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THE SCHOOL OF
j * 1969-1970
UNIVERSITY OF MARYLAND BULLETIN
UNIVERSITY CALENDAR 1969-1970
FALL SEMESTER, 1969
1 5 Monday
Fall Semester Registration
After last class— Thanksgiving recess
8:00 a.m. — Thanksgiving recess ends
After last class — Christmas recess
8:00 a.m. — Christmas recess ends
Pre-exam Study Day
Fall Semester examinations
SPRING SEMESTER, 1970
Spring Semester Registration
After last class — Spring recess begins
8:00 a.m. — Spring recess ends
Pre-exam Study Day
Spring Semester Examinations
SUMMER SCHOOL, 1970
Summer Session ends
The provisions of this publication are not to be regarded as an irrevocable contract
between the student and the University of Maryland. Changes are effected from tmrie
to time in the general regulations and in the academic requirements. There are estab-
lished procedures for making changes, procedures which protect the institution's m-
tegrity and the individual student's interests and welfare. A curriculum or graduation
requirement, when altered, is not made retroactive unless the alteration is to the stu-
dent's advantage and can be accommodated within the span of years normally re-
quired for graduation. When the actions of a student are judged by competent author-
ity, using established procedure, to be detrimental to the interests of the University
community, that person may be required to withdraw from the University.
September 15, 1969
UNIVERSITY OF MARYLAND BULLETIN is published seven times in March;
five times in September; three times in December, February, and June; two times m
August, October, November, January, April, May, and July. Published 35 times
Re-entered as second class mail matter and under the Act of Congress on August
24, 1912, and second class postage paid at College Park, Maryland 2074J.
University of Maryland
The School of
Library and Information
Board, Faculty and Staff
The School and the University
The School's Philosophy
Education for Librarianship and Information Service
11. THE EDUCATIONAL PROGRAM
Approach and Content 17
The Curriculum 18
III. ADMISSIONS AND STUDENT AFFAIRS
Admissions Standards and Procedures 35
Tuition and Other Expenses 40
Student Activities and Services 43
Additional Information 45
The Alumni Association 45
IV. ADVANCED STUDY AND RESEARCH
The Doctoral Program 47
Research Programs 49
Library and Information Services 53
Computer Services 55
V. SPECIAL PROGRAMS
The Colloquium Series 57
Continuing Education 57
The "Poverty" Project 60
Dean Paul Wasserman
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
Board of Regents
Charles P. MgCormick, Chairman
3900 North Charles Street, Apt. 1317, Baltimore 21218
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
Mrs. Alice H. Morgan, Assistant Secretary
4608 Drumniond Avenue, Chevy Chase 20015
Richard W. Case, Assistant Treasurer
Smith, Somerville and Case, One Charles Center. 17th Floor,
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 21901
Dr. Thomas B. Symons
7410 Columbia Avenue, College Park 20740
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; Chancellor
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, Millersvjlle,
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
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
Mary Lee Bundy, M.A., Ph.D. (Illinois), Professor.
• Miss Bundy's broad area of interest is the social and political aspects of librarian-
ship; her teaching areas are in Research Methods and Library Administration.
She is currently Associate Director of the School's Manpower Research Project
and Chairman of the Doctoral Committee. In the past she has conducted empirical
research related to public library development in several states, including a recent
study in Maryland which culminated in the publication of Metropolitan Public
Library Users. Recent editorial works include a Reader in Library Administration
(with Paul Wasserman) and Research Methods for Librarianship (with Paul
Wasserman and Gayle Araghi).
John C. Colson, M.S.L.S. (Western Reserve), Assistant Professor.
• The history of librarianship is Mr. Colson's major interest; he is also interested
in academic library problems, the development of library resources, and educa-
tion 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.
Joseph C. Donohue, M.S.(L.S.) (Simmons). Assistant Professor.
• Mr. Donohue is an information systems specialist with experience in a wide
variety of special libraries and information systems. In addition to teaching, he
serves as Director of The Public Information Center, a cooperative project in re-
search and development of the School and Enoch Pratt Free Library in Baltimore.
Mr. Donohue is completing his Ph.D. dissertation at Case Western Reserve
Antony Charles Foskett, F.L.A. (Library Association of Great
Britain), Visiting Lecturer.
• Mr. Foskett entered the teaching side of Library Science in 1961 after spend-
ing some time in information work, including four years at the Atomic Energy
Research Establishment at Harwell, England. In addition to his primary interest
in the classificatory approach to information retrieval, he is concerned with the
problems of non-book materials and how they may be exploited by libraries. His
recent publications include A Guide to Personal Indexes Using Post-Coordinate
Methods and two chapters, "Classification" and "Computers in Libraries," for
Five Years' Work in Librarianship, 1961-1965. He is the author of the textbook
The Subject Approach to Information, published summer 1969, which emphasizes
the common factors in all retrieval systems.
Robert P. Haro, M.A., M.L.S. (University of California, Berkeley),
• Mr. Haro has served in academic libraries in many capacities — Librarian, Bibli-
ographer, Cataloger, and in Acquisitions. During his recent tenure as Librarian
of the Institute of Governmental AfTairs at the University of California, Davis, Mr.
Haro concurrently taught in the History and Politicial Science Departments. His
extensive publications include A Directory of Governmental, Public and Urban
Affairs Research Centers at American Colleges and Universities, the second edition
recently published by the Institute of Governmental Affairs through the University
The School's Doctoral Committee in session,
Professors Liesener, Kidd, Bundy,
Wasserman, McGrath (Heilprin and Olson not present)
Laurence B. Heilprin, M.A., Ph.D. (Harvard), Professor.
• Mr. Heilprin's main interest is in the application of multi-disciplines (physics,
mathematics, logic, cybernetics, psychology and library science) to human and
machine communication. He has published extensively on such subjects as trans-
formations of information, information retrieval, education for information science,
automation of information systems (microforms, duplicating or D-libraries, and
the copyrighted work as a message). He is interested in attempts to formulate
laws of information science, with emphasis on the relation between information
retrieval and education. A physicist with the National Bureau of Standards in
World \Var H, he has performed military and industrial operations research. Re-
cently he served as Staff Physicist for the Council on Library Resources, as a
director of the Committee to Investigate Copyright Problems Affecting Com-
munication in Science and Education, and as President of the American Society
for Information Science.
Alfred Hodina, M.S., M.L.S. (State University of New York at Albany),
• 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 literatm"e. 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. In particular his work has
focused on the measurement of user needs and the adaptation of library and other
resources to meet those needs. He is also concerned with the study of problems
of research administration and the economics of scientific enterprise. Before join-
ing the Maryland faculty Mr. Kidd served with the National Science Foundation
and earlier as a private research consultant.
/■ ' . . .
Francis G. Levy, Ecole Practique des Hautes Etudes, Visiting Lecturer.
• Mr. Levy is a visitor from Paris, France, where he is an Analyst for the Com-
puting Center, Maison des Sciences de I'Homme and a consultant for various gov-
ernment organizations. He is primarily concerned with the theoretical and practi-
cal aspects of information storage and retrieval systems and the problems of con-
tent analysis. His numerous publications include an Indexing Scheme for Informa-
tion Science, done in collaboration with N. Gardin, and articles in the professional
journals, both French and English.
James W. Liesener, M.A. M.A.(L.S.), Ph.D. (Michigan), Associate
• Formerly a member of the faculty of the University of Michigan, Mr. Liesener
has had experience in both guidance and library service in the public schools
and has directed a position reclassification survey of the University of Michigan
Library System. He is concerned with management and organizational issues and
has served as Director of the Institute on Middle Management in Librarianship.
He is also directing a state-wide survey of school librarians in Maryland.
Daniel F. McGrath, A.M., M.A.(L.S.), Ph.D. (Michigan), Associate
• 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
Maryland from Duke University where he was Curator of Rare Books; formerly
he was cataloger of the Paul Mellon collections.
Anne S. MacLeod, M.L.S. (Maryland), 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.
Edwin E. Olson, M.A., Ph.D. (American University), Associate Professor.
• Mr. Olson is doing a study of library networks and systems as part of the
School's Manpower Research Project and is developing several instruments for
measurement which may be used in a variety of library and information settings.
His major interests include evaluation of the performance of library and infor-
mation facilities, organizations in relation to their social and political environ-
ment, and research methods and data analysis. Before joining the Maryland
faculty, Mr. Olson was with the Institute for Advancement of Medical Com-
munication and earlier with a survey research firm.
Annie T. Reid, M.A. (Boston University), Lecturer.
• Since 1963 Mrs. Reid has administered programs of service and research re-
lated to underprivileged groups. She was Counseling Supervisor and Director of
the Manpower Development Program of the United Planning Organization of
Washington, D.C. and Deputy Director of the Research Division of the United
States Commission on Civil Rights. She has used her background in sociology and
psychology to explore adaptations of traditional professional roles and techniques
for service in contemporary urban communities, particularly in the field of employ-
Michael M. Reynolds, M.A., M.S.L.S., Ph.D. (Michigan), Associate
• Mr. Reynolds has had wide experience as teacher and Ubrary administrator in
various universities. He has held office and served in library and information
service organizations and has written for professional journals in the area of
George W. Sloan, M.A., M.L.S. (University of California at Berkeley),
• Mr. Sloan has focused his research on the history of American libraries, the
application of a faceted classification in archives, and the development of refer-
ence services. Since coming to the University from the Library of Congress, he
has specialized in the history of ante-bellum Southern libraries, the ideologies of
American library pioneers, and the historical basis for censorship. His publications
include contributions to professional and historical literature.
Edward S. Warner, A.M., A.M.L.S. (Michigan), Assistant Professor.
• Drawing on a background of reference and research work in the social sciences,
Mr. Warner's interests are focused on problems relating to the control over sources
of information — particularly governmental sources — useful to social scientists.
Paul Wasserman, M.S.(L.S.), M.S., Ph.D. (Michigan), Dean and
• Library administration and bibliographic activity are Mr. Wasserman's primary
interests. He has published extensively in both fields. At present he is director
of a broad scale inter-disciplinary study of manpower issues in librarianship. 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.
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:
Edmond L. Applebaum, M.P.A., M.S.(L.S.) (Columbia), Adjunct
• 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. Re-
cently 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
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 library 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 Library, 1962-65; Department of Health, Education, and Welfare Law
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.
Charles G. Lahood, Sr., M.S. (L.S.) (Catholic University), Adjunct
• Mr. LaHood's current interests are in the area of documentary reproduction
in libraries. As Assistant Chief (1952-1961) and Chief ( 1968-present) of the
Library of Congress Photoduplication Service, he has devoted extensive concern
to the development of standardized microfilming techniques for library materials
and to the improvement of library resources in the U.S. by the development of
cooperative microfilming projects. Mr. LaHood has served as Chairman, Copying
Methods Section, and the Serial Section of the A.L.A.; as a member of The
Interlibrary Loan Committee; as a member of the Melvil Dewey Award jury;
and as Secretary, and later, Councillor, of The American Documentation In-
stitute (now The American Society for Information Science).
Burton E. Lamkin, M.A.(L.S.) (Denver), Adjunct Lecturer.
• Mr. Lamkin is Assistant Director, Public Service, National Agricultural Library.
He has served in the libraries of several large private organizations as well as
for federal agencies. In addition, Mr. Lamkin has edited and contributed papers
and articles to the professional journals and has been an active member and
officer of numerous organizations in or related to the field of library and infor-
F. Wilfrid Lancaster, A.L.A. (Library Association of Great Britain),
• Since 1965 Mr. Lancaster has concentrated upon the evaluation of indexing
systems, particularly the National Library of Medicine's Medlars program.
Earlier he had served as a consultant on documentation with Hemer and Co.
before which he had participated in the ASLIB Cranfield research on efficiency
of comparative indexing systems.
Abraham I. Lebowitz, M.S.(L.S.) (Catholic University), Adjunct
• As Assistant Director for Systems Development of the National Agricultural
Library, Mr. Lebowitz's interest lies in applying the techniques of systems analysis
and the technology of automation to all aspects of the library. He was previously
Deputy Librarian of the Atomic Energy Commission and also held positions at
the Library of Congress, Navy Department, and the Baltimore Hebrew College.
Charles T. Meadow, M.S. (Rochester), Adjunct Lecturer.
• Mr. Meadow's areas of concentration are information retrieval and man-
machine communication with application to documentation, decision-making and
instruction. He is author of the recently published Analysis of Information Systems
and is Chief, Systems Development Division, Center for Computing Sciences and
Technology, National Bureau of Standards.
Winifred Sewell, B.S.(L.S.) (Columbia), Adjunct Lecturer.
• Since 1965 Miss Sewell has been Chief of the Drug Literature Program of the
National Library of Medicine. She has served various other government and
private agencies in her capacity as medical librarian and has taught pharma-
ceutical literature and librarianship at Columbia University.
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 Operadons for the IBM Federal Systems
Esther M. Herman, M.L.S. (Maryland), Faculty Research Assistant.
GiLDA V. NiMER, M.S., M.L.S. (Maryland), Faculty Research Assistant.
Matthew J. Vellucci, M.S. (Columbia), Research Associate, Special
Assistant to the Dean.
James C. Welbourne, Jr., M.L.S. (Maryland), Special Assistant to the
Dean for Recruiting and Student Affairs.
The School and the University
The development and founding of the School of Library and Informa-
tion 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 in-
dividuals. For it was only after the most careful consideration and delibera-
tion 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 Uni-
versity'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
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. The School draws its student
body from a very wide variety of undergraduate disciplines and cultural
environments. In 1968-69, 253 master's degree candidates in residence came
from more than 183 American and 14 foreign colleges and universities.
One hundred thirty-two of the student body came with a background of
undergraduate study in humanities, and 87 in social sciences, while ap-
proximately 34 were science students as undergraduates. Of the total num-
ber enrolled in the school 26 had pursued their studies to the master's
degree already in other disciplines including English, History, Education,
Political Science, Psychology, Theology, Nursing, Languages, Music, and
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 requirement
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 portions of their work have a high
degree of flexibility and their courses are not restricted only to those with-
in the framework of the School but can include relevant courses in other
parts of the University.
The School's Philosophy
General Statement. The University of Maryland, in all its branches
and divisions, subscribes to a policy of equal educational opportunity for
peoples of all races, creeds and ethnic origins.
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 assess-
ments into actual programs, courses and other activities. While the Master
of Library Science degree program remains a 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
Advanced offerings of a formal and informal nature for practitioners
in the field are also viewed as a School responsibility. At the master's
level the orientation is toward introducing the student to the enlarged
responsibilities which librarians must be prepared for and committed to
undertake during the years ahead. Because of its concern with post-
graduate instruction, especially for those functioning at a managerial
level in libraries, it has developed special offerings for this group. These
are the Library Administrators Development Program and the Middle
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 theoretical,
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 teach-
ing, research and practice. Because of the important relationship which
librarianship bears to the relevant social and humanistic disciplines upon
which it is constructed, curricular concepts are drawn from such disciplines
as Communication, Administration, Sociology and Political Science. Equal-
ly 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 as Computer Science. This affords the
student the most fruitful educational opportunity and the prospect of
interdisciplinary research avenues for the faculty.
An important element of the School's concern is with establishing a
climate of hospitality for its scholars to conduct research into all the
processes and dimensions of librar)- 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 requirements. Per-
haps one of the most critical needs in librarianship is that of augment-
ing the ranks of its scholarly personnel. Without the influence of well-
prepared scholars the prospects of improving the profession's opportuni-
ties remain remote. Now beginning is an academic vehicle for work to
the doctorate designed to attract the most highly qualified candidates
who are expected to pursue vigorous programs of study beyond the mas-
ter's level. The Maryland doctoral program is designed to provide thorough-
going advanced study and research preparation for a limited number of
excellently prepared and carefully selected scholars committed to a career
of teaching and research.
The goals of the School are, then, to achieve a level of attainment ap-
propriate to professional education within the University setting and at
the graduate level. It fully intends even in its master's offering to estab-
lish a position in the forefront of instructional and theoretical inquiry
and so to influence the advanced vanguard of practice in librarianship.
It hopes in its program of research and advanced academic offerings be-
yond the master's degree to exert a strong influence in shaping the future
of the profession. While it fully intends to be hospitable to all ideas ema-
nating 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 signficant
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 to
understand the complexities of the external environment within which he
functions as well as the technical operations and their management within
the organization in which he is to 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 ex-
ample, new technological developments made possible by high speed com-
puters are affecting in a fundamental way the practice of librarianship.
Behavioral understanding growing out of research in the social sciences
is equally important for the beginning professional in the library field. The
culture of the profession, the ethical and institutional influences, and the
theoretical base of the organization of knowledge are each essential to the
preparation of tomorrow's professional.
Unquestionably, the knowledge and analytical ability of the successful
librarian will be enhanced in important measure by the continuing chal-
lenge and stimulation of his experience during his subsequent career. Yet
education for library and information service can establish a sound basis
for absorbing and augmenting such knowledge and analytical ability.
Graduate education for librarianship can also aid the individual to crystal-
lize his career objectives, and enhance his mobility and choice of profes-
sional 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.
Seminar in Information Science
meets with Professor Heilprin
II. THE EDUCATIONAL PROGRAM
Approach and Content
The School's program for the Master of Library Science degree requires
36 hours of course work to be completed within a period no longer than
three calendar years. Twenty-four of these hours are taken up with re-
quired 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.
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 en-
rolled in the School to take selected courses outside the School and in
other departments or schools in the University, where the needs of his
particular program make it appropriate.
The student may be exempted from core courses by formal or informal
examination administered by faculty members in their own fields. The
student who is exempt from a course does not thereby receive credit to-
ward 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 purposeful pattern in view. Although
no "major" is formally required, it is possible to construct a meaningful
pattern of concentration from within the framework of the School's offer-
ings designed to improve the student's specific understanding 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 lab-
oratory and the seminar method are all extensively employed. In some
courses all four types of approach are followed. Cases are employed in a
design to acquaint the student with the complexities of library operational
situations which require analysis, decision and development of a line of
action. The lecture-discussion approach is employed in areas in which it
can contribute most to the effective integration of reading assignments
and class materials. The laboratory provides opportunity to carry out
activities of an experimental or practical nature under guidance. Most
advanced offerings are designed as seminars in which individual study
and research are required and in which students exchange ideas at
length with the faculty members and with each other.
The Core Program
For All M.L.S. Students (All three-hour courses)
LBSC 200. Introduction to Data Processing for Libraries.
Mr. Walston and Mr. Lamkin.
This is an introductory course designed to familiarize 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 by 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 electronic data process-
ing systems to library operations.
LBSC 202. Introduction to Reference and Bibliography.
This course introduces the structure of information and the purposes and pecu-
liarities (e.g. incompleteness, fluidity) of bibliographic control systems. The stu-
dent familiarizes himself with three general control systems (monograph bibliog-
raphy, serials bibliography, government documents bibliography) as well as with
general reference books. The student is led to recognize types and characteristics
as well as representatives in each class.
LBSC 204. Communication and Libr.\ries. Mr. Kidd.
This course is intended to provide the student \vith 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 em-
phasis on survey techniques and the special problems of "user" studies.
LBSC 206. Organization of Knowledge in Libraries, I. Mr. Foskett
and Mr. Levy.
Tfiis 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, Library 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 of Knowledge in Libraries, II.
The courses 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
present solutions. Attention is paid to different types and forms of catalogs, to
the emerging role of automation in the production of catalogs, to national and
international cooperation in cataloging, and to its administrative problems.
- <r t.
The Classification Group at Maryland
LBSC 209. History of Libraries and Their Materials. Mr. Colson
and Mr. Sloan.
This is a survey of the historical development of publication forms and the in-
stitutions in which they have been collected and preserved for use. The major
emphasis 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.
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 admin-
istrative process, communications, hierarchy and professionalism are identified and
(Choice of one 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 supporting 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 contributions 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 aff'ect the research librarian. Literature
searches will attempt to point out the problems and constraints involved in con-
ducting a comprehensive literature search on a specific research topic.
LBSC 215. Literature and Research in the Social Sciences.
The course is based on an interdisciplinary point-of-view, manifested in an inte-
grated social science approach. The impact on social science of both behaviorism
and empiricism is emphasized throughout the course. Controls over sources of
information constitute the framework within which the course is presented.
LBSC 217. Literature and Research in the Humanities.
The course defines the humanities, the mechanics of humanistic inquiry, and
the product of such inquiry. The student examines the structure of the primary
and secondary source literature of the principal humanistic disciplines, and studies
in close detail representatives of types of bibliographies and reference books that
control information in each discipline.
LBSC 208. Fundamentals of Documentation. Mr. Donohue.
The main concern of the course is to develop an understanding of the problems
inherent in information control, and the problems of the librarian in identifying,
acquiring and exploiting it, in particular in non-traditional forms and from non-
traditional sources. The course comprises: the literature explosion, a consideration
of forms and sources of recorded information and problems of bibliographic con-
trol; theories of advanced literature searching, both manual and mechanized and
a critical comparison of methods of disseminating information, including an
evaluation of mechanical aids. The language barrier, translation and cooperation
and mechanical translation are considered, particularly in the light of recent re-
search and development.
LBSC 210. Introduction to Information Retrieval Systems.
The aim of this course is to identify and compare critically the ways in which
information may be coded, stored and retrieved. This course considers the physical
and intellectual characteristics of the material to be handled and their effect on
storage and retrieval problems of preparation, analysis and coding, the context
of demand and recall and relevance. A study of this preparation of material in-
cludes problems of input, the development and control of index vocabularies, the
syntax of index languages, file organization, and problems of output. A discussion
of linear sequence in document descriptions, hierarchical and synthetic classifica-
tion and direct and indirect alphabetical indexing, illuminate developments in the
twentieth century in the search for a flexible structure and an underlying pattern.
Correlative indexes using both term entry and item entry are studied to reveal
principles and problems of coding, thesauri, search strategy and levels and types
LBSC 220. Public Library in the Political Process. Mr. Olson.
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 associations. Classes are discus-
sion oriented, centered around the readings. Students also undertake an individual
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 criti-
cal 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.
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 sys-
tems 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
and Mr. Walston.
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 searching and the
impact of storage media on file processing. Specific examples from library opera-
tions are used to illustrate the concepts and to indicate the current state-of-the-
art of using data processing systems.
LBSC 226. Library and Information Service Facilities — Objectives
and Performance. Mr. Olson.
Prerequisites: LBSC 211, 234.
The aim of this course is to describe the context of demands and policies within
which an IR or library service facility must operate. A major concern is the
user and user needs, supported by discussion of the objectives of IR and library
systems, how decisions are made, particularly in the context of cooperative and
LBSC 227. Testing and Evaluation of IR Systems. Mr. Lancaster.
Prerequisites: LBSC 224, Statistics requirement.
This course attempts to identify the means by which evaluation may be made, the
parts and aspects of IR systems susceptible to testing and the value of testing.
The course covers elements of IR systems; input, index language, file organization,
output, methods of dissemination; factors affecting IR systems performance, user
and management needs as performance criteria; and methods of evaluation of
operation and economics of IR systems.
LBSC 228. Analytical Bibliography and Descriptive Cataloging.
Step-by-step description of the processes involved in printing on the hand-operated
press; techniques of collation transcription, culminating in the formularies of
Greg and Bowers; organization of the products of analytical-bibliographical work
(strata of publications); relation of analytical-bibliographical transcription to de-
scripdve cataloging, to construction of footnotes; citation-order theory applied to
analytical bibliography; the problem of an exhaustive inventory of analydcal-
bibliographical (collation) elements in relation to automatizadon, and the possi-
bility of a faceted classification of them.
LBSC 231. Research Methods for Library and Information
Activity. Miss Bundy and Staff.
The first half of this course is designed to give the student an overview of the
research process and research methods. The second half concentrates on the role
of theory in empirical research, the nature of theory, theory generation and con-
strucdon. Students consider various theoretical approaches to the study of library
and informadon activity and each develops a conceptual framework to guide an
individual investigation. Broader research issues are also considered, including
privacy in behavioral research and research utilization.
LBSC 232. Programming Systems for Information Handling
Prerequisite: LBSC 200 or equivalent.
This course covers the elements of programming system design and operation.
Special emphasis is given to the influence of information handling and library
requirements on programming system design. This influence is particularly noted
in that part of the course addressing the data management aspects of systems which
will cover the methods used in representing structured data in storage and the
techniques for operating on that data. A state-of-the-art review is made of those
compiler languages and generalized information systems which are pertinent to
LBSC 233. Governmental Information Systems. Mr. Warner.
The course consists of a descriptive-analytical consideration of governmental efTorts,
in terms of systems, to solve national information problems. Particular attention
is given to the means of intellectually penetrating complex, decentralized govern-
mental organization and administration as a prerequisite to the understanding of
governmental information systems.
LBSC 234. Library Systems Analysis. Staff.
Prerequisites: LBSC 200 or equivalent, StaUsdcs requirement.
This course treats the principles of systems analysis with special emphasis on the
problems presented by library and special information systems. Particular atten-
tion is paid to the unique role of the user in library systems and the difficulties of
determining user requirements. The course identifies the tools and techniques per-
tinent to systems analysis. The relationship of system analysis to the system im-
plementation process is covered.
LBSC 235. Problems of Special Materials. Mr. Foskett.
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 efTect traditional
methods of libraiy processing. The main part of the course is concerned with ad-
vanced principles and practice of technical services applicable to special materials,
mainly of cataloging and conservation, with some attention to acquisition, subject
organization and use.
LBSC 237. Seminar in Research Methods and Data Analysis.
Mr. Olson and Staff.
Prerequisites: Statistics requirement, LBSC 231.
An advanced seminar in research methods with emphasis upon analysis of data
and hypothesis testing. It is expected the student will take this course near the
point of formulating his methodology for his dissertation and the course will pro-
vide him with an opportunity to develop experience in using several analysis
methods which may be appropriate for the dissertation.
LBSC 244. Medical Literature. Miss Sewell.
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, library
buildings, reference service acquisitions, weeding, and continuing education 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 cata-
loging and classification, uniquely related to law library administration are ex-
amined. The present and future impact of computerizing legal research and
method are explored.
Graduate assistants discuss a School project
Science Information and the Organization of Science.
Prerequisite: LBSC 208.
The principal theme of this seminar is a description of the institutional environ-
ments in which science information is produced, evaluated and disseminated. The
history of these functions will be covered with pardcular emphasis on the role of
voluntary associations among scientists and the emergence of national and regional
societies in the United States. The problems of managing the information dis-
semination funcdon within the scientific societies will be considered with particular
concern given to the differendation of scientific sub-specialdes and the nature of
the transactions between specialties and parent disciplines and transactions across
disciplines. Researchable issues such as the influence of information services on
scientific producdvity will be emphasized. The impact of federal subsidies on
naUonal societies and other institutions having comparable functions will also be
LBSC 249. Seminar in Technical Services. Mr. Applebaum.
The concentration of this course is upon readings, class analysis and student dis-
cussion 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. Mr. LaHood.
A survey course designed to give a basic understanding of all reprographic processes
(printing, duplicating, copying, microreproduction) and how these processes are
used in furthering library services. The course includes consideration ot book
catalogs, catalog card reproduction, and copyright issues.
LBSC 253. Seminar in the Acadeiniic Library. Mr. Warner.
The seminar is problem-oriented, although students are afforded an overview of
academic library concerns and issues through reading in secondary sources. Each
participant is expected to initiate and complete an investigation on a researchable
topic, utilizing both primary and secondary data-gathering techniques. Topics are
framed and the investigation is operationalized within a framework of group
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 de-
velop in the student a broad understanding of these problems through the study
of their history, the rationales upon which they are based, and contemporary
problems confronting the archival profession.
LBSC 258. Topics in Information Science. Mr. Heilprin.
This is the same course as Computer Science 258. Definition of information
science, relation to cybernetics and other sciences, systems analysis, information,
basic constraints on information systems, processes of communication, classes and
their use, optimalization and mechanization.
LBSC 259. Business Information Services. Staff.
This course is designed to introduce the student to the information structure from
which the business librarian dra\vs the data necessary to aid clienteles. The cover-
age includes governmental information systems, institutional and organizational
forms, as well as the bibliographic apparatus relevant to contemporary managerial
information needs. The orientation in the course is toward the use of informa-
tion in problem solving situations.
LBSC 261. Seminar in the Special Library and Information Center.
This seminar reviews the development and present status of special libraries and
information centers, their scope and objectives, particular administrative and or-
ganizational problems, acquisition, organization and use of information. Investi-
gations into principal information centers and their services are included. Some
attention is 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: history
of ideas and movements, key examples and their spheres of influence and current
proi)lems and their investigation; and second, the literature: classics, landmark
books, reference tools (such as bibliographies, handbooks, indexes), scholarly
works, and popular literature.
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
sei-vices 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. Seminar in Information Transfer. 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 in-
formation 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 developed, studied
and discussed by the group.
LBSC 267. Advanced Organization and Administration of
Libraries and Information Services. Miss Bundy and Mr. Wasserman.
Prerequisite: LBSC 211.
This course will build on the understandings and concepts introduced in LBSC 211
Library Administration. The student's theoretical understanding of organization
and administration will be advanced by further reading of the scholarly works
in the field and through wider reading in the various sub-fields of organization
and administration. This course will seek to more intensively examine libraries as
organizations through several mechanisms. Students will prepare short papers
which explore libraries in these terms; case exploration may be made of a library
situation. The sophistication developed by the student will be employed in the
last portions of the course to understanding libraries as changing organizations.
The significance of contemporary library and information developments will be
considered in this context.
LBSC 268. Libraries and Information Services in the Social
Process. Mr. Olson.
Prerequisites: LBSC 204, 211.
Discussion of key elements in the political and social milieu which influence the
role of libraries and information service facilities in providing services. Impact of
local, state and federal governments, public opinion, private interest groups, mass
media, scientific community, etc. upon the decision-making process. Problems of
goal setting in a changing environment, policy boundaries, the budgetary process,
existing organization constraints, obtaining relevant information from the milieu,
communications between organizations, connectivity of institutions, and problems
LBSC 269. Library Systems. Mr. Kidd.
This course focuses on the effects of technological change and institutional de-
velopment 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 programs at
the federal government level is studied as they influence national constituencies
and local institutions. An example would be the eff'ect of programs under the
State Technical Services Act on state supported facilities. Other non-federal
programs having significant prospects for broad effect (e.g., EDUCOM, commer-
cial time-sharing, etc.) are also studied.
LBSC 270. Libr,a.ry Service to the Disadvantaged. Mrs. Reid.
This course is an opportunity to discover and explore the public library and in-
formation services required by special populations. Emphasis is placed on needs of
disadvantaged, non-using communities. The student will deal at some length with
the sociological and psychological aspects of discrimination, alienation and poverty.
A review of innovative efforts in other public services will provide insight into
various approaches for meeting client needs, some understanding of the processes
involved in modifying public service institutions and an awareness of the demands
placed upon public libraries by programs of social intervention. Translating these
understandings into implications for public library and information services will
be an exploratory experience in which students will play an important and active
LBSC 271. Advanced Reference Service. Mr. Dubester.
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.
LBSC 273. Resources of American Libraries. Mr. Colson.
A seminar in the problems of research collection development. Significant
American research collections are studied by each member of the seminar, who
prepares and presents papers on such matters as: the means of surveying collec-
tions, special subject research collection development, the measurement of collec-
tion use, and the problems associated with the collection of unconventional ma-
LBSC 275. Storytelling Materials and Techniques. Mrs. MacLeod.
The purpose of the course is to prepare the student in the art and practice of
storytelling. The first portion of the course establishes, by intensive reading and
class discussion, a broad foundation in the materials of oral literature. The
second portion provides training and practice in the techniques of storytelling.
LBSC 277. International and Comparative Librarian ship. StafT.
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 con-
sidered. Each student prepares papers analyzing programs in differing settings and
exploring the bases for variations and similarities.
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 ad-
vanced student who has the approval of his advisers and of the faculty member
LBSC 295. Special Problems in Library Science and Information
An examination of contemporary problems in various fields and sub-fields of library
science and information service. Students will report on special topics assigned
for reading and study.
LBSC 499. Thesis Research, (arranged)
Institutions of Higher
in the 1968-1969 Student Body
Arizona State University
Fairmont State College
University of Arizona
Fairleigh Dickinson University
University of Arkansas
Florida State University
University of Florida
Fresno State College
Friends University, Kansas
Frostburg State College
George Washington University
Bryn Mawr College
University of Idaho
University of California, Berkeley
University of Illinois
Indiana University of Pennsylvania
Iowa State University
University of Iowa
Central Missouri State College
College of Charleston
John Carroll University
Johns Hopkins University
University of Chicago
Kearney State University
City College of New York
Kent State University
Colorado State College
University of Colorado
Little Rock University
Lock Haven State College
Concordia Teachers College
Long Island University
University of Connecticut
Madison College, Virginia
Davis & Elkins College
Delaware State College
University of Maryland
University of Denver
University of Miami
University of Detroit
Michigan State University
University of Michigan
Drexel Institute of Technology
University of Minnesota
Dunbarton College of Holy Cross
University of Missouri
East Texas State
Mount Holyoke College
Elizabeth Town College
University of Nebraska
University of New Hampshire
South Carolina State College
University of New Mexico
Southeast Missouri State College
State University of New York. Buffalo
University of South Dakota
State University of New York, Stony
State Teachers College, Kutztown, Pa.
North Carolina College
University of North Carolina
Sweet Briar College
University of Tennessee
College of Notre Dame of Maryland
University of Texas
Towson State College
Oliio State University
Ohio W^esleyan University
University of Oklahoma
Old Dominion College
University of Tulsa
University of Oregon
Pennsylvania State University
University of Vermont
University of Pennsylvania
University of Virginia
University of Pittsburgh
Presbyterian School of Christian
Washington College, Maryland
University of Washington
West Virginia University
Randolph Macon College
Western College for Women
Regis College, Massachusetts
Western Maryland College
University of Rhode Island
Western Reserve University
Rhode Island College
University of Richmond
St. John's College
St. John's University
College of William & Mary
St. Lawrence University
St. Mary's College, Indiana
University of Wisconsin
University of Alberta (Canada)
Kossuth University (Hungary)
Cambridge University (England)
Oxford University (England)
Universidad Nacional de Colombia
University of Puerto Rico
Eotvos Lorand University (Hungary)
Sir George Williams University
Frederick William University
National Taiwan University (China)
University of Heidelberg (Germany)
University of Toronto (Canada)
Keio University (Japan)
The School's Director of Admissions
III. ADMISSIONS AND STUDENT AFFAIRS
The School of Library and Information Service has grown from an
enrollment of 82 during its first semester to 253 in the Fall 1968 term.
The program was accredited by the Committee on Accreditation of the
American Library Association at the end of the School's second academic
year in June 1967. While 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 avail-
ability of financial assistance are outlined below.
Admissions Standards and Procedures
Eligibility for Admission
Admission as a student to the School is limited to individuals who hold
the bachelor's degree from recognized colleges, universities or professional
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 performance in the verbal and
quantitative tests of the Graduate Record Examination administered by
the Educational Testing Service of Princeton, New Jersey. Letters of
personal recommendation and impressions gained from personal inter-
views 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 employment experience,
military service and other related activities when they appear to be relevant
in a particular case as part of the admissions review process. Normally,
people who have passed their 50th birthday are not encouraged to apply
for admission. Individuals beyond this age will be considered on the merits
of the individual case. All these factors are considered significant in
assessing the applicant's capacity and motivation for graduate work in the
School and for his later performance as a responsible member of the
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 com-
petence is also recjuired for admission. Such study must be in one of the
principal modern languages such as French, German, Spanish, Russian
or other language containing a broad body of bibliographic literature.
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 necessarily assure satis-
factory academic performance in the School.
A completed application for admission to the M.L.S. degree program
(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
(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 throughout the
United States and in many major cities of the world by the
Educational Testing Service. Inquiries and applications for
taking the tests should be addressed to the Educational 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 examination for the Spring
semester, and the February examination for the Summer term.
The applicant is responsible for having his test results sent
directly to the Director of Admissions, School of Library and
Information Services, University of Maryland, College Park,
(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, University of Maryland, College
Park, Mar>'land 20742.
After all admission credentials have been received by the School, a
personal interview with the Director of Admissions may be required.
Where distance makes this impossible or impractical, the applicant may
be referred to an authorized representative of the School at another
Requests for admission forms and additional information concerning
admission to the School should be directed to:
Director of Admissions
School of Library and Information Services
University of Maryland
College Park, Maryland 20742
Applications for admission should be filed as early as possible during
the period preceding the term for which admission is sought so that the
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 summer sessions. Although the School occasionally accepts
and acts upon applications received after formal closing dates, 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 completed, evaluated and 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
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
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 Non-Degree Students
Admission to the School is open to a limited number of special, non-
degree students who, because of special circumstances or needs, do not
plan to be candidates for degrees. The provision is intended primarily to
provide the opportunity for individuals who are practicing in librarianship
to pursue specific subjects directly related to their work requirements.
Such students must offer similar qualifications for admission to those re-
quired 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-degree status will
not count toward the M.L.S. degree.
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 hea\7 program of reading
and required papers and examinations. An applicant from a non-English
speaking country is required to take an English test at the American
Embassy or Counsulate. Whenever feasible, arrangements 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 Oflfice of International Educa-
tional Service and Foreign Student Affairs. This statement should include
the following points:
1. Who is responsible for the student's educational and living expenses.
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 Stu-
dent Affairs, the Graduate School, and the School of Library and Infor-
mation Services, the student will receive the immigration document neces-
sary 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 $290.00 a month or a minium of $3,500.00 a
year, including the expenses of two semesters and one summer school
The Master of Library Science degree 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
for the academic year 1969-70 is set at $34.00 per credit hour for Maryland
residents and $40.00 per credit hour for out-of-state residents. The non-re-
fundable $10.00 fee mentioned earlier under admissions procedures serves
as the matriculation fee when the applicant is accepted. A late applicant is
charged an additional fee of $25.00; a late registrant an additional fee of
Mrs. Reid meets with a student
Other 1969-70 fees include:
Auxiliary Facilities fee $ 4.00
Vehicle Registration 10.00
Graduation fee — M.L.S. degree 10.00
Graduation fee — Ph.D. degree 50.00
Living costs cannot be stated with the same degree of certainty as can
regular University charges, since they v^^ill depend to a great extent on
the individual's taste and his circumstances. The University-owned Uni-
versity Hills Apartments, located adjacent to the campus, are intended
primarily for married graduate students and range in price from $82.00
to $112.50 per month. Board and lodging are available in many private
homes in College Park and vicinity and in privately owned apartment
developments. A list of available accommodations is maintained by the
University's Housing Office.
Awards and Financial Assistance
A substantial number of fellowships and assistantships are available for
students enrolled in the 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 assist-
antships are provided to the professional library of the School while others
are assigned for work with members of the facidty. 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 pennitted 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 aca-
demic term while others cover the full calendar year. Ten-month assistant-
ships provide compensation of $2700; full-year assistantships, $3240. In-
formation 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 Mary-
land, 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 fellow-
ship support for graduate study in librarianship. Support is available on
the masters and doctoral levels. Stipends range from $2,650 to $6,020 for
the academic year plus one summer term, $600 for each dependent, re-
mission of all tuition 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 Graduate fellowships. The stipend
for a Graduate Fellow is $1,000 for ten months and the remission 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 such prospects may be obtained from the Director, Office
of Student Aid, North Administration Building, University of Maryland,
College Park, Maryland 20742.
Public libraries in the region as well as other local organizations offer
a few stipends and scholarships. In addition a student in the School is
eligible to apply for scholarships, fellowships and grants from national or-
ganizations awarded for graduate study in librarianship. Information on
the availability of such awards may be requested from the Director of
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 substantial-
ly full time to the task. For the exceptional full-time student, some sup-
plementing of financial resources through part-time employment 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 Information Services.
Student Activities and Services
The Student Council, organized during the fall semester of 1968, series
as the governing body for the School's student population. Elected by the
students, the Council is responsible for planning and implementing vari-
ous group activities, both social and professional. The Bibliofile, a student
periodical, is also issued by the Council.
There is a range of educational and cultural activities for the students
both at the University and in the nearby cities of Washington and Balti-
more. Available to the student enrolled in the School are special member-
ships in the American Library Association, the Special Libraries Associa-
tion, the Capitol Area Chapter of the American Society for Information
Science, as well as other national and regional organizations. Notices of
professional meetings, conferences and other programs of interest to the
student body are regularly posted.
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
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 Cre-
dential 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 place-
ment, it is recommended that his credentials file be assembled before he
leaves the School. Further details relating to the University Placement
Mr. James Welbourne speaks to a group of students
■> • «i*** j^U^'*^ ' \ ^
and Credential Service may be obtained from the Director of Admissions
and Student Affairs.
M.L.S. Program for School Librarians
This program is strictly a graduate program and should not be con-
fused with the undergraduate program offered in The College of Educa-
tion. Individuals intendinsf to be school librarians must concern them-
selves with state certification requirements and in some cases, local school
system requirements in addition to the University's requirements for the
M.L.S. degree. The program includes both library science courses and
education courses and satisfies the state certification requirements as well
as the University's requirements for the M.L.S. degree.
Specific questions regarding certification problems and electives for
school librarians should be directed to Dr. James W. Liesener.
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,
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 friend-
ly and professional relationships among the graduates, its objectives are
to promote the welfare and interests of the School, the University, and
the library profession generally. Each graduate of the School is eligible
for membership. Meetings are held semi-annually at the University 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 afTairs should be addressed to the Office of
Alumni AfTairs of the University.
Conference of Manpower Research team
IV. ADVANCED STUDY AND RESEARCH
During the first four years of the School's history, efforts were heavily
concentrated upon the development of the master's level offering and
upon the planning and securing of support for research and development
programs. The doctoral offering, begun in 1969, is designed to enhance
and further the offerings of the School, building upon the base provided
by the master's level courses.
The Doctoral Program
Approach and Content
The primary objective of the doctoral program is to prepare men and
women for careers of teaching and research in the field of library science
and information services. The Maryland program concerns itself at the
present time with two strategic areas — social and behavioral problems of
information organizations, and information storage and retrieval. A key
element in the program is its recognition that the definition and solution
of basic research problems of librarianship require an inter-disciplinary
approach. The University's degree structure and its attitude toward alli-
ances with other disciplines offers a suitable climate for this type of pro-
gram. It should be noted that while engaging other disciplines in the
doctoral sequence of the student, the program assures that the student's
central focus will be on library and information problems.
The doctoral program in the School of Library and Information Services
is administered under standards and regulations established by the Gradu-
ate School under the jurisdiction of the Graduate Council. The program
requires at minimum the equivalent of three years of full-time work to
complete, this time normally divided approximately two years to formal
course work (60 course hours) and one year to research on the disserta-
tion. One academic year must be spent in residence. Work conducted at
other universities may be applied toward the degree, but in no case may
the number of formal course hours taken at Maryland be less than 24,
and only the exceptionally prepared candidate can expect to take only
The doctor's degree is awarded not merely as a certificate of residence
and course work completed, but is granted only upon sufficient evidence
of high attainment in scholarship and the ability to carry out independent
research as demonstrated by the passing of examinations and the writing
of an acceptable thesis.
Structure and Content
All students pursuing the degree in library science and information
senices must achieve an understanding of basic theory in the following
Theoretical approaches to the organization of knowledge.
Documentation — organization of recorded information and its
Theory and structure of information retrieval systems.
Libraries in a social context, including communications, information
need and use.
Libraries in the context of organization and administrative theory.
Since the emphasis in this program is on research, research methodology
is particularly stressed. Candidates must also gain a proficiency in statistics.
As a candidate moves on toward specialization in the program, he will
elect one of two broad routes: Information Storage and Retrieval or
Social and Political Aspects of Librarians hi p. These routes are not mutual-
ly exclusive, but they do represent a broad differentiation by the type of
orientation, program of study and supportive disciplines likely to be in-
volved. The Information Storage and Retrieval route includes the theory
of information retrieval systems, their design and evaluation; the theory
of classification and the construction and maintenance of index languages;
and the consideration of libraries and other information service facilities
as systems susceptible to analysis and evaluation. The concentration on
the Social and Political Aspects of Librarianship encompasses the be-
havioral aspects of the field, including libraries as bureaucratic institu-
tions; their social and historical development; their internal organizational
patterns and behavior; political relationships; community and clientele
relationships; professional aspects and inter-organizational aspects.
Admissions and Financial Assistance
Individuals are accepted in the Ph.D. program who have received a
Bachelor's or higher degree from an appropriately accredited institution
and who have demonstrated excellent scholarly aptitude. Undergraduate
or graduate area of specialization will not be the determining factor in
acceptance, but preference will be given to students who have demon-
strated good ability in logic, general mathematics or statistics, or in the
In evaluating applicants, a combination of measures is used. Students
are expected to have a B average or better in undergraduate work. Their
grade point average is considered in combination with a review of the
nature of the course program they pursued. All applicants are required
to take the Graduate Record verbal and quantitative examinations and
these scores will be among the factors considered in combination with
others. One of the criteria is assessment by former instructors who have
knowledge of the student's scholastic attainment and who can be expected
to estimate his potential for advanced study. A personal interview is not
required, but the prospective candidate is urged to visit the School and
to meet the faculty, in part to assure himself that this is a program suited
to his particular orientation.
The School has funds available for the support of Ph.D. candidates
through fellowships and assistantships. These are awarded on a com-
petitive basis to both new and continuing candidates, with renewals based
on the student's academic performance. Further information about the
program and on admissions and financial aid may be secured by writing
to Director of Admissions, School of Library and Information Ser\-ices,
University of Maryland, College Park, Maryland 20742.
Through its research programs the School and its faculty are committed
to a combination of related objectives: the advancement of basic knowl-
edge about the institutions in which librarianship and information service
is practiced and about the human beings who perform within them; the
utilization of that knowledge in the teaching and service programs pro-
vided by the School for the library profession; and the encouragement of
the faculty and graduate students to disseminate the evidence of their
study for application to practice in the field. The School has built its
faculty upon the concept of specialization and upon the conviction that
in order to achieve success in imparting the theory, the concepts and the
basic knowledge requisite in graduate instruction, its faculty must con-
tribute 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 neces-
sary in furthering understanding of the field or in advancing its purposes.
The Maryland Research Facility
During the first year of the School's program an arrangement was con-
ceived with the Maryland State Department of Education's Division of
Library Extension whereby the Division provided financial aid and sup-
porting staff for a designated member of the School's faculty to carry out
research on central problems of concern to the Maryland library com-
munity. During the first two years of this relationship, Dr. Mary Lee Bundy
carried out a large scale empirical study of public library use in metro-
politan Maryland. The principal investigator in this project now is Dr.
Jerry Kidd. Dr. Kidd's focus of interest is upon the analysis and develop-
ment of the potential for regional informational systems development in
the Maryland area.
Among the School's externally supported research efforts is the recently
completed Development of a Programmed Course for the Training of In-
dexers in Educational Documentation. This work was carried out under
a grant from the U.S. Office of Education. Its purpose was to produce
and to test a training program suitable for preparing the indexers in the
new national information system known as ERIC (Educational Research
Information Center) . The system now has eighteen clearinghouses spe-
cializing 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 par-
ticular, concept indexing and translation. Lessons three and four are practi-
cal. The first contains a detailed demonstration of indexing an educational
research document and the second provides further exercises for the student.
A second research effort was that conducted by Dr. Bundy, the Metro-
politan Public Library Use Study. This large scale adult user inquiry in-
volved over 20,000 questionnaire returns from patrons of the 100 library
outlets in the Washington-Baltimore metropolitan area of Maryland. It
affords a general profile of the library's public: their socio-economic char-
acteristics; their purposes in coming to libraries; their library use habits;
and their satisfaction with services. Analyses were also made by occupa-
tional 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
Manpower Needs and Manpower Utilization in the Library and Informa-
tion Professions. Conducted under the auspices of the U.S. Office of Edu-
cation, 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, Economics 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 them out are the following: Eco-
nomics of the Library and Information Professions, Dr. August Bolino,
Catholic University of America; Personality and Ability Patterns as Re-
lated to Work Specialties in the Information Professions, Dr. Stanley Segal,
Columbia University; Image and Status of the Library and hiformation
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 Execu-
tive in Library and Information Activity, Dr. Paul Wasserman and Dr.
Mary Lee Bundy, University of Maryland; The Analysis of Education
and Training Patterns in the Information Professions, Dr. Rodney White,
Cornell 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 information professions during the decade ahead.
In a contractual relationship with the Enoch Pratt Free Library in
Baltimore, the School is planning and experimenting with a design for
developing an information clearing center for the city, to be operated
by the public library. As the efifort is conceived, it calls for the program
to inventory sources of information, both published and unpublished, and
to develop a prototype information service which will direct inquirers to
data sources wherever they exist. The project is expectd to engender a
number of important research opportunities for, prosecution by doctoral
The School's "Poverty" project, described in Chapter V, Special Pro-
grams, is an experiment in library education with a strong research com-
ponent. The research of the School's faculty, while addressing itself to
fundamental problems in librarianship and information science, is ulti-
mately addressed toward the solution of central problems of concern facing
the field of practice in librarianship. While geared to the preparation of
public librarians to function in innovative capacities, the project offers
a number of research avenues to doctoral candidates.
Through the availability of assistantships the research programs provide
financial support and the opportunity for advanced students to gain ap-
propriate 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. Relationships with other programs of the University are also
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
by Mary Lee Bundy with Sylvia Goodstein. The series is designed to
carry the results of students' scholarly efforts when a number of pieces
of sufficient merit organized around a common theme and growing out
of research conducted by students in particular courses, become avail-
able. The second in this series. The Universe of Knowledge, edited by
Derek Langridge with Esther Herman, was issued in the spring of 1969.
The School has also begun a "Proceedings" series. The first monograph
in this series, issued in 1968, is Reclassification — Rationale and Problems,
edited by Jean Perreault. Metropolitan Public Library Users, a report of
a research study of adult library use in the Maryland Baltimore-Washington
metropolitan area by Mar\' Lee Bundy, was also published in 1968.
Distribution of the monographs in this series is handled by the Uni-
versity of Maryland Student Supply Store and inquiries and orders should
be directed to this agency.
Library and Information Services
The School of Library and Information Services maintains its own
library and information senice within the School. The staflf includes two
professional librarians, and the library affords a collection of over 20,000
volumes, 850 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 ex-
pansion of the collection to include other non-conventional materials in-
cluding slides, films, and filmstrips is also anticipated.
The library is an information center organized for the express purpose
of afTording the School's faculty and research staff the same kind of mod-
em 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 faculty in the solution of academic and research problems.
The faculty and advanced graduate students are provided detailed biblio-
In addition to the library of the School, the University of Maryland's
McKeldin Library and the other specialized collections of the University
are available to the student in the School. The School's location in the
Washington-Baltimore area affords direct access to a number of significant
national bibliographic and research collections and to the information pro-
grams of many important government agencies and research centers.
The University of Maryland has one of the finest university computing
science centers in the United States. The Center was established in
February 1962 as an inter-disciplinary department not affiliated with any
school or college of the university to provide the necessary centralized
high-speed computing service and programming assistance to all activi-
ties 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 HOl'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, available for
class and research use of faculty and students.
Mr. Edward Taylor, Executive Director of the
Harlem Cultural Council, addresses a colloquium
V. SPECIAL PROGRAMS
Complimenting 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 weekly program is conducted which affords
the student body and faculty an opportunity to hear recognized scholars
and professional experts discuss their work. The theme of the weekly
series is "Forefronts in Library and Information Science." Lecturers are
selected from among the ranks of those whose research or professional
performance puts them on the frontiers of the field by virtue of their
operational, experimental, demonstration, or research undertakings. In
addition to the enrolled students, the series is open to members of the
University community as well as to those engaged in library practice in
the region. The student council participates in this program assuming
responsibility for several colloquia.
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 librarians beyond the lexel of their first professional degree. The pro-
gram is conceived of as one which affords opportunites at several levels.
Conferences and Institutes
One form which continuing education takes is the conference which
draws together scholars who are committed to research and experimenta-
tion and who meet in order to read and discuss original papers on a topic
of interest to them and to a select audience of their peers. Such a meet-
ing was the International Symposium on Relational Factors in Classifica-
tion held by 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.
Another type of program is the series of institutes which the School
conducts in which the orientation is more clearly toward practitioners.
Under the general framework of the School's Continuing Education Pro-
gram, several institutes have been held or are planned in the area of oi-
ganization of knowledge, administration, automation, and library services
to specific groups.
These include a conference on Reclassification — Rationale and Prob-
lems, directed by Jean Perreault, held to consider the available classifica-
tion systems, the administrative problems of reclassification, and the im-
pact of the computer on library operations in the context of reclassifica-
tion or the avoidance of reclassification. In June 1968, an Institute on
The Automation of Bibliographic Services was conducted by the School
in conjunction with the Library of Congress — Project MARC and the
Computer Science Center, University of Maryland. Supported by the
U.S. Office of Education, the aim of the Institute was to broaden and
deepen the participants' understanding of the implications of automa-
tion for library planning through an intensive, first-hand study of an al-
ready operational situation. David Batty was Director of the Institute.
In an effort to explore the significant aspects of a society in flux and
the importance and interactions of these aspects upon the library, an
institute, Change Frontiers: Implications for Librarianship, was held in
August 1969. It was directed by Gilda Nimer and supported by the U.S.
Office of Education.
The School of Library and Information Services has since its incep-
tion evidenced a strong concern with research and instruction relative
to managerial and organizational problems. The Library Administrators
Development Program is oflfered each summer and affords those in senior
management positions in library and information organizations an inten-
sive two-week study sequence. Between 30 and 40 participants represent-
ing large libraries of different types and geographic locations have at-
tended each summer. The primary intent of the intensive two-week course
sequence is to afford those selected to participate in the opportunity to con-
centrate their attention in a living and working experience upon in-
gredients viewed to be essential to the broad managerial responsibility of
library administration. During the program the participant is introduced
The Library Administrators
to basic concepts of management, encouraged to explore his own attitudes
and values with a carefully selected faculty and to seek solutions to or-
ganizational problems of complex organizations. The planned sequence
includes 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 valuation, adaptations to changing technology, and innovations in
a library context. In common with executive development programs in
other fields, the Maryland program relies upon invited lecturers from such
fields as management, public administration, and the behavioral disciplines
as well as scholars drawn from librarianship itself.
Another proposed annual program of the School is the Institute on
Middle Management in Librarianship which concerns itself both with the
conceptual understanding of middle-level managerial roles and the de-
velopment of approaches to the performance of these roles. The first of
these programs was held in June 1969, with James W. Liesener as Director,
under a grant from the U.S. Office of Education.
Details about the School's Continuing Education Programs may be re-
quested from the Director of Continuing Education, School of Library and
Information Services, University of Maryland, College Park, Maryland
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 Education,
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 investigation 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 Maryland
Division of Library Extension through grants to the Prince George's
County Library. The Project Director is Mrs. Annie T. Reid.
This program is expected to be of educational significance not only for
library schools planning educational ofTerings 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 practice. It
should also provide concrete research evidence as well as trained per-
sonnel to assist public libraries in making adaptations in their programs
and services to the culturally and economically deprived.
^x_ \v.j: i
BUILDING CODE FOR
SCHEDULE OF CLASSES
Agriculture Publicotiens A>Mx
Adult Edwcotion Ceiit«f
Chemistry (Cloisroomt, Lobs
and Droke Lecture Hollil
Temporary Clouroentt IZoelegrl
Ooiry (Turner Labi
Temporary Classrooms (Architecture)
Temporory Classrooms 1 Donee I
Holioptel Hall ( Horticulture 1
Temporary Classrooms IWMUCl
Cole. Student Activities
Marie Mount Hall (Home Economics)
Temporary Clossroonts (Art)
Home Monogement Center
Shriver Lab (Agricultural Engineering)
Jull Hall (Poultry Lob)
MorTin Engineering Classrooms
Morrill Hall ( Psydiology )
Computer Science Center
Towes Fine Arts
J. M. Patterson Holl
(Business and Public Administration)
Dairy Bom (Animal Industries Group)
Woods Holl (Microbiology Lob)
Francis Scott Key Hall (Arts aod Sci4
Martin Engineering Lobs
Spoce Science Center
Terrapin Holl (Anthropology)
Temporary Clossrooms (Art)
Temporary Classrooms (Architecture)
Graduate School-South Administration
Preinhert Fieldhouse (Women's P. E.l
Animal Science Center
Judging Pavilion (Animal Industries G
The University of Maryland - Academic Resources and Points of Interest
UNIVERSITY OF MARYLAND PROFESSIONAL SCHOOLS
I DEN TI STRY . LAW. MEDICINE, NURSING. PHARMACY. /<^/i'
UNIVERSITY OF MARYLAND
BALTIMORE COUNTY ~
APPLIED PHYSICS LABORATORY /
t JOHNS HOPKINS UNIVERSITY
FRIENDSHIP IN'^RNATIONAL A
GODDARD SPACE, FLIGHT CENTER
ARLINGTON NATIONAL 13
"CEMETERY ~ '^
\_ UNIVERSITY OF MARYLAND
■^ COLLEGE PARK CAMPUS /
# iCtVyi t^ DC STADIUM ^
T p At,^POn / ^
% CENSUS BUREAU
\7C~i^ ^ S NAVAL ACADEMY
1. NATIONAL ARCHIVES
2. NATIONAL GALLERY OF ART
3 NATIONAL MUSEUM OF SCIENCES AND TECHNOLOGY
4. U S CAPITAL
5. WHITE HOUSE
6 NAVAL OBSERVATORY
7. HOWARD UNIVERSITY
8. CATHOLIC UNIVERSITY
9. AMERICAN UNIVERSITY
10. GEORGE WASHINGTON UNIVERSITY
11 GEORGETOWN UNIVERSITY
12 NATIONAL ZOOLOGICAL PARK
13 LIBRARY OF CONGRESS
14 SMITHSONIAN INSTITUTION
15 WALTER REED ARMY MEDICAL CENTER
1«. NAVAL RESEARCH LABORATORY
SCALE IN MILES