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j * 1969-1970 


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8-12 Monday-Friday 
13 Saturday 
1 5 Monday 




Fall Semester Registration 

Teacher Registration 

Instruction begins 

After last class— Thanksgiving recess 

8:00 a.m. — Thanksgiving recess ends 
After last class — Christmas recess 




5 Monday 
14 Wednesday 
15-22 Thursday-Thursday 

8:00 a.m. — Christmas recess ends 

Pre-exam Study Day 

Fall Semester examinations 












28-June 5 



2-6 Monday-Friday 

Spring Semester Registration 

Teacher Registration 

Instruction begins 

After last class — Spring recess begins 

8:00 a.m. — Spring recess ends 

Pre-exam Study Day 

Spring Semester Examinations 

Memorial Day 



22-23 Monday-Tuesday 
24 Wednesday 
14 Friday 

Summer Registration 
Instruction begins 
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 

Number 7 

Volume 26 

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. 


i, \ 



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 



Approach and Content 17 
The Curriculum 18 


Admissions Standards and Procedures 35 

Tuition and Other Expenses 40 

Student Activities and Services 43 

Additional Information 45 

The Alumni Association 45 


The Doctoral Program 47 

Research Programs 49 

Publications 53 

Library and Information Services 53 

Computer Services 55 


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 
are presented. 

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 

Denton 21629 

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, 

Baltimore 21201 

Harry A. Boswell, Jr. 

Harry Boswell Associates, 6505 Belcrest Road, Hyattsville 20782 

Dr. Louis L. Kaplan 

Baltimore Hebrew College, 5800 Park Heights Avenue, Baltimore 21215 

William B. Long, M.D. 

Medical Center, Salisbury 21801 

F. Grove Miller, Jr. 

R.D. 1, Box 133, North East 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 

Full-time Faculty 

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 
of California. 

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- 
ment counseling. 

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 
library cooperation. 

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. 

Adjunct Faculty 

In addition to the full-time faculty, the School regularly draws upon author- 
ities in the region to teach one or another of its highly specialized courses. By 
virtue of its location in the Washington area, it is thereby possible for the School 
to augment its teaching staff with a distinguished roster of adjunct faculty. Those 
individuals who regularly teach in the program are listed following: 

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 
shared cataloging. 

Stanley J. Bougas, L.L.B., M.S. (L.S.) (Columbia), Adjunct Lecturer. 

• Mr. Bougas is Law Librarian, Washington College of Law, the American 
University. His law 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 
Library, 1965-66. 

Henry J. Dubester, M.S. (Columbia), Adjunct Lecturer. 

• His continuing interest is in bibliographic and reference resources and their 
systematic organization to serve scholarship over a broad spectrum. This has 
included concern with the possibilities of applying automation as a tool for the 
librarian. Mr. Dubester is Deputy Head of the Office of Science Information 
Service of the National Science Foundation. 

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- 
mation services. 

F. Wilfrid Lancaster, A.L.A. (Library Association of Great Britain), 
Adjunct Lecturer. 

• Since 1965 Mr. Lancaster has concentrated upon the evaluation of indexing 
systems, particularly the National 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 

Non-teaching Staff 

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 
year 1971-72. 

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 
Public Administration. 

Because of the very diverse background of the School's students and 
the need for common orientation to the environment and philosophy, as 
well as the functions and theoretical undergirding for the practice of 
library and information service, two-thirds of the 36-hour 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 
of librarianship. 

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 
Management Program. 

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 



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 Curriculum 

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. 
Mr. McGrath. 

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. 
Mr. Lebowitz. 

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. 



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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. 
Mr. Warner. 

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. 
Mr. McGrath. 

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. 

Elective Courses 

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. 
Mr. Meadow. 

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 
of search. 

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 
scholarly paper. 

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. 
Mr. Foskett. 

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 
decentralized networks. 

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 
Applications. Staff. 

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 
library applications. 

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 

LBSC 246. 
Mr. Kidd. 

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. 
Mr. Donohue. 

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 
of change. 

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 
Services. StafT. 

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 

Learning Represented 

in the 1968-1969 Student Body 

U.S. Colleges 

and Universities 

American University 

Elmira College 

Antioch College 

Emerson College 

Arizona State University 

Fairmont State College 

University of Arizona 

Fairleigh Dickinson University 

University of Arkansas 

Florida State University 

Aurora College 

University of Florida 

Barnard College 

Fresno State College 

Bates College 

Friends University, Kansas 

Boston University 

Frostburg State College 

Brenau College 

George Washington University 

Brooklyn College 

Georgetown University 

Brown University 

Goucher College 

Bryn Mawr College 

Howard University 

Bucknell University 

Hunter College 

Butler University 

University of Idaho 

University of California, Berkeley 

University of Illinois 

Calvin College 

Indiana University of Pennsylvania 

Carleton College 

Iowa State University 

Catholic University 

University of Iowa 

Central Missouri State College 

Jacksonville University 

College of Charleston 

John Carroll University 

Chatham College 

Johns Hopkins University 

University of Chicago 

Kearney State University 

City College of New York 

Kent State University 

Colorado State College 

Lambuth College 

University of Colorado 

Little Rock University 

Columbia University 

Lock Haven State College 

Concordia Teachers College 

Long Island University 

University of Connecticut 

Loyola University 

Cornell Univnrsity 

Manchester College 

Davidson College 

Madison College, Virginia 

Davis & Elkins College 

Manhattanville College 

Delaware State College 

University of Maryland 

Denison University 

Marymount College 

University of Denver 

University of Miami 

University of Detroit 

Michigan State University 

Douglass College 

University of Michigan 

Drexel Institute of Technology 

Middlebury College 

Duke University 

University of Minnesota 

Dunbarton College of Holy Cross 

University of Missouri 

East Texas State 

Mount Holyoke College 

Elizabeth Town College 

Muhlenberg College 


University of Nebraska 

Smith College 

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 

Stanford University 


State Teachers College, Kutztown, Pa. 

North Carolina College 

Swathmore College 

University of North Carolina 

Sweet Briar College 

Northwestern University 

University of Tennessee 

College of Notre Dame of Maryland 

University of Texas 

Oberlin College 

Towson State College 

Oliio State University 

Transylvania College 

Ohio W^esleyan University 

Tufts University 

University of Oklahoma 

Tulane University 

Old Dominion College 

University of Tulsa 

University of Oregon 

Upsala College 

Park College 

Valpariso University 

Pembroke College 

Vassar College 

Pennsylvania State University 

University of Vermont 

University of Pennsylvania 

University of Virginia 

University of Pittsburgh 

Washburn University 

Presbyterian School of Christian 

Washington College, Maryland 


University of Washington 

Radcliflfe College 

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 

Westminister College 

University of Richmond 

Weston College 

Rutgers University 

Wheaton College 

St. John's College 

Whittier College 

St. John's University 

College of William & Mary 

St. Lawrence University 

Wilmington College 

St. Mary's College, Indiana 

Wilson College 

Simmons College 

University of Wisconsin 

Foreign Institutions 

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 
interviews applicant 



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 
librar}' profession. 

Undergraduate Preparation 

Although no specific undergraduate courses are required for admission 
to the School, those who seek admission must have completed a broad 
arts and sciences program with strength in the humanities, social sciences 
and physical or biological sciences. One year of college level foreign 
language course work or demonstration in examination of language 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. 

Application Procedure 

A completed application for admission to the M.L.S. degree program 
includes : 

(1) The University of Maryland Graduate School application form 

completed in duplicate. 

(2) Payment of a non-refundable $10.00 admission fee submitted 

with the Graduate School application forms to the Graduate 
School, University of Maryland, College Park, Maryland 20742. 

(3) Completion of the School of Library and Information Services 

application form and the transmission of this form to the 
Director of Admissions, School of Library and Information 
Services, University of Maryland, College Park, Maryland 

(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, 
Maryland 20742. 

(5) The applicant is required to arrange for the registrar of each 
institution he has attended beyond the secondary level to send 
two transcripts to the University of Maryland. One transcript 
is to be sent to the Director of Admissions, School of Library 
and Information Services, College Park, Maryland 20742 and 
one to the Graduate School, 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 

Telephone: 301-454-3016 

Admissions Timetable 

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 
this School. 

Part-Time Study 

A number of qualified part-time students are admitted to the program 
as degree students. Such students are expected to pursue a minimum of 
two courses during each semester. The student is advised that classes are 


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. 

Foreign Students 

The overall responsibility for admission of a foreign student to the 
University resides in the Office of International Education Services and 
Foreign Student Affairs, the Graduate Office, and the School of Library 
and Information Services. 

A candidate for admission from overseas must meet the same standards 
which are applied to other applicants. Not only must he be prepared 
academically to undertake a rigorous program of study, but he must 
also be proficient enough in English to follow lectures closely, to par- 
ticipate actively in discussions, and to absorb a 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 

Degree Requirements 

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 Expenses 

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. 

Other Opportunities 

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 

Part-Time Work 

Graduate professional .study may be expected to place heavy demands 
upon the student's time and energy. A full-time program of study is not 
generally recommended unless the student is prepared to devote 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. 

Academic Counseling 

Each student is assigned a faculty adviser. Advisory relationships are 
informal, however, and the student is urged to consult freely with any 
member of the faculty on matters relating to his education and future 

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 


mmx) 4* 

■> • «i*** j^U^'*^ ' \ ^ 

and Credential Service may be obtained from the Director of Admissions 
and Student Affairs. 

Additional Information 

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, 
Maryland 20742. 

The Alumni Chapter of the University of 
Maryland Alumni Association 

The Alumni Chapter of the School of Library and Information Services 
was formed by members of the first graduating class of the School, in 
August 1966. In addition to its goals of maintaining and fostering 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 



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 minimum. 

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 
areas : 

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 
social sciences. 

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. 

Research Programs 

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- 
graphic assistance. 

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. 

Computer Services 

The University of Maryland has one of the finest university computing 
science centers in the United States. The Center was established in 
February 1962 as an inter-disciplinary department not affiliated with any 
school or college of the university to provide the necessary 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 



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. 

Continuing Education 

As part of its responsibility to those in practice, the School is engaged 
upon the offering of particular programs addressed to meet the needs 
of 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 
Development Conference 

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 








TdtohiTo Hdl 






Agriculture Publicotiens A>Mx 


Adult Edwcotion Ceiit«f 


Main Administration 


Chemistry (Cloisroomt, Lobs 

and Droke Lecture Hollil 


Cambridge Hall 


Temporary Clouroentt IZoelegrl 


Ritchie Coliseum 

Ooiry (Turner Labi 


Temporary Classrooms (Architecture) 



Temporory Classrooms 1 Donee I 


Ellicott Holl 


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 


Molecular Physics 


North Administration 


McKeldin Library 


Foreign Languages 

Morrill Hall ( Psydiology ) 


Computer Science Center 


ShoeoHiker Hall 


Towes Fine Arts 





J. M. Patterson Holl 

(Industrial Education) 


Tydings Hall 

(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 


Bytd Stadium 


Student Union 




Terrapin Holl (Anthropology) 


Temporary Clossrooms (Art) 


Chemical Engineering 


Temporary Classrooms (Architecture) 


Wind Tunnel 


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 






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