct Lecturer.
• Since 1965 Mr. Lancaster has concentrated upon the evaluation of indexing
systems, particularly the National Librar)' of Medicine's Medlars program.
Earlier he had serscd as a consultant on documentation with Herner and Co.
before which he had participated in the ASLIB Cranfield research on efficiency
of comparative indexing systems.
Jess A. Martin, M.S. (L.S.) (Sotithern California), Adjunct Lecturer.
• Formerly an Assistant Professor of Library Administration and Chief Medical
Librarian at Ohio State University, Mr. Martin is currently Chief, Library
Branch, National Institutes of Health, Bethesda, Maryland. His fields of interest
include personnel administration and continuing education for medical librar-
ians.
Charles T. Meadow, M. S. (Rochester), Acljinict 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 pulilished Analysis of Information
Systems and is associated with the Center In Exploratory Studies of IBM's Federal
Systems Division.
Claude E. Walston, Ph.D. (Ohio State), Adjunct 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 informa-
tion storage and retrieval systems and real-time control systems. Mr. Walston is
currently Systems Manager of Goddard Operations for the IBM Federal Systems
Center.
Non-teaching Staff
Margaret Conyngham, M.L.S. (Maryland), Faculty Research Assistant,
Manpower Project.
Carol McCarthy, M.A. (St. Louis), Research Associate, Manpower
Project.
Carolyn F. Smith, M.L.S. (Maryland), Reference Librarian.
Paul Vassallo, M.A. (L.S.) (Michigan), Research Associate, Special
Assistant to the Dean.
Mary Louise Zaidel, M.L.S. (Maryland), Faculty Research Assistant.
The School and the University
The development and founding of the School of Library and Infor-
mation 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 many dedicated regional library groups
and interested individuals. For it was only after the most careful
consideration and deliberation that the University undertook to develop
the School, the second such new graduate professional program started
in the post World War II era and the first at College Park. This School, a
separate professional school committed solely to graduate study and
research, is administered by a dean who is directly responsible to the
President of the University through the Vice President for Academic
Affairs. It is housed at present in the University's central McKeldin
Library and expects to move to and share in the occupancy of a new
building to be erected on the campus by academic year 1969-70.
The School has established its goals and fashioned its programs within
the framework of the University and College Park setting. It is pro-
gressively oriented and committed to the evolutionary forces in library
services during a period of rapid change. Like the University of which
it is a part, the School draws its student body from a very wide variety
of undergraduate disciplines and cultural environments. In 1967-68
212 master's degree candidates in residence came from more than 134
American and 7 foreign colleges and universities. More than 115 of
the student body came with a background of undergraduate study in
humanities, and 70 in social sciences, while approximately 24 were
science students as undergraduates. Of the total number enrolled in
the school 29 had pursued their studies to the master's degiee already
in other disciplines including English, History, Education, Library
Science, Political Science, Psychology, Theology, Nursing, Languages,
Music, and Public Administration.
Because of the very diverse background of the School'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, two-thirds of the 36-hour require-
ment for each student is pre-determined. With these prescribed courses
as the basis, the student, with the approval of his adviser, chooses from
among a wide range of course offerings in building a purposeful program
of concentration of subject matter fitted to his personal needs and aspira-
tions. Reflecting the multi-disciplinary nature of librarianship, and its
continuing need for reliance upon insights from supportive intellectual
disciplines, students in the elective |X)rtions of their work have a high
degree of flexibility and their courses are not restricted only to those
within the framework of the School but can include relevant courses in
other parts of the University.
The School's Philosophy
The foremost concern of the School 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 upon how to develop its capability for translating
these assessments into actual programs, courses and other activities.
Wliile the Master of Library Science degree program remains the central
major commitment of the School, faculty energies are dedicated equally
to scholarship 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 School resjionsibility. 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 imdertake during the years ahead. Because of its concern with
post-graduate instruction especially for those functioning at a managerial
level in libraries, it has developed a special offering for this group.
This is the Library Administrators Development Program. This is one
portion of a continuing education program just beginning at the School.
Professional schools must always make decisions relevant to the balance
between theory and practice. In common with the university programs
of most professions, the School's offering is balanced toward the theoreti-
cal, the fundamental, the ethical and the conceptual issues. As a
professional school, 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 librarianship bears to the relevant social and hu-
manistic disciplines upon which it is constructed, curricular concepts
are drawn from such disciplines as Commimication, Administration,
Sociology and Political Science. Equally important are the relationships
and disciplinary contributions being forged in the fields of the emergent
information sciences and since this is so the School seeks actively to
develop congruent program lines with other related departments such
II
as Computer Science. This affords the student the most fruitful edu-
cational opportimity and the prospect of interdisciplinary research ave-
nues for the faculty.
An important element of the School's concern is with establishing
a climate of hospitality for its scholars to conduct research into all
the processes and dimensions of library concern — the historical, the social
and political, the organizational, and the technological, in addition
to the bibliographic. The orientation of the Maryland faculty reflects
the wide range of its concern with the prosecution of research in every
aspect and dimension of librarianship relevant to contemporary require-
ments. Perhaps one of the most critical needs in librarianship is that
of augmenting the ranks of its scholarly personnel. Without the influ-
ence of well-prepared scholars the prospects of improving the profession's
opportunities remain remote. Noav being planned is an academic vehicle
for work to the doctorate designed to attract the most highly qualified
candidates who would be expected to pursue vigorous programs of
study beyond the master's level. The proposed Maryland doctoral
program will be designed to provide thoroughgoing 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 goals of the School are, then, to achieve a level of attainment
appropriate to professional education within the University setting and
at the giaduate 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 planned program of research and advanced
academic offerings beyond the master's degi^ee to exert a strong influ-
ence in shaping the future of the profession. While it fully intends to be
hospitable to all ideas emanating from the field of practice, it will
not evade its responsibility for finding its own educational objectives
and commitments and it will work as energetically as possible to develop
professional awareness and support for what it is seeking to accomplish.
Because of the ambitious nature of the undertaking, the program of
the School of Library and Information Services at the University of
Maryland can be considered to be a significant experiment in education
for librarianship.
Education for Librarianship and Information Service
The librarian and information professional in the 1970's, and already
in the late 1960's must have competence in many disciplines if he is
12
to understand the complexities of the external environment within
which he functions as well as the technical operations and their manage-
ment within the organization in which he is to practice. The continued
influence of 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 tomor-
row's professional.
Unquestionably, the knowledge and analytical ability of the successful
librarian will be enhanced in important measure by the continuing
challenge 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. Graduate 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
School will expand his horizons and his opportunities. The realization
of his promise resides ultimately with the individual student.
13
Seminar in Information Science
meets with Professor Heilprin
14
II. THE EDUCATIONAL PROGRAM
Approach and Content
The School's program tor the Master of Library Science degree
requires 36 hours of course work to be completed within a period no
longer than three calendar years. Twenty-four of these hours are
taken up with required core courses. These are designed 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. By contrast, the elective offerings are
open to the student based upon his academic background, and his
personal requirements and choices. In consultation with his adviser
his program is designed to meet his own particular career interests and
objectives.
Flexibility
Contributing to a reasonable degree of flexibility in the master's
degree program are (1) the possibility of being exempted from core
courses in an area in which the student possesses an adequate background
upon entering the School, (2) the availability of a wide range of elective
courses in the School's curriculum, and (3) the opportunity for the
student enrolled in the School to take selected courses outside the
School and in other departments or schools in the University, ^vhere
the needs of his particular program make it appropriate.
The student may be exempted from core courses by formal and
informal examination administered by faculty members in their own
fields. The student who passes an exemption examination does not
thereby receive credit toward his degree, but the number of elective
courses which he may take is increased. He is thereby able to move more
rapidly into work in his special area of interest.
The student is asked to choose his elective courses with the guidance
of a faculty member and with some purposefid pattern in view. Al-
though no "major" is formally required, it is possible to construct a
15
meaningful pattern of concentration from within the framework of
the School's offerings designed to improve the student's specific under-
standing of a type of field or range of practice.
Methods of Instruction
Teaching methods vary widely with subject matter and with faculty
preferences. The case method, the lecture-discussion approach, the
laboratory and the seminar method are all extensively employed. In
some courses all foiu' types of approach are followed. Cases are em-
ployed 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 opportiniity to carry out activities of an experimental or
practical nature inider guidance. Most advanced offerings are designed
as seminars in which individual study and research are required and
in which students exchange ideas at length with the faculty members
and with each other.
The Curriculum
The Core Program
For All Students (All three-hour courses)
LBSC 200. Introduction to Data Processing for Libraries. Mr.
Walston.
This is an introductory course designed to famiharize the student with the basic
principles of data processing. The first part of the course is devoted to the funda-
mentals of punched card processing and how they have been applied to library
operations. This is followed i)y an introduction to system analysis and the tools
which are available to assist in establishing system requirements. The final
portion of the course concentrates on electronic data processing systems and
programming. These are illustrated by case studies of the application of elec-
tronic data processing systems to liiirary operations.
16
LBSC 202. I.NTROULCTIOX TO ReIT.RENCE AM) BiBI.IOGRAPHV. MCSSIS.
Heilprin, McGrath and Needham.
This course introduces the structure of information and the purposes and pccu-
harities (e.g. incompleteness, fluidity) of traditional bibliographic control systems.
The student familiarizes himself with three general control systems (national
and trade bibliography, serials bibliography, government documents bibliogra-
phy) as well as with general reference books. The student is led to recognize
types and characteristics as well as representatives in each class. The course
includes a series of lectures on information systems theory and search strategy
encompassing a brief review of the use of classes, (e.g. in Boolean classes, associa-
tions, and hierarchies). The psychological orientation of and toward the user in
performing information activities for various socio-economic classes is considered.
LBSC; 204. Communication and Libraries. Mr. Kidd.
This course is intended to provide the student with an understanding of libraries
and other information systems as social institutions. Selected conceptual ap-
proaches, extracted from the entire range of the social and behavioral sciences
are utilized to achieve a comprehensive picture of library operations. General
theories of social communication will constitute the central context. These will
be supplemented by propositions from decision theory, and others. Selected
aspects of research methodology in the social sciences will also be introduced with
emphasis on survey techniques and the special problems of "user studies."
LBSC 206. Organization of Knowledge in Libraries, L Messrs. Batty,
Langridge and Perreault.
This course deals with the organization of library materials on the shelf and of
subject- and form-records of these materials in library catalogs. It describes how
these organizational patterns are devised and imposed, and does so from the point
of view of their eventual use as a whole (not just as individual records). Its aim
is to teach fundamental principles; these are used in the analysis of the vocabu-
lary, conceptual order, and notation of the Dewey Decimal Classification, the
Universal Decimal Classification, the Colon Classification, the Library of Con-
gress Classification, Librar)' of Congress subject-headings, and coordinate indexes.
Special consideration is given to structural characteristics of each system, and
exercises point out problem-cases in each system.
LBSC 207. Organization ox- Knowledge in Libraries, II. Miss Thacks-
ton and Mr. Batty.
The course examines the function, nature, construction and maintenance of
catalogs and the role of cataloging in achieving bibliographic control. Problems
of author-title and descriptive cataloging are explored with reference to past and
17
II
^
''^■^^'^ % n IZ
The Classification Group at Maryland
present solutions. Attention is paid to the performance of different types and
forms of catalogs and to the administrative aspects of cataloging.
LBSC 209. History of Libraries and Their Materials. 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 controlled their use.
18
LBSC 211. Library Administration. Miss Bundy and Mr. Wasserman.
In this course the library is viewed comparatively, and administrative theory and
principles 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 managerial and organizational issues as bureaucracy, the
administrative process, communications, hierarchy and professionalism are identi-
fied and analyzed. The object of the course is to clarify the student's under-
standing of managerial issues and to aid in the self-assessment of his career
aspirations.
(Choice of O.xe of LBSC 213, LBSC 215, LBSC 217)
LBSC 213. Literature AND Research in THE Sciences. Mr. Hodina.
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 suppporting reference materials, the trends in the direction of research in
the principal scientific and technical disciplines, and the flow of information
among research scientists. Attention will be given to some of the major contribu-
tions to the scientific literature, to reference and bibliographic 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 215. Literature and Research in the Social Sciences. Mr.
Needham.
This course centers upon the bibliographic organization and the developing
trends aimed at information control in the behavioral disciplines. The influences
of major contributions to the literature of the social sciences, the direction of
research in the field, and key information sources in each of the major fields are
considered.
LBSC 217. Literature and Research in the Humanities. Mr. McGrath.
The course defines the humanities, the mechanics of humanistic inquiry, and
the product of such inquir}-. The student examines the structure of the primar}'
and secondan' source literature of the principal humanistic disciplines, and
studies in close detail representatives of types of bibliographies and reference
books that control information in each discipline.
19
Elective Courses (all three-hour courses, except for LBSC 290, the last
listing).
LBSC 220. Public Library in the Political Process. Miss Bundy.
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 government 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 associa-
tions. Classes are discussion oriented, centered around the readings. Students
also undertake an individual scholarly paper. (Not offered in 1967/68).
LBSC 222. Children's Literature and Materials. Mrs. MacLeod.
The course is designed to develop critical standards for the judgment of chil-
dren's literature. Such judgment requires a broad base of reading in the literature
itself and a knowledge 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 understanding 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.
LBSC 224. Construction and Maintenance of Index Languages. Mr.
Langridge.
This course builds on the foundations of subject work laid in LBSC 206, and is
suitable for the student who has shown aptitude and ability in the required
course. The method is practical. Each student constructs, for a subject of his own
choosing, a classification scheme, together with sample studies for an alphabetical
index to the schedule and to a classified catalog, a subject heading list and a
thesaurus. Class work includes exercises in analysis, examination of published
systems for special subjects, and discussion of problems encountered by the
student in constructing his own scheme.
LBSC 225. Advanced Data Processing in Libraries. Mr. Meadow.
This course is designed to give a detailed presentation of the role of data process-
ing systems in library operations. The library is viewed as a switching center in
the human communication system. Indexing and query languages are discussed
and particular attention 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 search-
ing and the impact of storage media on file processing. Specific examples from
library operations are used to illustrate the concepts and to indicate the current
state of the art of using data processing systems.
20
LBSC 227. Documentation and Information Systems and Their Test-
ing AND Evaluation. Mr. Batty.
This offering is intended to develop an understanding of the problems inherent
in information and the organization and evaluation of systems for its exploitation.
The first part of the course examines the nature of the problem and the general
theory and structure of information and documentation systems to establish a
basis for criteria. In the second part of the course a sur\ey of recent develop-
ments in processing, organizing and retrieving information leads to a study of
procedures used in the evaluation of systems.
LBSC 228. Analytical Bibliography and Descriptive Cataloging.
Mr. Perreault.
Step-by-step description of the processes involved in printing on the hand-
operated press; tcchnicjues of collation transcription, culminating in the formu-
laries of Greg and Bovvers; organization of the products of analytical-bibliogra-
phical work (strata of publications); relation of analytical-bibliographical tran-
scription to descriptive cataloging, to construction of footnotes; citation-order
theory applied to analytical bibliography; the problem of an exhaustive inventory
of analytical-bibliographical (collational) elements in relation to automatization,
and the possibility of a faceted classification of them.
LBSC 231. Research Methods in Library and Information Activity.
Miss Bundy.
An introduction to research, the research process and research approaches and
techniques particularly applicable to the study of library and information
problems. Such issues as utilization of research in practice and research frontiers
in library and information sciences are also included. The method consists of
background readings on research theory and practice and illustrative research
studies. The second half of the course is normally devoted to an individual or
group project. This may include the design of a research proposal to be con-
ducted by the student as an independent study course or the actual conduct of
a small field research project.
LBSC 233. Governmental Information Systems. Mr. Anclriot.
This course is designed to give the student a working knowledge of the U.S.
government information program and of its publication activities. It includes the
use of indexes and bibliographies, the study of the relationship of government
with business, labor, education, welfare, and other special groups. Attention is
also given to municipal and state publishing programs.
21
LBSC 235. Problems of Special Materials. Mr. Batty.
A brief discussion of the nature and consequent fundamental problems of special
materials leads to an examination of particular types of material (maps, music,
serials, audio-visual forms, etc.) and the way in which they effect traditional
methods of librar)' processing. The main part of the course is concerned with
advanced principles and practice of technical services applicable to special mate-
rials, mainly of cataloguing and conservation, with some attention to acquisition,
subject organization and use.
LBSC 244. Medical Literature. Mr. Martin.
The course is designed to acquaint the student with medical and scientific refer-
ence and information sources with emphasis upon bibliographic organization.
Also considered are problems of medical library administration, automation,
librar)' buildings, reference service acquisitions, weeding, and continuing educa-
tion for medical librarians. To the extent possible the seminar approach is used.
LBSC 245. Legal Literature. Mr. Bougas.
This course is an introduction to legal research in the statutes and codes, judicial
decisions, encyclopedias and digests, treatises, periodicals, etc., of the legal profes-
sion. Variations in techniques of acquisition and ordering, publishers, and
cataloguing and classification, uniquely related to law library administration
are examined. The present and future impact of computerizing legal research
and method are explored.
LBSC 249. Seminar in Technical Services. Mr. Applebaum.
The concentration of this course is upon readings, class analysis and student
discussion and preparation of papers upon special issues facing the field of
technical services in large libraries. Such areas as acquisition, cataloging and
classification, circulation and managerial controls are dealt with.
LBSC 251. Introduction TO Reprography. Staff.
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 considera-
tion of book catalogs, catalog card reproduction, and copyright issues.
LBSC 253. Seminar in the Academic Library. Mr. Colson.
The course is intended for students who plan to pursue careers in the academic
library field. The problems and prospects of academic libraries are studied from
five aspects: those of parent institution — librar)' relationships; administration;
personnel; collection maintenance and development; and physical plant. Ap-
proximately one-third of the course is devoted to readings and discussions of
22
these areas. The remainder of the course is given over to the presentation and
discussion of student papers. Each student is expected to present at least one
paper dealing with some facet of the problem areas mentioned above.
LBSC 255. Seminar on Manuscript Collections. 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 student a broad understanding of these problems through the
study of their history, the rationales upon which they are based, and contempo-
rary problems confronting the archival profession.
LBSC 258. Seminar in Information Retrieval. (Also offered as Com-
puter Science 258) Mr. Heilprin.
The purpose of this course is to develop broad insight in information science,
with special attention to information storage and retrieval. A cybernetic model of
human and machine communication is used as a framework for discussing the
principal constraints on messages, and the corresponding characteristic transfor-
mations of messages in libraries and information systems.
LBSC 259. Business Information Services. Staff.
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 organiza-
tional 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. (Not offered in 1967/68).
LBSC 261. Seminar in the Special Library and Information Center.
Miss Thomas.
This seminar reviews the development and present status of special libraries
and information centers, their scope and objectives, particular administrative
and organizational problems, acquisition, organization and use of information.
Investigations into principal information centers and their services will be
included. Some attention will be given to the interrelationships of special
libraries and information centers, and their similarities and differences in terms
of objectives, information provided and systems used.
LBSC 263. Literature of the Fine Arts. Staff.
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. For each period, the student will examine first the subject content: his-
tory of ideas and movements, key examples and their spheres of influence and
23
current problems and their investigation: and second, the literature: classics, land-
mark books, reference tools (such as bibliographies, handbooks, indexes), scholarly
works, and popular literature. (Not offered in 1967/68).
LBSC 264. Seminar in the School Library. Mr. Liesener.
A seminar on the development, the uses, the objectives, the philosophy and the
particular systems employed in school libraries. Evolving trends and influences
upon the evolution of the school library and its increased responsibilities for
new services and arrangements relating to the concept of its role as a material
center are considered. The emphasis of analysis and discussion is upon those
patterns uniquely identified with library service in a modern school.
LBSC 265. Information Systems Design. Mr. Heilprin.
The objective of this seminar in information service is to discuss fundamentals
of human and machine communication. The nature of messages in libraries and
information systems will be approached from the viewpoint of the physical,
logical and intellectual transformations which they undergo in their path from
message sender to recipient. Some models of information search will be devel-
oped, studied and discussed by the group.
LBSC 269. Library Systems. Mr. Kidd.
This course focuses on the effects of technological change and institutional
development on traditional library-service operations. A conceptual framework
is developed which shows the evolutionary processes leading to contemporary
systems and a projection of future trends. In particular, the influence of pro-
grams at the federal government level will be studied as they influence national
constituencies and local institutions. An example would be the effect of programs
under the State Technical Services Act on state supported facilities. Other, non-
federal programs having significant prospects for broad effects (e.g., EDUCOM,
commercial time-sharing, etc.) will also be studied.
LBSC 270. Library Service to the Disadvantaged. Mr. Moses.
The content includes backgrounds of poverty, historical perspective on the public
library in relation to the problem of poverty and viable approaches, adaptations
and potentials for the modern day public library. The approach combines class
discussion and readings with field experience in the School's Laboratory Library.
Outside lecturers are utilized in such areas as the sociology of poverty. The
student's individualized project provides an opportunity to design, develop,
operate and evaluate a special program.
LBSC 271. Advanced Reference Service. Mr. McGrath.
Theoretical and administrative considerations, analysis of research problems, and
directed activity in bibliographic method and search techniques in large collec-
tions form the basis for this course.
24
LBSC 273. Resources oe American Libraries. Mr. Colson.
A seminar in the prol^lems 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 collec-
tions, special subject research collection development, the measurement of
collection use, and the problems associated with the collection of unconventional
materials.
LBSC 275. Storytelling Materials and Techniques. Mrs. MacLeod.
The purpose of the course is to prepare 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 277. International and Comparative Librarianship. Staff.
This course is designed to compare and contrast bibliographical systems, institu-
tions, service arrangements and professional patterns in developed and develop-
ing cultures. Libraries are viewed against the backdrop of their cultures and the
influence of the social, political and economic factors upon these forms are
considered. Each student prepares papers analyzing programs in differing settings
and exploring the bases for variations and similarities. (Not offered in 1967/68).
LBSC 290. Independent Study. (1-3 hours)
Designed to permit intensive individual study, reading or research in an area
of specialized interest under faculty supervision. Registration is limited to
the advanced student who has the approval of his advisers and of the faculty
member involved.
25
Institutions of Higher
Learning Represented
in the 1967-1968 Student Body
U.S. Colleges and Universities
University of Akron
Drexel Institute of Technology
American University
Drury College
Antioch College
Eastman School of Music
Arkansas Agricultural, Mechanical
Elmira College
and Xornial College
Farleigh Dickinson University
Arkansas State College
Florida State University
University of Arkansas
University of Florida
Atlantic Union College
Fresno State College, California
Aurora College
Friends University, Kansas
Barnard College
Frostburg State College
Bates College
George \Vashington University
Bethany College
Georgetown University
Bloomsburg State College,
Goucher College
Pennsylvania
College of Great Falls
Boston University
University of Hawaii
Brooklyn College
High Point College, North Carolina
Bucknell University
Hood College
Butler College
Howard University
University of California, Berkeley
Hunter College
University of California, Los Angeles
University of Idaho
Calvin College
University of Illinois
Catholic University
Iowa State University
University of Chattanooga
John Carroll University
Chestnut Hill College, Pennsylvania
The Johns Hopkins University
University of Chicago
University of Kansas
City College of New York
Lawrence College
Clarion State College, Pennsylvania
Little Rock University
University of Colorado
Louisiana State University
Columbia University
Lycoming College
University of Connecticut
Madison College, Virginia
Cornell University
Manhattanville College
Davidson College
Mary Washington College
Delaware State College
University of Maryland
University of Delaware
Meredith College, North Carolina
Denison University
Miami University
University of Detroit
University of Miami
Dickinson College
University of Michigan
26
University of Minnesota
Sarah Lawrence College
University of Mississippi
Seattle Pacific College
Mount Holyoke College
Smith College
University of New Hampshire
Slippery Rock State College.
College of New Rochclle
Pennsyhania
New York State Teachers College at
South Carolina State College
Buffalo
Stanford Uni\ersity
North Carolina College
University of Tennessee
University of North Carolina
Texas ^Vestern University
University of North Dakota
University of Texas
Northwestern University
Towson State College
Notre Dame College, Ohio
Trinity College, ^V'ashington, D.C.
College of Notre Dame of Maryland
Tufts University
Oberlin College
Tulane University
Ohio State University
Union Theological Seminarv, ^■irgin
a
Oklahoma State University
Vassar College
University of Oklahoma
^Vashburn University
Parsons College
^Vashington College, Maryland
Pembroke College
Washington University
Pennsylvania State College
University of \Vashington
Pennsylvania State University
■Wellesley College
University of Pennsylvania
Wesleyan University
Presbvterian School of Christian
\Vest Chester State College,
Education, \'irginia
Pennsvlvania
Randolph Macon College
West \'irginia University
University of Redlands
West \irginia Wesleyan College
Regis College, Massachusetts
AVestern College, Ohio
University of Rhode Island
Western Maryland College
University of Richmond
Western Reserve University
Rutgers University
\Vhitman College
Sacramento State College, California
Whitticr College
Saint John's College, Maryland
College of ^Villiam and Mary
Saint Josephs College, Maryland
^Vilson College, Pennsvlvania
Saint Louis University
Uni\ersity of ^^'isconsin
Saint Mary's College, Indiana
Vale University
San Jose State College, California
Foreicrn
Institutions
Eotvos University (Hungary)
L'niversity of Rvukvus (Okinawa)
Kossuth Universitv (Hungary)
Sir George Williams L'niversitv
Kwansei Gakuin University (Japan)
(Canada)
Oxford Universitv (England)
Taiwan Normal University (China)
Universitv of Puerto Rico
University of Toronto (Canada)
27
The School's Director of Admissions
interviews applicant
28
III. ADMISSIONS AND STUDENT AFFAIRS
The School of Library and Information Services has grown from an
enrollment of 82 during its first semester to 222 in the Fall 1967 term.*
\Vhile the School 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 availabilitv of
financial assistance are outlined below.
Admissions Standards and Procedures
Eligibility for Admission
Admission as a student to the School is limited to individual who
hold the bachelor's degree from recognized colleges, universities or pro-
fessional schools in this country or abroad or to those who can give
evidence of successful completion of equivalent courses of study. The
individual's undergraduate academic record is of primary importance
as an indicator of his competence to carry forward graduate study in
librarianship, but several other factors are also taken into account in
reviewing applications. These include the potential student's perform-
ance in the verbal and quantitative examinations administered by the
Princeton University Testing Service as the Graduate Record Examina-
tion. Letters of personal recommendation and impressions gained from
personal interviews with potential students are also considered. Reports
relating to the applicant's intellectual and personal development as an
undergraduate are sometimes considered, as are such factors as employ-
ment 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
• The program was accredited by the Committee on Accreditation of the .\merican
Library Association at the end of the Schools second academic year in June, 1967.
29
will be considered on the merits of the individual case. All these factors
are considered significant in assessing the applicant's capacity and motiva-
tion for graduate work in the School and for his later performance as a
responsible member of the library profession.
Undergraduate Preparation
Although no specific undergraduate courses are required for admission
to the School, 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. One year of college level foreign
language course work or demonstration in examination of language
competence is also required for admission. Such study must be in one
of the principal western languages such as French, German, Spanish or
Russian. While no particular courses are required, 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 courses in librarianship
do not enhance the student's eligibility for admission, nor do they neces-
sarily assure satisfactory academic performance in the School.
Application Procedure
A completed application for admission to the M.L.S. degree program
includes:
(1) The University of Maryland Graduate School application form
completed in duplicate.
(2) Payment of a non-refundable $10.00 admission fee submitted
with the Graduate School application forms to the Graduate
School, University of Maryland, College Park, Maryland
20742.
(3) Completion of the School of Library and Information Services
application form and the transmission of this form to the
Director of Admissions, School of Library and Information
Services, University of Maryland, College Park, Maryland
20742.
(4) A report of test scores on the Graduate Record Examination.
The student is required to sit for only the verbal and quantita-
tive aptitude tests administered as part of the Graduate
Record Examination. These tests are administered through-
30
out the United States and in many major cities of the world
by the Educational Testing Service. Inquiries and applica-
tions for taking the tests should be addressed to the Edu-
cational Testing Service, Princeton, New Jersey. While the
tests are administered several times each year, the applicant
should note that the April examination is most convenient
in planning admission to the Fall semester, the October ex-
amination for the Spring semester, and the February exami-
nation for the Summer term. The applicant is responsible for
having his test results sent directly to the Director of Admi?)-
sions. School of Library and Information Services. University
of Maryland. College Park, Maryland 20742.
(5) The applicant is required to arrange for the registrar of each
institution he has attended beyond the secondary level to
send two transcripts to the University of Maryland. One
transcript is to be sent to the Director of Admissions, School
of Library and Information Services, College Park, Maryland
20742 and one to the Graduate School, L^niversity of Mary-
land, College Park, Maryland 20742.
After all admission credentials have been recei\ed by the School, a
personal inter^•ie^\' ^vith the Director of Admissions may be required.
Where distance makes this impossible or impractical, the applicant may
be referred to an aiuhorized representative of the School at another
location.
Requests for admission forms and additional information concerning
admission to the School shoidd he directed to:
Director of Admissions
School of Library and Information Services
University of Maryland
College Park. .Maryland 20742
Telephone: 301-454-3016
Admissions Timetable
.\pplications for admission should be filed as early as possible during
the period preceding the term for which admission is sought so that
the applicant can be given every opportunity for consideration. A new
student is normally permitted to enter the School at the beginning
of the fall, spring and sunmier sessions. Although the School occasion-
ally acts favorably upon applications received after formal closing dates,
31
I
g
opportunity for admission is severely reduced after these dates. The
closing date for applications for the fall semester is July 15; for the
spring semester December 15; and for the summer session it is May 15.
The applicant is notified of his acceptance or rejection as rapidly as
possible after his admission files have been carefully reviewed.
Transfer of Credit
No advanced standing is possible for the student who has completed
academic work in other graduate programs. Up to six semester hours for
course work at other recognized institutions may be applied towards
the master's degree when such course work has been taken after the
student has been admitted to the University of Maryland School of
Library and Information Services and when such course work has been
approved by this School.
Part-Time Study
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 classes are
32
conducted during the normal day-time 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 School.
Special Xon-Degiee Students
Admission to the School is open to a limited number of special, non-
degree students A\iio 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 librarian-
ship 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. They are not required to sit for the
Graduate Record Examination. The applicant for special non-degree
status should be aware that credits earned in such special non-degiee
status will not count toward the M.L.S. degree.
Foreign Students
The overall responsibility for admission of a foreign student to the
University resides in the Office of International Education Services and
Foreign Student Affairs, the Graduate Office, and the School of Library
and Information Services.
A candidate for admission from overseas must meet the same standards
which are applied to other applicants. Not only must he be prepared
academically to undertake a rigorous program of study, but he must
also be proficient enough in English to follow' lectures closely, to par-
ticipate actively in discussions, and to absorb a heavy program of read-
ing and required papers and examinations. An applicant from a non-
English speaking country is required to take an English test at the
American Embassv or Consulate. \Vhenever feasible, arransfements will
be made for a personal interview with a representative of the School
in the individual's country. A citizen of a non-English speaking country
who already resides in the United States can arrange for an English test
to be held on campus.
The foreign student applicant must submit a statement of financial
ability to meet expenses to the University's Office of International Edu-
cational Service and Foreign Student Affairs. This statement should
include the following points:
1. Who is responsible for the student's educational and living
expenses.
33
2. How payment is to be made (by the student, the family, the
government, a private agency or some other means).
3. Regulations of the student's government regarding the securing
of dollar exchange (amount, time, etc.).
When all admission procedures have been satisfactorily completed
through the Office of International Education Services and Foreign
Student Affairs, the Graduate School, and the School of Library and
Information Services, the student will receive the immigration document
necessary to secure the proper visa for entry into the United States.
A foreign student is normally accepted only on a full-time basis at
the University of Maryland and should estimate his educational and
living expenses at approximately $275.00 a month or a minimum of
13,300.00 a year, including the expenses of two semesters and one Summer
School session.
Degree Requirements
The Master of Library Science degiee will be awarded to the student
who successfully completes within three years from his first registration in
the School a program of 36 hours with an average of "B."
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.
Tuition and Other Expenses
Tuition and Fees
Tuition for study at the graduate level at the University of Maryland
is set at $30.00 per credit hour for Maryland residents and $36.00 per
credit hour for out-of-state residents. The non-refundable $10.00 fee
mentioned earlier under admissions procedures serves as the matricula-
tion fee when the applicant is accepted. A late applicant is charged an
additional fee of $25.00; a late registrant an additional fee of $20.00.
Other fees include:
Infirmary fee per semester $ 2.50
Auxiliary Facilities fee 3.00
Vehicle Registration 5.00
Graduation fee — M.L.S. degree 10.00
34
Mr. Liesener, School Library Specialist,
meets -with students
Living Expenses
Living costs cannot be stated with the same degree of certainty as
can regidar University charges, since they will depend to a great extent
on the individuals taste and his circumstances. The University cannot
provide housing for the graduate student. Board and lodging are available
in many pri\ate homes in College Park and vicinity with recent esti-
mates suggesting that a student may spend anywhere from $105 to S150
a month for such accommodations. Apartments at comparable rentals
are also available in the region. A list of available accommodations is
maintained by the University's Housing Bureau.
Awards and Financial Assistance
A substantial number of fellowships and assistantships are available
for a student enrolled in the school.
Assistantships. The School 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
35
assistantships are provided to the professional library of the School while
others are assigned for work with members of the faculty. In addition
to the assistantships supported by the University, a number are also
provided under the terms of the research contracts upon which faculty
members in the School are engaged. 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 compensation of $2700; full-year
assistantships, $3240. Information about the availability of assistantships
may be requested from the Director of Admissions of the School.
A limited number of residence hall assistantships providing remunera-
tion 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. Under the terms of the Higher Education Act of 1965,
the United States Office of Education has established a program of
fellowship support for graduate study in librarianship. For the 1967-68
academic year fifteen fellowships for full-time study leading to the
Master of Library Science degree were awarded the School. Each such
fellowship provides a stipend of $2,200 for the academic year and $450
for the summer session, $600 for each dependent, remission of all tui-
tion and fees, and a travel allowance to the University from distances
over one hundred miles. Information concerning current opportunities
under the program may be requested from the Director of Admissions
of the School.
A student is also eligible to apply for University fellowships. The
stipend for a University Fellow is $1,000 for ten months and the re-
mission of all fees except the graduation fee. Applications for these
fellowships may be obtained from the School of Library and Information
Services. The student who holds a fellowship in the School is expected
to carry full graduate programs and satisfy residence requirements in the
normal time.
Student Loan Funds
Loan funds administered by the University of Maryland are available
to a student in the School. In addition, federally insured loans are avail-
able through financial institutions for those enrolled in the School.
Full details regarding sucli prospects may be obtained from the Director,
Office of Student Aid, North Administration Building, University of
Maryland, College Park, Maryland 20742.
36
Other Opportunities
Public libraries in the region as well as other local organizations ofter
a few stipends and scholarships. In addition a student in the School is
eligible to apply for scholarships, fellowships and grants from national
organizations awarded for graduate study in librarianship. Details about
the availability of such awards may be requested from the Director
of Admissions.
Part-Time Work
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
substantially full time to the task. For the exceptional full-time stu-
dent, some supplementing of financial resources through part-time em-
ployment may be possible. For anyone who plans a part-time work and
part-time study program, information about opportunities for library
and information-oriented positions in the region may be obtained by
inquiring of the Director of Admissions, School of Library and Infor-
mation Services.
Student Activities and Services
Up to the present time, the School has no formal student association.
Rather, the students elect representatives to the Student-Faculty Com-
mittee. This group, organized as a liaison and formal channel of com-
munication between students and faculty, has in the past initiated and
sponsored a range of both social and professional activities for the stu-
dents. It also issues a student periodical, the Bibliofile.
There are a range of educational and cultural activities for the stu-
dent both at the University and in the nearby cities of Baltimore and
Washington. The Capitol Area Chapter of the American Society for
Information Science was formed last year with Professor Laurence Heil-
prin as the faculty adviser. Available to the student enrolled in the School
are special memberships in the American Library Association, the Spe-
cial Libraries Association and other national and regional organizations.
Notices of professional meetings, conferences, and other programs of
interest to the student body are regularly posted.
37
Academic Counseling
Each student is assigned a faculty adviser. Advisory relationships
are informal, however, and the student is urged to consult freely with any
member of the faculty on matters relating to his education and future
plans.
Placement and Credential Services
To assist the student in exploring and selecting among various employ-
ment opportunities, the University and the School operate a placement
program. Libraries and information agencies regularly notify the School
of job openings. Such notices are posted on the bulletin boards in the
School. Representatives 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 |5.00 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 School. Further details relating to the
University Placement and Credential Service may be obtained from the
Director of Admissions and Student Affairs.
Additional Information
The prospective student is urged to consult the University of Maryland's
University General and Academic Regulations for details regarding such
university services as health and counseling, general student activities,
rules and regulations and other university facilities. This publication
may be obtained from Registrar's Office, University of Maryland, College
Park, Maryland 20742.
The Alumni Chapter of the University of
Maryland Alumni Association
The Alumni Chapter of the School of Library and Information Services
was formed by members of the first graduating class of the School, in
August, 1966. In addition to its goals of maintaining and fostering
friendly and professional relationships among the graduates, its objec-
tives are to promote the welfare and interests of the School, the Univer-
38
sity, and the library profession generally. Each graduate of the School is
eligible for membership. Meetings are held semi-annually at the Uni-
versity to renew old friendships and to discuss pertinent problems.
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 broad alumni projects.
Inquiries relating to Chapter affairs should be addressed to the School
of Library and Information Services, University of Maryland, College
Park, Maryland 20742, or the Office of Alumni Affairs of the University.
39
Conference of Manpoa'cr Research learn
40
IV. ADVANCED STUDY AND RESEARCH
During the first two years ot the Scliool's history, efforts have been
heavily concentrated upon the development of the master's level offer-
ing and upon the planning and securing of support for research and
development programs. In the fall of 1967 the School began a
special program at the post-master's level and is planning for a progiam
which will lead to the offering of the doctorate.
Although it is too early to provide details describing the prospective
doctoral offering, its underlying rationale can be stated. The program
will be designed to enhance and further the present offerings of the
School while building upon the base provided by the master's level
courses. The primary intent of the program will l^e to aid in increas-
ing the research capability of the library profession through the prepa-
ration of a number of scholars who are strongly motivated toward
careers of teaching and scholarship in librarianship. It is anticipated
that the specialties of the doctoral offering will be concentrated upon
but not exclusively confined to the behavioral and information science
dimensions of the library field. The program as presently conceived will
be interdisciplinary in nature calling upon such related and contribut-
ing subject fields as Psychology, Political Science, History, Sociology,
Public Administration, Mathematics, Computer Science, and Business
Management.
The Post-Master's Program
This program began during academic year 1967-68 with financial
support from the U.S. Office of Education under the terms of the Higher
Educational Act, Title II. In addition to those selected to receive fel-
lowships under the terms of this program, a limited number of others
who are not so supported are also considered for acceptance in the post-
master's program. This course sequence is designed particularly for the
practicing librarian who has reached the point in his career develop-
ment when he finds he would profitably spend an academic year returning
to the University to learn of new developments in library and informa-
41
tion services through formal intensive course study in specialized areas.
The particular areas of concentration in which the School is prepared
to offer post-master's work include administration, library automation
and information storage and retrieval.
Each student enrolled in this course of study develops his own unique
program based upon his personal requirements and interests under the
guidance of a faculty adviser. The student's course work is so arranged
as to afford him the opportunity to pursue basic and advanced courses
within the framework of the School's program as well as relevant grad-
uate offerings in other schools, colleges and departments of the Uni-
versity. Independent individual study and research under the direction
of faculty members in the School is also encouraged. A special feature
of the post-master's program is a weekly seminar with the facidty and
with outside experts invited to the campus from time to time during
the academic year especially to meet with the post-master students.
Selection of post-master's fellows is based upon a review of his aca-
demic record, professional achievement, statement of educational objec-
tives, personal interview and letters of recommendation. An applicant is
normally expected to hold the master's degree in librarianship or the
equivalent. Each post-master's fellowship carries a stipend of $5,000.00
for the 10-month academic year, $600.00 for each dependent, remission
of all tuition and fees and a travel allowance to the University from dis-
tances over one hundred miles. During the first year of the program,
1967-68, six such fellowships have been awarded. The School plans to
continue this program and proposes to request support for its sustenance
in succeeding years. The applicant seeking information about the post-
master's program may write to the Director, Higher Education Act Fellow-
ship Program, School of Library and Information Services, University of
Maryland, College Park, Maryland 20742.
Research Programs
Through its research programs the School and its faculty are com-
mitted to a combination of related objectives: the advancement of basic
knowledge about the institutions in which librarianship and informa-
tion service is practiced and about the human beings who perform within
them; the utilization of that knowledge in the teaching and service
programs provided by the School for the library profession; and the
encouragement of the facidty and graduate students to disseminate the
evidence of their study for application to practice in the field. The
School has built its faculty upon the concept of specialization and upon
42
the conviction that in order to achieve success in imparting tlie 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 School of Library and Information Services under-
takes research of both a sponsored and unsponsored nature. In addition
to individual research by faculty members, the School 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 research aspirations of the School relate to identifying the scholarly
evidence necessary in furthering understanding of the field or in ad-
vancing its purposes.
The Maryland Research Facility
During the first year of the School's program an arrangement was
conceived with the Maryland State Department of Education's Division
of Library Extension whereby the Division provided financial aid and
supporting staff for a designated member of the School's faculty to carry
out research on central problems of concern to the Maryland library
community. During the first two years of this relationship, Dr. Mary
Lee Bundy carried out a large scale empirical study of public library
use in metropolitan Maryland. The principal investigator in this project
during its third year is Dr. Jerry Kidd. Dr. Kidd's focus of interest is
upon the analysis and development of the potential for regional infor-
mational systems development in the Maryland area.
Among the School's externally supported research efforts is the re-
cently completed Development of a Progranuned Course for the Trainijig
of Indexers in Educational Documentation. This work was carried out
under a grant from the U.S. Office of Education. Its purpose was to pro-
duce and to test a training program suitable for preparing the indexers
in the new national information system known as ERIC (Educational
Research Information (Center). The system now has eighteen clearing-
houses specializing in different aspects of education. The program was
completed in the summer of 1967. It 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 first contains a detailed demonstration of
indexing an educational research document and the second provides
further exercises for the student.
43
A second research effort was that conducted by Dr. Bundy, the Metro-
politan 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 Mary-
land. 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 satisfaction with services. Analyses were
also made by occupational group, by library system and by size of library
unit. These analyses permit generalizations regarding the factors which
influence the use and users of public libraries.
Another major effort upon which the School is engaged is A Study
of Manpoiver Needs and Manpower Utilization in the Library and In-
formation Professions. Conducted under the auspices of the U.S. Office
of Education, the National Science Foundation and the National Library
of Medicine, this is a planned three-year interdisciplinary program
involving scholars from Psychology, Sociology, Political Science, Eco-
nomics and Library Science. The project is directed by Dr. Paul
Wasserman, with Dr. Mary Lee Bundy as associate program director.
The particular studies to be conducted and those who will carry themi
out are the following: Economics of the Library and Information Pro-
fessions, Dr. August Bolino, Catholic University of America; Personality
and Ability Patterns as Related to Work Specialties in the Information
Professions, Dr. Stanley Segal, Columbia University; Image and Status
of the Library and Information Services Field, Dr. J. Hart Walters, Jr.,
George Washington University; Role Concepts and Attitudes Toward
Authority Among Librarians and Information 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 In-
formation Professions, Dr. Rodney White, Cornell University. The final
product of this program will be a series of monographs prepared by the
principal investigators and a synthesizing volume by the study director
designed to explore the policy implications for the library and informa-
tion professions during the decade ahead.
The School's "Poverty" project, described in Chapter V, Special Pro-
grams, is an experiment in library education with a strong research
component. The research of the School's faculty, while addressing itself
to fundamental problems in librarianship and information science, is
ultimately addressed toward the solution of central problems of concern
facing the field of practice in librarianship. Through the availability
44
of assistantships tlie research programs provide financial support and
the opportunity for advanced students to gain appropriate research
experience. The School 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. Rela-
tionships with other programs of the University are also planned.
Publications
The first number in the School's "Student Contributions'" series ^was
issued in the fall of 1967. This is The Library's Public Revisited, edited
i)y 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 avail-
able. Distribution of the monographs in this series is handled by the
University of Maryland Student Supply Store and inquiries and orders
shoidd be directed to this agency.
Library and Information Services
The School of Library and Information Services maintains its own
library and information service within the School. The staff includes
two professional librarians, and the library affords a collection of over
12,900 voliunes, 600 serial publications, as well as a technical report
collection in the emerging field of information science. As part of the
planning for the School's new^ building expected to be occupied in the
future, an expansion of the collection to include other non-conventional
materials including slides, films, and filmstrips is also anticipated.
The library is an information center organized for the express purpose
of affording the School'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. It is staffed to provide direct assistance
to students and facidty in the solution of academic and research prob-
lems. The faculty and advanced graduate students are provided detailed
bibliographic assistance.
In addition to the library of the School, the University of Maryland's
McKeldin Library and the other specialized collections of the University
45
are available to the student in the School. The School's location in the
Washington-Baltimore area affords direct access to a number of sig-
nificant national bibliographic and research collections and to the in-
formation programs of many important government agencies and research
centers.
Computer Services
The University of Maryland has one of the finest university computing
science centers in the United States. The Center was established in
February 1962 as an inter-disciplinary department not affiliated with
any school or college of the university to provide the necessary cen-
tralized high-speed computing service and programming assistance to
all activities of the University, to develop and administer an education
program in computer science and to conduct a research program in
computer science. It contains a Univac 1108, an IBM 7094 and two IBM
140 1's. The School of Library and Information Services itself plans a
remote on-line low speed key driven terminal located in the School to
time share 1108 facilities with other users throughout the campus, avail-
able for class and research use of faculty and students.
47
A visiting scholar addresses
a Colloquium
48
V. SPECIAL PROGRAMS
Complementing the regular degree program and research efforts are
a number of special activities conducted by the School.
The Colloquium Series
During the academic year a ^veekly program is conducted ^vhich affords
the student body and faculty an opportunity to hear recognized scholars
and professional experts discuss their work. This program is designed
to supplement the formal course work and thereby introduce the student
to various aspects of the library and information professions as part of
a special non-credit program. The theme of the weekly series is 'Tore-
fronts 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, demonstration, or research undertakings. The series is
open to members of the University community as well as to those
engaged in library practice in the region. Full-time students are ex-
jjected to attend regularly.
Continuing Education
As part of its responsibility to those in practice, the School is engaged
upon the offering of particular programs addressed to meet the needs
of practitioners beyond the level of their first professional degree. The
program is conceived of as one which affords opportunities at several
levels.
At the highest level is the conference which draws together scholars
who are committed to research and experimentation and who meet in
order to read and disctiss original papers upon a topic of interest to
them and to a select audience of their peers. Such a meeting was the
luternatioyiaJ Symposium on Relational Factors in Classificatioyi held by
49
the School in 1966. Directed by Jean Perreault, and supported by a
grant from the National Science Foundation, researchers from Italy,
Germany, 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.
At the second level are the formal courses and institutes which the
School conducts in which the orientation is more clearly toward prac-
titioners and where the subject matter is compressed into concentrated
time periods as part of a specialized offering. In such courses the faculty
will normally consist of those regidarly involved in the School's program.
Under certain circumstances, as where the subject matter requires the
contribution of outside authorities, such experts are invited to partici-
pate as part of the instructional staff. One such special offering addressed
to the needs of those in practice is the School's post-master's program
which has as its primary orientation the need to provide the oppor-
tunity for refresher and updating study for those who can return to the
University for an academic year. This program is detailed in Chapter IV,
Advanced Study and Research.
The third level is the School's colloquium series which provides the
opportunity for those in practice in the region to return to the campus
to hear prominent lecturers discuss topics of current professional interest.
Moreover the practicing librarian who has completed his professional
education at some time in the past is eligible for admission to the
School as a special student during the Fall, Spring or Summer Terms in
order to participate in particular courses which he deems relevant to
his needs. Details about the School's Continuing Education Program
may be requested from Director of Continuing Education, School of
Library and Information Services, University of Maryland, College Park,
Maryland 20742.
The Library Administrators Development Program
One continuing program conducted under the general framework of
the School's Continuing Education Program is the Library Administrators
Development Program. This activity affords those in senior management
positions in library and information organizations an intensive two-week
study secjuence. Tlie program was offered for the first time during the
summer of 1967. Thirty-eight participants representing large libraries of
different types and geographic locations were in attendance.
The jjrimary intent of tlie intensive two-week course sequence is to
.50
^
%
The Library Administrators
Development Conference, 1967
afford those selected to participate, the opportunity to concentrate their
attention in a living and working experience, upon ingredients viewed
to be essential to the broad managerial responsibility of library adminis-
tration. During the program the student is introduced to basic con-
cepts of management, encouraged to explore his own attitudes and
values with a carefully selected facidty and to seek solutions to organiza-
tional problems of complex organizations. The planned sequence in-
cludes lectures, seminars, case discussion and readings in such areas as
administrative theory, leadership, motivation, communications, objective
formulation, problem solving, financial planning and control, perform-
ance evaluation, adaptations to changing technology, and innovation 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.
An annual Library Administrators Development Progiam is offered
each summer. Brochures describing the program and applications for
admission may be requested from the Library Administrators Develop-
51
ment Program, School of Library and Information Services, University
of Maryland, College Park, Maryland 20742.
The "Poverty" Project
This program grows out of the School's 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 Edu-
cation, it has mounted an experimental educational program which
combines courses with actual field experience in a laboratory library
maintained by the School for this purpose. A major feature of this
program is the design and conduct of an independent research investiga-
tion by the student who elects this sequence. Assistantships provide a
number of students with more intensive experience in the laboratory.
The laboratory library known as the "High John" Library is located
in Prince George's County and has additional support from the Mary-
land Division of Library Extension through grants to the Prince George's
County Library. Co-directors of this project are Dr. Mary Lee Bundy,
who is responsible for the academic and research experience of the stu-
dents and Mr. Richard Moses, Director of the Laboratory Library and
supervisor of the students' field experiences.
This program is expected to be of educational significance not only
for library schools planning educational offerings specifically related to
service to the disadvantaged, but in helping to assess the value of the
laboratory approach in order to bridge the gap between theory and prac-
tice. It should also provide concrete research evidence as well as trained
personnel to assist public libraries in making adaptations in their pro-
grams and services to the culturally and economically deprived.
POJ518.1167
52
U PUu Hall
The School of Library and Information Services is housed in Theodore R. McKeldin
Library,
IVERSITY OF MARYLAND
College Park Campus
Rwrarth Laboran
BUILDING CODE LETTERS
FOR CLASS SCHEDl LES
A laliaKiro Hall
AA Tfinporary Clauiootitt
AR Armory
B Agriculniral Pul>li(ntii>ro
BB Crnu-r of Adull Edut Aiinn
IB Administration
C Chemistry
CA Cambridge Hall
CC Zoology
CU Cumberland Hall
Col Coliseum
D Dairy — Tuitkt Laboiatory
DD School of Arrhitcciurc
E Agronomy — Botany--H. J. Pan
EE Piychology
EL Ellifou Hall
— HolzapM Hall
FF Temporary Clatiroom
FSE Fire Service Extension
C Journalism
GO Cote Student A<.tiviii<,-s Huilding
H Home Economics
HH Music Annex
I Agricultural Engineering— Shrive r I^b
H Poultry— Jull FUll
J Engineering Classroom Building
J J Engines Research Laboratory (Moleeu
K Zool<^y— SiK«ter HaJI
KK North Administration Building
L Library— McKeldin Hall
LL Foreign Languages Building
M Psychology— Moinll Hall
MM Computer Science Center
N ShoeiTuLer Building
NN J- Millard Tawcs Fme Arts Building
O Agriculture- S>-mons Hall
OO College of Education and Classroom Bi
P Industrial Arts and Edm
~J M Patterson Building
Q Business and Public Administratioi
and Classroom Building
R Classroom Building— Woods Hall
RR Francis Scott Key Hall
S Engineering Laboratc
SS Space Sciences
SU Student Union
Building
Chemical Engineering
Wind Tunnel
Prrinkert Field House
Judging Pavilion
Mathemaiirs
n
o
^
O
2 2
p
P
^
03
P
3
3
Qu
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