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University Calendar 1971-72 


June 21, 22 Monday-Tuesday Registration 

June 23 Wednesday Instruction Begins 

July 5 Monday Independence Day Holiday 

No Classes 

August 13 Friday Summer Session Ends 


September 7-11 Tuesday-Saturday Fall Semester Registration 

September 13 Monday Instruction begins 

November 24 Wednesday after last class Thanksgiving recess begins 

November 29 Monday, 8:00 A.M. Thanksgiving recess ends 

December 17 Friday, after last class Christmas recess begins 

January 3 Monday, 8:00 A.M. Christmas recess ends 

January 11 Tuesday, after last doss Instruction ends 

January 12, 19 Wednesdays Exam study days 

January 13-21 Thursday-Friday Fall semester final exams 


January 31- Monday-Saturday Spring Semester Registration 

February 5 

February 7 Monday Instruction begins 

March 31 Fridoy, after last class Spring recess begins 

April 10 Monday, 8:00 A.M. Spring recess ends 

May 23 Tuesday, after last class Instruction ends 

May 24 Wednesday Pre-exam study day 

May 29 Monday Memoral day 

May 25-June 2 Thursday-Friday Spring semester examinations 

The provisions of this publication ore not to be regarded as an irrevocable contract between 
the student and the University of Maryland. Changes are effected from time to time in the 
general regulations and in the academic requirements. There are established procedures for 
making changes, procedures which protect the institution's integrity and the individual stu- 
dent's interests and welfare. A curriculum or graduation requirement, when altered, is not 
made retroactive unless the alteration is to the student's advantage and con be accom- 
modated within the span of years normally required for graduation. When the actions of a 
student are judged by competent authority, using established procedure, to be detrimental 
to the interests of the University community, that person may be required to withdraw from 
the University. 

Volume 27 September 15, 1970 Number 4 

UNIVERSITY OF MARYLAND BULLETIN is published seven times in March, five times in 
September, three times in December, February, and June; two times in August, October, 
November, January, April, May, and July. Published 35 times. Re-entered as second class 
moil matter and under the Act of Congress on August 24, 1912, and second class postage 
paid at College Park, Maryland 20742. 

University of Maryland 

The School of 

Library and Information 



The University of Maryland has been elected to membership in the Association of American 
Universities. This Association founded in 1900 is an organization of those universities in the 
United States and Canada generally considered to be preeminent in the fields of graduate 
and professional study and research. 


University of Maryland • 7 

Board, Faculty and Staff 

Lisfed 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 

Board of Regents and 

Maryland State Board of Agriculture 



3505 Fallsfaff Road, Baltimore 21215 

Vice Chairman 


Smith, Somerville and Case, One Charles Center, 17th Floor, Baltimore 21201 



The Baltimore Institute, 10 West Chase Street, Baltimore 21201 



Denton 21629 

Assistant Secretary 


4608 Drummond Avenue, Chevy Chase 20015 

Assistant Treasurer 


R. D. 1, Box 133, North East 21901 


Harry Bosv/ell Associates, 6505 Belcrest Road, Hyattsville 20782 

MRS. MICHAEL J. DEEGAN, JR. (appointed June 1970) 
9939 Goodluck Road, Apt. 204, Seabrook 20108 

Cec/7ton, 21913 

EDWARD V. HURLEY (appointed June 1970) 

Commission on Human Relations, 

Mount Vernon BIdg., 701 Saint Paul St., Baltimore 21202 

Medical Center, Salisbury 21801 

HUGH A. McMULLEN (appointed September 1970) 

Geppert and McMullen, 21 Prospect Square, Cumberland 21502 

School of Library and ^formation Services 

Officers of the School of Library and 
Information Services 


WILSON H. ELKINS, B.A., University of Texas, 1932; M.A., 1932; B.Litt., 
Oxford University, 1936; D.Phil., 1936. 

MICHAEL J. PELCZAR, JR., B.S., University of Maryland, 1936; M.S., 1938; 
Ph.D., State University of Iowa, 1941. 


CHARLES E. BISHOP, B.S., Berea College, 1946; M.S., University of Kentucky, 
1948; Ph.D., University of Chicago, 1949. 

MICHAEL M. REYNOLDS, A.B., Hunter College, 1950; M.S.L.S., Columbia 

University, 1952; M.A., American University, 1954; Ph.D., University of 

Michigan, 1964. 

Full-time Faculty 

ANDREW D. ARMITAGE, B.A., M.S.L.S. (Drexel), Lecturer. 

Mr. Armitage has been completing work toward the doctorate in Library Science at 
the University of Pittsburgh where he has obtained an advanced certificote for study in 
the field. He has served in public, state, university libraries and has previously taught 
at University of Denver and University of Pittsburgh. 

MARY LEE BUNDY, M.A., Ph.D. (Illinois), Professor. 

Miss Bundy's broad area of interest is the social and political aspects of librarianship; 
her teaching areas are Research Methods and Library Administration. She was Asso- 
ciate Director of the School's Manpower Research Project and Chairmen of the Doctoral 
Committee. She has conducted empirical research related to public library development 
in several states, including a recent study in Maryland which culminated in the publi- 
cation of Metropolitan Public Library Users. Recent editorial works include a Reader 
in Library Administration (with Paul Wasserman) and Research Methods for Librarian- 
ship (with Paul Wasserman and Gayle Araghi). 

University of Maryland • 9 

MARGARET E. CHISHOLM, M.L., Ph.D. (Washington), /Associate Professor. 

Mrs. Chisholm holds a joint appointment with the School and the College of Education. 
Interested specifically in school iibrarianship and media services, she has served as an 
elementary school teacher, school librarian — at every level of education — university 
librarian, professor of Iibrarianship, and as Director of NDEA Institute of Librarianship 
(University of Oregon) and Director of Instructional Materials and Media (Seattle Pub- 
lic Schools). Mrs. Chisholm has published widely in her areas of interest; she has 
conducted research and served as a consultant to a number of Government and pri- 
vate organizations. 

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 aca- 
demic library problems, the development of library resources, and education for library 
and information services. He has written on interlibrory loan and professional prepara- 
tion of librarians and archivists. Currently he is engaged in 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.), Ph.D. (Case Western Reserve), Assistant 


Mr. Donohue is an information systems specialist with experience in a wide variety of 
special libraries and information systems. In addition to teaching, he has served as 
Director of The Public Information Center, a cooperative project in research and de- 
velopment of the School and Enoch Pratt Free Library in Baltimore. 

ROBERT P. HARO, M.A., M.L.S. (University of California, Berkeley), Librarian/ 


Mr. Haro has served in academic libraries in many capacities — Librarian, Bibliographer, 
Cataloger, and in Acquisitions. During his recent tenure as Librarian of the Institute of 
Governmental Affairs at the University of California, at Davis, Mr. Haro concurrently 
taught in the History and Political Science Departments. His extensive publications in- 
clude A Directory of Governmental, Public and Urban Affairs Research Centers at 
American Colleges and Universities, the second edition recently published by the Insti- 
tute of Governmental Affairs through the University of California. 

LAURENCE B. HEILPRIN, M.A., Ph.D. (Harvard), Professor. 

Mr. Heilprin's main interest is in the application of multi-disciplines (physics, mathe- 
matics, logic, cybernetics, psychology and library science) to human and machine com- 
munication. He has published extensively on such subjects as transformations of in- 
formation, information retrieval, education for information science, automation of in- 
formation systems (microforms, duplicating or D-libraries, and the copyrighted work as 
a message). He is interested in attempts to formulate laws of information science, with 
emphasis on the relation between information retrieval and education. A physicist with 
the National Bureau of Standards in World War II, he has performed military and 
industrial operations research. Recently he served os Staff Physicist for the Council on 
Library Resources, as a Director of the Committee to Investigate Copyright Problems 
Affecting Communication 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 Assist- 
ant to the Director of Libraries and Systems Analyst at the University of Houston. His 
interests include the handling of information by machine and non-conventional methods, 
science bibliography and reference sources, and research into user approaches to the 
scientific literature. He serves as Director of Admissions and Student Affairs. 

Doctoral students in a meeting with Dr. Reynolds and Dr. Kidd 

University of Maryland • I 7 

JERRY S. KIDD, M.A., Ph.D. (Northwestern), Professor. 

Mr. Kidd's principal interests are in the areas of individual and organizational per- 
formance, particularly as affected by communications procedures and information re- 
sources. 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 measure- 
ment of user needs and the adaptation of library and other resources to meet those 
needs. He is also concerned with the study of problems of research administration and 
the economics of scientific enterprise. Before joining the Maryland faculty, Mr. Kidd 
served with the National Science Foundation and earlier as a private research con- 

DONALD H. KRAFT, M.S., Ph.D. (Purdue), Assistant Professor. 

Ph.D. in Industrial Engineering. Mr. Kraft's areas of concentration are operations re- 
search and applied statistics. At the School he teaches Library Systems Analysis. Mr. 
Kraft's experience includes positions with Western Electric, Allison Division of General 
Motors Corporation, IBM, and teaching for Purdue University. 

JAMES W. LIESENER, M.A. M.A.(L.S.), Ph.D. (Michigan), Associate Professor. 
Formerly a member of the faculty of the University of Michigan, Mr. Liesener has hod 
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 Librarionship. He has also directed a state-wide 
survey of school librarians in Maryland. 

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 completing a study of library networks and systems and is developing 
several methods for measurement which may be used in a variety of library end infor- 
mation settings. His major interests include evaluation of the library and information 
service process, the social and political environment of organizations, and research 
methods and data analysis. Before joining the Maryland faculty, Mr. Olson was with 
the Institute for Advancement of Medical Communication and earlier with a survey 
research firm. 

MICHAEL M. REYNOLDS, M.A., M.S.L.S., Ph.D. (Michigan), Acting Dean. 

Mr. Reynolds has had wide experience as teacher and library administrator in various 
universities. He has held office and served in library and information service organiza- 
tions and has written for professional journals in the area of library cooperation. 

DAGOBERT SOERGEL, B.S., M.S. (Freiberg), Visiting Lecturer. 

Mr. Soergel comes to the School from Bod Godesberg, Germany, where he is head of 
the Documentation Department, DATUM (Documentation and Training Center for 
Theory and Methods of Regional Science). He is a member of several American, Ger- 
man, and international professional societies and serves as Secretary for the Task Force 
for Information Retrieval in Data Archives of the International Social Science Council. 
Mr. Soergel teaches in the areas of index languages and information retrieval. 

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 in- 
formation — particularly governmental sources — useful to social scientists. 

72 • School of Library and Information Services 

PAUL WASSERMAN, M.S. (L.S.), M.S., Ph.D. (Michigan), Professor. 

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 Mary- 
land he was for a number of years Librarian and Professor in the Graduate School of 
Business and Public Administration at Cornell University. 

HANS WELLISCH, A.L.A. (Associate, Library Association of Great Britain), 

Visiting Lecturer. 

Mr. Wellisch has come to the School from Israel where he is Head of the Documenta- 
tion Centre and Library of TAHAL Consulting Engineers Ltd. and Consultant to the 
Centre of Scientific and Technologicol Information, Tel Aviv. Beginning his career as 
a special librarian in Sweden in 1943, he has been active in librarianship as editor of 
textbooks and monthlies, consultant to various organizations in the area of information 
services, examiner for the Israel Civil Service Commission and the Israel Library Asso- 
ciation, and as lecturer on information sciences and technical librarianship. At the 
School, Mr. Wellisch teaches classification and information retrieval courses. He has 
published several books on various aspects of documentation and has contributed papers 
to the professional journals in Israel, Great Britain, and the United States. 

TOM D. WILSON, F.L.A. (Fellow of the Library Association of Great Britain), 

Visiting Lecturer. 

Mr. Wilson comes to the School from the Department of Librarianship, College of 
Commerce, Newcastle upon Tyne, where he serves as Senior Lecturer of Studies, Degree 
in Information Science. At Maryland he teaches Fundamentals of Documentation and 
Organization of Knowledge. Mr. Wilson has done research, consulting work, and has 
published widely in these areas. 

ROBERT L. WRIGHT, B.S. (Howard), Lecturer. 

Mr. Robert L. Wright has joined the faculty as Director of Recruitment and Special 
Programs and Lecturer. He had been serving as Reference Librarian and Media Tech- 
nologist (A.V. - T.V.) at Federal City College in Washington, D. C. His community 
service activities include participation in the formation of N.E. Washington Community 
Organization, envolvement in a seminar to set up a public information center in Balti- 
more, and serving in a community organization on the dissemination of information on 
crisis and concerns of the inner city. 

Adjunct Faculty 

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

STANLEY J. BOUGAS, L.L.B., M.S.(L.S.) (Columbia), Adjunct Lecturer. 

Mr. Bougas is Director, Department of Commerce Library. His main professional interest 
until assuming his present post was in law librarianship. He was Law Librarian and 
Associate Professor of law at the Washington College of Law, the American University 
1966-69 and has served with the Association of the Bar of the City of New York, New 
York University Law School, Emory University Law School, Catholic University of Puerto 
Rico Law School, and the Department of Health, Education and Welfare Law Libraries. 

SALVATORE L. COSTABILE, B.S.S., M.S.L.S. (Catholic University), Adjunct 


Mr. Costabilc is presently the Deputy Chief, Technical Services Division of the National 
Library of Medicine. He has also served in the acquisitions and the technical services 

University of Maryland • 13 

division at NLM and in acquisitions, circulation, and cataloging at Georgetown Univer- 
sity Library. Mr. Costobile has done consulting and teaching and was book review editor 
of Military Affairs from 1964 to 1968. He has had further graduate study in political 
science at Georgetown University. He teaches a Seminar in Technical Services. 

TAMAS DOSZKOCS, M.L.S. (Maryland), Adjunct Lecturer. 

In addition to his M.L.S. , Mr. Doszkocs has a Teacher's Certificate from the University 
of Debrecen, Hungary. He has served at the University of Maryland's McKeldin Li- 
brary in Acquisitions and Data Processing. 

HENRY J. DUBESTER, M.S. (Columbia), Adjunct Lecturer. 

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

ROBERT E. DURKIN, B.A. (St. John's of Minnesota), Adjunct Lecturer. 

Mr. Durkin is the Director of Information Services, Congressional Information Service of 
Bethesda, Maryland. He has served as Assistant Director for NASA Scientific and 
Technical Information Facility; Manager of IBM's Laboratory Library in Kingston, New 
York; and as a librarian for Temco Aircraft Corporation and Chance Vought Aircraft 
Corporation (both of Dallas, Texas), University of Wisconsin Engineering Library, and 
University of Minnesota Engineering Library. He teaches Data Processing for Libraries. 

DONALD W. KING, B.S., M.S. (Wyoming). Adjunct Lecturer. 

Mr. King, co-founder and Executive Vice-President of Westat Research, inc., has hod 
ten years experience in systems analysis and operations research. He has served (1) as 
Project Director for four years on systems analysis and operations research performed 
at the Clearinghouse for Federal Scientific and Technical Information, (2) as Project 
Director for research involving evaluation and analysis of information storage, retrieval, 
and dissemination systems in the U.S. Patent Office, (3) as Principal Investigator on a 
two-year contract to the National Science Foundation to investigate methodology for 
evaluating document retrieval systems, (4) as Consultant to the American Institute of 
Physics, American Psychological Association, Syracuse University School of Library 
Science, and the Institute for Advancement of Medical Communication. Mr. King also 
serves as an observer of a COSATI task group on Dissemination of Information. He 
teaches Testing and Evaluation of IR Systems, a subject on which he has published 

DANIEL F. McGRATH, A.M., M.A.(L.S.), Ph.D. (Michigan), Associate Professor. 
Mr. McGrath's interest is the antiquarian book; he is editor of the annual Bookman's 
Price Index. Of his several current research projects, the one closest to completion is 
a study of American colorplate books. Mr. McGrath came to Maryland from Duke 
University where he was Curator of Rare Books; formerly he was cataloger of the Paul 
Mellon collections. 

CHARLES T. MEADOW, M.S. (Rochester), Adjunct lecturer. 

Mr. Meadow's areas of concentration are information retrieval and man-machine com- 
munication 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. 

74 • School of Library and Information Services 

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 pharmaceutical literature and librar- 
ianship at Columbia University. 

CLAUDE E. WALSTON, Ph.D. (Ohio State), Adjunct Lecturer. 

Systems Science — in particular, the areas of systems analysis, systems theory and sys- 
tem design — is Mr. Walston's chief interest. He has had a broad background in the 
design and implementation of data processing systems to a variety of applications. In 
recent years he has been responsible for the design of information and retrieval systems 
and real-time control systems. Mr. Walston is currently Systems Manager of Goddard 
Operations for the IBM Federal Systems Center. 

Non-teaching Staff 

GAYLE A. ARAGHI, B.A., M.L.S. (Maryland), Associate Librarian. 

ESTHER M. HERMAN, B.A., M.L.S. (Maryland), Faculty Research Assistant. 

CAROLYN ROMANO, B.A. (Antioch), Faculty Research Assistant. 

'^\3^^ '' '' 



16 • School of Library and Information Services 

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 dedicated regional library groups and interested individuals. 
For it was only after the most careful consideration and deliberation that the 
University undertook to develop the School, the second such new graduate 
professional program started in the post World War II era and the first at 
College Park. This School, a separate professional school committed solely 
to graduate study and research, is administered by a dean who is directly 
responsible to the President of the University through the Vice President for 
Academic Affairs. It is housed at present in the University's central McKel- 
din Library and expects to move to and share in the occupancy of a new 
building to be erected on the campus by academic year 1972-73. 

The School has established its goals and fashioned its programs within 
the framework of the University and College Park setting. It is progressively 
oriented and committed to the evolutionary forces in library services during 
a period of rapid change. The School draws its student body from a very 
wide variety of undergraduate disciplines and cultural environments. In 
1969-70, 251 master's degree candidates in residence came from more 
than 183 American and 16 foreign colleges and universities. One hundred 
thirty of the student body came with a background of undergraduate study 
In humanities, and 87 in social sciences, while approximately 34 were 
science students as undergraduates. Of the total number enrolled in the 
school 26 had already pursued their studies to the master's degree in other 
disciplines including English, History, Education, Political Science, Psychol- 
ogy, 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 
OS the functions and theoretical undergirding for the practice of library and 
information service, the faculty advisors will recommend courses they think 
most appropriate for each student. With these prescribed courses as the 
basis, the student, with the approval of his adviser, can then select 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 con- 
tinuing need for reliance upon insights from supportive intellectual disci- 
plines, students in the elective portions of their work have a high degree 
of flexibility and their courses are not restricted only to those within the 
framework of the School but can include relevant courses in other parts of 
the University. 

The School's Philosophy 

General Statement. The University of Maryland, in all its branches and 
divisions, subscribes to a policy of equal educational opportunity for people 
of every race, creed, ethnic origin or sex. 

University of Maryland • 17 

The foremost concern of the School of Library and Information Services 
is to place the intellectual character of librarionship on a sound and firm 
basis. Maryland's concern is with the clarification and definition of the in- 
tellectual character of the field of library and information service first, and 
then upon how to develop its capability for translating these assessments 
into actual programs, courses and other activities. While the Master of 
Library Science degree and the Ph.D. programs remain a central major 
commitment of the School, faculty energies are dedicated equally to schol- 
arship and research in order to advance knowledge and practice in the 
several fields of librarionship. 

Advanced offerings of a formal and informal nature for practitioners in 
the field ore also viewed as a School responsibility. At the master's level 
the orientation is toward introducing the student to the enlarged responsi- 
bilities which librarians must be prepared for and committeed to undertake 
during the years ahead. Because of its concern with postgraduate instruc- 
tion, especially for those functioning at a managerial level in libraries, it 
has developed special offerings for this group. These are the Library Ad- 
ministrators 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 its strives to achieve a harmonious fusion of teaching, 
research and practice. Because of the important relationship which librarian- 
ship bears to the relevant social and humanistic disciplines upon which it 
is constructed, curricular concepts are drawn from such disciplines as Com- 
munication, Administration, Sociology and Political Science. Equally important 
are the relationships and disciplinary contributions being forged in the fields 
of the information sciences and thus the School has developed congruent 
program lines with other related departments such as Computer Science. This 
affords the student the most fruitful educational opportunity and the prospect 
of interdisciplinary research avenues for the faculty. 

An important element of the School's concern is with establishing a climate 
of hospitality for its scholars to conduct research into all the processes and 
dimensions of library concern— the historical, the social and political, the or- 
ganizational, and the technological, in addition to the bibliographical. The 
orientation of the Maryland faculty reflects the wide range of its concern with 
the prosecution of research in every aspect and dimension of librarionship 
relevant to contemporary requirements. Perhaps one of the most critical needs 
in librarionship is that of augmenting the ranks of its scholarly personnel. 
Without the influence of well-prepared scholars the prospects of improving 
the profession's opportunities remain remote. An academic vehicle for work 
to the doctorate, begun in 1969, is designed to attract the most highly quali- 
fied candidates and to provide thorough-going advanced study and research 
preparation for a limited number of excellently prepared and carefully se- 
lected 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 establish a 

18 • School of Library and Information Services 

position in the forefront of instructional and theoretical inquiry and so to 
influence the advanced vanguard of practice in librarianship. It hopes in its 
program of research and advanced academic offerings beyond the master's 
degree to exert a strong influence in shaping the future of the profession. 
While it fully intends to be hospitable to all ideas emanating from the field 
of practice, it v^ill 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 ac- 
complish. Because of the ambitious nature of the undertaking, the program 
of the School of Library and Information Services at the University of Mary- 
land can be considered to be a signficant experiment in education for librarian- 

Education for Librarianship and Information Service 

The librarian and information professional in the 1970's must have com- 
petence in many disciplines if he is to understand the complexities of the 
external environment within which he functions as well as the technical opera- 
tions and their management within the organization in which he is to prac- 
tice. 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 re- 
sponsibilities. For example, new technological developments made possible 
by high speed computers are affecting in a fundamental way the practice of 
librarianship. Behavioral understanding growing out of research in the social 
sciences is equally important for the beginning professional in the library 
field. The culture of the profession, the ethical and institutional influences, and 
the theoretical base of the organization of knowledge are each essential to 
the preparation of tomorrow's professional. 

Unquestionably, the knowledge and analytical ability of the successful 
librarian will be enhanced in important measure by the continuing challenge 
and stimulation of his experience during his subsequent career. Yet education 
for library and information service can establish a sound basis for absorbing 
and augmenting such knowledge and analytical ability. Graduate education 
for librarianship can also aid the individual to crystallize his career objec- 
tives, and enhance his mobility and choice of professional alternatives. Suc- 
cess 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 realiza- 
tion of his promise resides ultimately with the individual student. 

Seminar in Information Science 
meets with Professor Heilprin 

University of Maryland • 21 


The Master's Program 

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. A portion of these hours are taken up with 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. All courses are open 
to the student based upon his academic background and his personal re- 
quirements and choices. In consultation with his adviser his program is de- 
signed to meet his ovn particular career interests and objectives. 


Contributing to a reasonable degree of flexibility in the master's degree 
program are the availability of a wide range of courses in the School's cur- 
riculum and the opportunity for the. student enrolled in the School to take 
selected courses outside the School and in other departments where the needs 
of his particular program make it appropriate. 

The student is asked to choose his 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 concen- 
tration from within the framework of the School's offerings designed to im- 
prove the student's specific understanding of a type of library or library 


Teaching methods vary widely with subject matter and with faculty prefer- 
ences. The case method, the lecture-discussion approach, the laboratory 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 re- 
quire 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 lab- 
oratory provides opportunity to carry out activities of an experimental or 
practical nature under guidance. Most advanced offerings are designed as 
seminars in which individual study and research are required and in which 
students exchange ideas freely with the faculty members and with each other. 

22 • School of Library and Information Services 
The Curriculum 


LBSC 200. Introduction to Data Processing for Libraries. Staff. 

This is an introductory course designed to familiarize the student with the basic prin- 
ciples of data processing. The first part of the course is devoted to the fundamentals 
of punched cord processing ond 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 processing to library operations. 

LBSC 202. Introduction to Reference and Bibliography. 

Mr. Donohue and Mr. Haro. . 

This course introduces the structure of information and the purposes and peculiarities 
(e.g., incompleteness, fluidity) of bibliographic control systems. The student familiarizes 
himself with three general control systems (monograph bibliography, serials bibliography, 
government 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 Libraries. Mr. Kidd. 

This course is intended to provide the student with an understanding of libraries and 
other information systems as social institutions. Selected conceptual approaches, ex- 
tracted from the entire range of the social and behavioral sciences are utilized to 
achieve a comprehensive picture of library operations. General theories of social com- 
munication will constitute the central context. These will be supplemented by proposi- 
tions from decision theory, and others. Selected aspects of research methodology in the 
social sciences will also be introduced with emphasis on survey techniques and the 
special problems of "user" studies. 

LBSC 206. Organization of Knowledge in Libraries, I. 

Mr. Wellisch and Mr. Wilson. • .• i l i 

This course introduces the student to the principles of sub)ect organization of knowl- 
edge A theoretical investigation of the nature and principles of classification ond 
indexing leads to the establishment of criteria for various systems. The major classifi- 
cation schemes in use today, lists of subject headings, pre- and post-coordinate index- 
ing methods and thesauri are critically compared. Special consideration is given to 
the structural characteristics of each system as they affect practical application in 
various information retrieval environments. 

LBSC 207 Organization of Knowledge in Libraries, II. Mr. Wellisch. 

The course examines the function, nature, construction and maintenance of catalogs 
and the role of cataloging in achieving bibliographic control. Problems of author-title 
and descriptive cataloging are explored with reference to post and present solutions. 
Attention is paid to different typas and forms of catalogs, to notional and to inter- 
national cooperation in cataloging, and to its administrative problems. 

LBSC 209. History of Libraries and Their Materials. Mr. Colson. 

This is survey of the historical development of publication forms and the institutions 
in which they hove been collected and preserved for use. The major emphases are 
upon the development of written and printed materials, the social and technological 
conditions which hove controlled their development, and the intellectual forces which 
have controlled their use. 



Dr. Olson and Dr. Donohue consider 
plans for curriculum change 

LBSC 211. Library Administration. Mr. Wasserman. 

In this course the library is viewed comparatively, and administrative theory and prin- 
ciples 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 mana- 
gerial and organizational issues as bureaucracy, the administrative process, communi- 
cations, hierarchy and professionalism are identified and analyzed. 

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. Atten- 
tion 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 con- 
trot through abstracts and indexes. Readings will cover the history and significance of 
the scientific literature, the dissemination, use and flow of all forms of information 
among scientists, and the direction and patterns of major research trends as they may 
affect the research librarian. Literature searches will attempt to point out the prob- 
lems and constraints involved in conducting a comprehensive literature search on 
specific research topic. 

24 • School of Library and /nformcrf/on Services 

LBSC215. Literature and Research in the Social Sciences. Mr. Warner. 

This course is based on an interdisciplinary point-of-view, manifested in an integrated 
social science approach. The impact on social science of both behaviorism and em- 
piricism 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 prod- 
uct of such inquiry. The student examines the structure of the primary and secondary 
source literature of the principal humanistic disciplines, and studies in close detail 
representatives of types of bibliographies and reference books that control information 
in each discipline. 


LBSC 208. Fundamentals of Documentation. Mr. Wilson. 

The main concern of the course is to develop an understanding of the problems in- 
herent 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 control; theories of ad- 
vanced 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 con- 
sidered, particularly in the light of recent research and development. 

LBSC 210. Introduction to Information Retrieval Systems. Mr. Soergel. 
The aim of this course is to identify and compare critically the ways in which infor- 
mation 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 includes problems of 
input, the development and control of index vocabularies, the syntax of index lan- 
guages, file organization, and problems of output. A discussion of linear sequence in 
document descriptions, hierarchical and synthetic classification 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. Miss Bundy. 

This course considers public libraries in a political context, introducing the student to 
behavioral approaches to the study of politics and to the literature on the urban gov- 
ernment 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 professionol associations. Classes are discussion oriented, centered oround the 
readings. Students also undertake an individual scholarly paper. 

LBSC 222. Children's Literature and Materials. 

Mrs. Chisholm and Mrs. MacLeod. 

The course is designed to develop critical standards for the judgment of children's 
literature. Such judgment requires a brood base of reading in the literature itself and 
a knowledge of standards developed by professionals in the field. The course requires 
extensive reading by the student in order to further his critical sense and to broaden 
his understanding of the field. Emphasis is placed on critical analysis, both orol and 
written, of the whole range of literature for children, fiction and non-fiction. 

University of Maryland • 25 

LBSC 224. Construction and Maintenance of Index Languages. 

Mr. Soergel. 

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 that course. The method 
is practical. Each student constructs, for a subject of his own choosing, a classifica- 
tion scheme, together with sample studies for an alphabetical index to the schedule 
and to a classified catalog, a subject heading list and a thesaurus. Class work includes 
exercises in analysis, examination of published systems for special subjects, and dis- 
cussion of problems encountered by the student in constructing his own scheme. 

LBSC 225. Advanced Data Processing in Libraries. StafF. 

This course is designed to give a detailed presentation of the role of data processing 
systems in library operations. The library is viewed as a switching center in the hu- 
man 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 atten- 
tion to file organization, file processing and searching and the impact of storage media 
on file processing. Specific examples from library operations ore 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 
on Information Retrieval (IR) or library service facility must operate. A major concern is 
the user and his needs, supported by discussion of the objectives of IR and library 
systems, how decisions are made, particularly in the context of cooperative and de- 
centralized networks. 

LBSC 227. Testing and Evaluation of Information Retrieval Systems. 

Mr. Soergel. 

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. This course 
covers elements of IR systems; input, index language, file organization, output, meth- 
ods 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. StafF. 

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 descriptive catalog- 
ing, to construction of footnotes; citation-order theory applied to analytical bibliog- 

LBSC 231. Research Methods for Library and Information Activity. 

Miss Bundy. 

The first half of this course is designed to give the student an overview of the research 
process and research methods. The second half concentrates on the role of theory in 
empirical research, the nature of theory, theory generation and construction. Students 
consider various theoretical approaches to the study of library and information activity 
and each develops a conceptual framework to guide an individual investigation. Broader 
research issues are also considered, including privacy in behavioral research and re- 
search utilization. 

26 • School of Library and hformation Services 

LBSC 232. Programming Systems for Information Handling Applications. 

Mr. Meadow. 

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 meth- 
ods 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 gen- 
eralized 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 efforts, in 
terms of systems, to solve national information problems. Particular attention is given 
to the means of intellectually penetrating complex, decentralized governmental organi- 
zation and administration as a prerequisite to the understanding of governmental 
information systems. 

LBSC 234. Library Systems Analysis. Mr. Kraft. 

Prerequisites: LBSC 200 or equivalent. Statistics requirement. 

This course treats the principles of systems analysis with special emphasis on the prob- 
lems presented by library and special information systems. Particular attention 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 pertinent to systems 
analysis. The relationship of system analysis to the system implementation process is 

LBSC 235. Problems of Special Materials. Staff. 

A brief discussion of the nature and consequent fundamental problems of special ma- 
terials leads to an examination of particular types of material (maps, music, serials, 
audio-visual forms, etc.) and the way in which they effect traditional methods of 
library processing. The main part of the course is concerned with advanced 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 Mr. Kraft. 

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 provide him with 
an opportunity to develop experience in using several analysis methods which may be 
appropriate for the dissertation. 

LBSC 239. Analysis of the Library Service Process. Mr. Olson. 

Survey of concepts and methods for measurement and evaluation of library services in 
the context of an operating library system. Students apply the concepts and methods 
in individual or team research projects. 

LBSC 244. Medical Literature. Miss Sewell. 

The course introduces the student to the medical literature and its reference sources. 
It stresses those aspects of the field of medicine which lead to special characteristics 
in the organization and handling of its literature. It also emphasizes those innovations 
in librarianship and information services which are being developed in the medical 
library field. 

University of Maryland • 27 

LBSC 245. Legal Literature. Mr. Bougas. 

This course is an introduction to legal research in the statutes and codes, judicial de- 
cisions, encyclopedias and digests, treatises, periodicals, etc., of the legal profession. 
Variations in techniques of acquisition and ordering, publishers, end cataloging and 
classification, uniquely related to law library administration are examined. The present 
and future impact of computerizing legal research and method are explored. 

LBSC 246. Science Information and the Organization of Science. 

Mr. Kidd. 

Prerequisite: LBSC 208. 

The principle theme of this seminar is a description of the institutional environments 
in which science information is produced, evaluated and disseminated. The history of 
these functions will be covered with particular emphasis on the role of voluntary asso- 
ciations among scientists and the emergence of national and regional societies in the 
United States. The problems of managing the information dissemination function within 
the scientific societies will be considered with particular concern given to the differen- 
tiation of scientific sub-specialties and the nature of the transactions between special- 
ties and parent disciplines and transactions across disciplines. Researchable issues 
such as the influence of information services on scientific productivity will be empha- 
sized. The impact of federal subsidies on national societies and other institutions having 
comparable functions will also be considered. 

LBSC 248. Seminar in Library and Information Networks. Mr. Kidd. 

The issue of inter-library cooperation, the formation of cooperatives and consortia, and 
the economic and social consequences ere all matters of considerable interest to the 
library and scholarly communities as well as to planners, administrators and public 
officials. Thus, the course will have a continuing audience among library school stu- 
dents and possibly students from other disciplines interested in large-scale information 

LBSC 249. Seminar in Technical Services. Mr. Costabile. 

The concentration of this course is upon readings, class analysis and student discussion, 
end 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 of book catalogs, catalog 
card reproduction, and copyright issues. 

LBSC 253. Seminar in the Academic Library. Mr. Colson. 

The seminar is problem-oriented, although students are afforded an overview of aca- 
demic library concerns and issues through reading in secondary sources. Each partici- 
pant is expected to initiate and complete an investigation on a researchable topic, 
utilizing both primary and secondary data-gathering techniques. Topics are framed and 
the investigation is operationalized within a framework of group criticism. 

LBSC 255. Seminar on Manuscript Collections. Mr. Colson. 

Analysis of the special problems involved in the development, maintenance, and use of 
archival and manuscript collections. The purpose of the course is to develop in the 
student a broad understanding of these problems through the study of their history, the 
rationales upon which they are based, and contemporary problems confronting the 
archival profession. 



Graduate assistants discuss a School project 

LBSC 258. Topics in Information Science. Mr. Heilprin. 

(Same as CSC 258) 

Provides orientation on fundamentals of library and information science and back- 
ground for advanced work or specialized research in the field. Definition of informa- 
tion science, relation to cybernetics, semiotic and other sciences; systems analysis, 
transformations and basic constraints on information systems, classes and their uses in 
search and communication; optimalization and mechanization of information systems. 

LBSC 259. Business Information Services. Mr. Wasserman. 

This course is designed to introduce the student to the information structure from 
which the business librarian draws the data necessary to aid clienteles. The coverage 
includes governmental information systems, institutional and organizational forms, as 
well as the bibliographic apparatus relevant to contemporary managerial information 
needs. The orientation in the course is toward the use of information in problem solv- 
ing situations. 

LBSC 261. Seminar in the Special Library and Information Center. 

Mr. Donohue. 

This seminar reviews the development and present status of speciol libraries and infor- 
mation centers, their scope and objectives, particular administrative and organizational 
problems, acquisition, organization and use of information. Investigations into principal 
information centers and their services are included. Some attention is given to the inter- 
relationships of special libraries and information centers, and their similarities and 
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, paint- 
ing 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 move- 
ments, key examples and their spheres of influence and current problems and their 
investigation; and second, the literature: classics, landmark books, reference tools 
(such as bibliographies, handbooks, indexes), scholarly works, and popular literature. 

Universify of Maryland • 29 

LBSC 264. Seminar in the School Library. Mr. Liesener. 

A seminar on the development, the uses, the objectives, the philosophy and the partic- 
ular systems employed in school libraries. Evolving trends and influences upon the evo- 
lution of the school library and its increased responsibilities for new services and 
arrangements relating to the concept of its role as a material center are considered. 
The emphasis of analysis and discussion is upon those patterns uniquely identified v/ith 
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 informa- 
tion systems will be approached from the viewpoint of the physical, logical and intellec- 
tual transformations which they undergo in their path from message sender to re- 
cipient. 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 devel- 
oped by the student will be employed in the last portions of the course to understand- 
ing libraries as changing organizations. The significance of contemporary and informa- 
tion developments will be considered in this context. 

LBSC 268. Libraries and Information Services in the Social Process. 

Mr. Olson. 

Prerequsites: 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 organiza- 
ing libraries as changing organizations. The significance of contemporary library and 
information developments will be considered in this context. 

LBSC 269. Library Systems. Mr. Kidd. 

This course focuses on the effects of technological change and institutional develop- 
ment on traditional library-service operations. A conceptual framework is developed 
which shows the evolutionary processes leading to contemporary systems and a pro- 
jection of future trends. In particular, the influence of programs at the federal govern- 
ment level is studied as they influence national constituencies and local institutions. 
An example would be the effect of programs under the State Technical Services Act 
on state supported facilities. Other non-federal programs having significant prospects 
for broad effect (e.g., EDUCOM, commercial time-shoring, etc.) are also studied. 

LBSC 270. Library Service to the Disadvantaged. StafP. 

This course is an opportunity to discover and explore the public library and information 
services required by special populations. Emphasis is placed on needs of 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 

30 • School of Library and Information Services 

client needs, some understanding of the processes involved in modifying public service 
institutions and an awareness of the demands placed upon public libraries by pro- 
grams of social intervention. Translating these understandings into implications for 
public library and information services will be an exploratory experience in which stu- 
dents will play an important and active role. 

LBSC 271. Advanced Reference Service. Mr. Dubester. 

Theoretical and administrative considerations, analysis of research problems, and di- 
rected activity in bibliographic method and search techniques in large collections 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 collections, special subject 
research collection development, the measurement of collection use, and the problems 
associated with the collection of unconventional materials. 

LBSC 275. Storytelling Materials and Techniques. Mrs. MacLeod. 

The purpose of the course is to prepare the student in the art and practice of story- 
telling. The first portion of the course establishes, by intensive reading and class 
discussion, a broad foundation in the materials of oral literature. The second portion 
provides training and practice in the techniques of storytelling. 

LBSC 277. International and Comparative Librarianship. Staff. 

This course is designed to compare and contrast bibliographical systems, institutions, 
service arrangements and professional patterns in developed and developing cultures. 
Libraries are viewed against the backdrop of their cultures and the influence of the 
social, political and economic factors upon these forms are considered. Each student 
prepares papers analyzing programs in differing settings and exploring the bases for 
variations and similarities. 

LBSC 290. Independent Study. (1-6 hours) 

Designed to permit intensive individual study, reading or research in an area of spe- 
cialized interest under faculty supervision, registration is limited to the advanced stu- 
dent who has the approval of his advisers and of the faculty member involved. 

LBSC 499. Thesis Research. (Arranged) 

Jesting a program at the 
Computer Science Center 




School of Library and Information Services 


of Higher 

Learning Represented 

in the 

1969-1970 Student Body 



and Universities 

American University 

Eimiro College 

Antioch College 

Emerson College 

Arizona State University 

Fairmont State College 

University of Arizona 

Fairleigh Dickinson University 

Univerity of Arkansas 

Florida Stole 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 Californio, 


University of Illinois 

Calvin College 

Indiana University of Pennsylvania 

Carleton College 

Iowa State University 

Catholic University 

University of Iowa 

Central Missouri State 


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 Col 


Long Island University 

University of Connecticut 

Loyola University 

Cornell University 

Manchester College 

Davidson College 

Madison College, Virginia 

Davis & Elkins College 

Manhattansville College 

Delaware State College 

University of Maryland 

Dcnison 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 

Elizabethtown College 

Muhlenberg College 

University of Maryland 


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, 


University of South Dakota 

State University of New York, 


Stanford University 


State Teachers College, Kutztown, Pa. 

North Carolina College 

Swarthmorc 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 

Ohio State University 

Transylvania College 

Ohio Wesleyan 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 

Radcliffe 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 

Whcaton 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 Universities 

University of Alberta (Canod 


Keio University (Japan) 

Cambridge University (England) 

Kossuth University (Hungary) 

National Cheng-Chi University 

Oxford University (England) 

Universidad Nacional de Col 


University of Puerto Rico 

Eotvos Lorand University (Hungary) 

Sir George Williams University (Canada) 

Frederick William University 


National Toiwan University (China) 

University of Heidelberg (Germany) 

Technical University of Finland 

University of Hong Kong 

University of Toronto (Canada) 

■■ • f ■(/ •■■ ■;. 

The School's Director of Admissions, 
Mr. Hodina, interviews an applicant 

Universify of Maryland • 35 


The School of Library and Information Services has grown from an enroll- 
ment of 82 during its first semester to 267 in the Fall 1969 term. The pro- 
gram 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 en- 
rollment, 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 availability of financial 
assistance are outlined below. 

Admissions Standards and Procedures for M.L.S. Degree 


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 given evidence of suc- 
cessful completion of equivalent courses of study. The individual's under- 
graduate 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 recommenda- 
tion and information gained from personal interviews with potential students 
are also considered. Reports relating to the applicant's intellectual and per- 
sonal development as an undergraduate are sometimes considered, as are 
such factors as employment experience, military service and other related ac- 
tivities when they appear to be relevant in a particular case as part of the ad- 
missions review process. Normally, people who have passed their 50th birth- 
day 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 library profession. 


Although no specific undergraduate courses are required for admission to 
the School, those who seek admission must have completed a broad arts and 
sciences program with strength in the humanities, social sciences and physical 
or biological sciences. One year of college level foreign language course 
work or demonstration in examination of language competence is also re- 
quired for admission. Such study must be in one of the principal modern 

36 • School of Library and Information Services 

languages such as French, German, Spanish, Russian or other language con- 
taining 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 satisfactory academic performance in the School. 


A completed application for admission to the M.L.S. degree program in- 

(1) The University of Maryland Graduate School application form com- 

pleted in duplicate. 

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

Graduate School application forms to the Graduate School, Uni- 
versity of Maryland, College Park, Maryland 20742. 

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

cation form and the transmission of this form to the Director of 
Admissions, School of Library and Information Services, University 
of Maryland, College Park, Maryland 20742. 

(4) A report of test scores on the Graduate Record Examination. The 

student is required to sit for only the verbal and quantitative apti- 
tude tests administered as part of the Graduate Record Examina- 
tion. 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 con- 
venient in planning admission to the Fall semester, the October 
examination for the Spring semester, and the February examina- 
tion for the Summer term. The applicant is responsible for having 
his test results sent directly to the Director of Admissions, School 
Library and Information Services, University of Maryland, College 
Park, Maryland 20742. 

(5) The applicant is required to arrange for the registrar of each institu- 

tion 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 Informa- 
tion Services, College Park, Maryland 20742 and one to the 
Graduate School, University of Maryland, College Park, Maryland 

After all admission credentials have been received by the School, a per- 
sonal 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 location. 

University of Maryland • 37 

Requests for admission forms and additional information concerning admis- 
sion 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 


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 
con be given every opportunity for consideration. A new student is normally 
permitted to enter the School at the beginning of the fall, spring and sum- 
mer sessions. The closing date for applications for the fall semester is July 15; 
for the spring semester December 1 5; and for the summer session it is May 1 5. 
The applicant is notified of his acceptance or rejection as rapidly as possible 
after his admission files have been completed, evaluated and carefully re- 


No advanced standing is possible for the student who has completed aca- 
demic work in other graduate programs. Up to six semester hours for course 
work at other recognized institutions may be applied toward the master's 
degree when such course work has been taken after the student has been ad- 
mitted to the University of Maryland School of Library and Information Services 
and when such course work has been approved by this School. 


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 con- 
ducted during the normal day-time hours and that the student must be pre- 
pared 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. 


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 required of regular degree stu- 
dents. 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. 

A student presents a paper in Dr. Donohue's seminar 


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 

Academic Qualifications. A foreign student wishing to be considered for 
admission to The Graduate School of the University of Maryland must keep 
in mind that his application and official academic credentials— beginning with 
secondary school records— must be received by the Graduate Admission Office 
at least six months prior to the semester for which he plans to begin his studies. 
The University of Maryland, as a State institution, limits the number of foreign 
students it accepts. The University's complement of foreign students is selected 
from the best qualified graduate applicants. Unless the applicant ranked high 
In his graduating class in his own country, and unless his grades ranged from 
very good to excellent, it is unlikely that he will be admitted to the University's 
Graduate School. 

English Proficiency. In addition to meeting academic requirements, the for- 
eign student applicant must demonstrate his proficiency in English by taking 
TOEFL (The Test of English as a Foreign Language) where available. Because 
TOEFL is given only four times a year throughout various parts of the world, 
it is necessary for the applicant to make arrangements with the Educational 
Testing Service, Box 899, Princeton, New Jersey 08540, to take the test as 
soon as he contemplates study at the University of Maryland. Where TOEFL 
is not available, notify the Director of International Education Services and 
Foreign Student Affairs, University of Maryland, who will send instructions 
about arranging for a standard English proficiency test to be administered 
by the nearest American consulate or Embassy. The Embassy or Consulate 
will also have information about any orientation programs that may be avail- 
able in your country. Thus, when the applicant is ready to begin his studies, 
he will be expected to read, speak, and write English fluently and will be ex- 
pected to understand lectures and to take pertinent notes. 

University of Maryland • 39 

Finances. A statement regarding the applicant's financial status is required 
by the Office of Internationa! Education Services and Foreign Student Affairs. 
Approximately $250.00 a month, or $3,000.00 a year, is required for edu- 
cational and living expenses of two academic semesters and a summer ses- 
sion. A few departments and programs have assistantships available for out- 
standing graduate students; however, some of them require at least a year 
of study in the United States before considering the appointment of a foreign 
graduate student to an assistantship. Arrangements for assistantships must be 
made directly with the department or program. A foreign student applicant 
must therefore be prepared, in most cases, to meet his financial obligations 
from his own resources or from those provided by a sponsor for the first year 
of study, and perhaps beyond. 

Immigration Documents. Since the admission and stay of foreign students 
must conform to the regulations of the U.S. Immigration and Naturalization 
Service, it is necessary for students eligible for admission to secure from the 
University's Director of International Education Services and Foreign Student 
Affairs the immigration form required for obtaining the appropriate visa. Stu- 
dents already studying in the United States who wish to transfer to the Uni- 
versity of Maryland must also secure proper immigration documents in order 
to request the Immigration and Naturalization Service to grant permission 
for transfer. 

Special Services for Foreign Students. Every foreign student is expected to 
report to the Office of International Education Services and Foreign Student 
Affairs as soon as possible after arriving at the University. This office will be 
able to assist not only with various problems regarding immigration, housing, 
and fees, but also with more general problems of orientation to life in the 
University and the community. 

Questions concerning criteria and requirements for foreign applicants 
should be addressed to the Director, International Education Services and 
Foreign Student Affairs, University of Maryland, College Park, Maryland 

No foreign student seeking admission to the University of Maryland should 
plan to leave his country before obtaining notice of admission from the Director 
of Graduate Records of The Graduate School. 


The Master of Library Science degree will be awarded to the student who 
successfully completes a program of 36 hours with an average of "B" within 
three years from his first registration in the School. 

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 for study at the graduate level at the University of Maryland for 
the academic year 1970-71 is set at $38.00 per credit hour for Maryland 


Students meet with Dr. Olson 

residents and $48.00 per credit hour for out-of-state residents. The non-refund- 
able $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 

Other 1970-71 fees include: 

Auxiliary facilities fee $ 4.00 

Vehicle registration 10.00 

Graduation fee— M.L.S. degree 10.00 

Graduation fee— Ph.D. degree 50.00 


Living costs cannot be stated with the same degree of certainty as can 
regular University charges, since they will depend to a great extent on the 
individual's taste and his circumstances. The University-owned University Hills 
Apartments, located adjacent to the campus, are intended primarily for mar- 
ried graduate students and range in price from $82.00 to $1 15.00 per month. 
Board and lodging are available in many private homes in College Park and 
vicinity and in privately owned apartment developments. A list of available 
accommodations is maintained by the University's Housing Office. 

University of Maryland • 41 


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 assistantships 
are provided in the professional library of the School while others are with 
members of the faculty. In addition to the assistantships supported by the 
University, a number are also provided under the terms of the research con- 
tracts upon which faculty members in the School are engaged. A graduate 
assistant is permitted to carry up to 10 hours of course work during the regu- 
lar semester and three hours during the summer session. Some assistantships 
call for a ten-month academic term while others cover the full calendar year. 
Ten-month assistantships provide compensation of $2800; full-year assistant- 
ships, $3360. Information about the availability of assistantships may be re- 
quested from the Director of Admissions of the School. 

A limited number of residence hall assistantships providing renumeration 
and remission of fees are also available. Information concerning these posts 
may be obtained from the Director of Housing, University of Maryland, Col- 
lege Park, Maryland 20742. 

Fellowships. Under the terms of the Higher Education Act of 1965, the 
United States Office of Education has established a program of fellowship 
support for graduate study in librarianship. Support is available on the mas- 
ters and doctoral levels. Stipends range from $2,650 to $6,020 for the aca- 
demic year plus one summer term, $600 for each dependent, remission 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. 


Loan funds administered by the University of Maryland are available to a 
student in the School. In addition, federally insured loans are available 
through financial institutions for those enrolled in the School. Full details re- 
garding such prospects may be obtained from the Director, Office of Student 
Aid, North Administration Building, University of Maryland, College Park, 
Maryland 20742. 


Public libraries in the region as well as other local organizations offer a 
few stipends and scholarships. In addition a student in the School is eligible 
to apply for scholarships, fellowships and grants from national organizations 
awarded for graduate study in librarianship. Information on the availability of 
such awards may be requested from the Director of Admissions. 

42 • School of Library and Information Services 


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 gen- 
erally recommended unless the student is prepared to devote substantially 
full time to the task. For the exceptional full-time student, some supplement- 
ing 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, elected annually in February under the Constitution 
approved in fall 1969, is composed of four officers and one council member 
for each 50 students in the Student Organization (the whole student body). 
In addition to carrying out the normal social and service activities for the 
students, the Council has a vital role in the governing of the School. The 
officers are voting members of the faculty assembly, students serve on all 
School committees, and the Council supervises a periodic evaluation of the 
faculty, courses, and program. The Student Organization is committed to 
progressively greater involvement in the planning and improvement of the 
academic program of the School. 

The Council also maintains relations with leaders of other library schools 
and encourages the independent student magazine, the Bibliophile. The School 
is represented by two members in the Assembly of the Graduate Student Fed- 
eration, the representative body of the graduate students of the University 
and S.L.I.S. students are eligible to run for one of the graduate student seats 
in the University Senate. 

There is a range of educational and cultural activities for the students both 
at the University and in the nearby cities of Washington and Baltimore. 
Available to the student enrolled in the School are special memberships in 
the American Library Association, the Special Libraries Association, the Capitol 
Area Chapter of the American Society for Information Science, as well as 
other national and regional organizations. Notices of professional meetings, 
conferences and other programs of interest to the student body are regularly 


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


To assist the student in exploring and selecting among various employment 
opportunities, the University and the School operate a placement program. 
Libraries and information agencies regularly notify the School of job open- 
ings. Such notices are posted on the bulletin boards in the School. Representa- 

University of Maryland 


fives of a number of these libraries visit the campus each year. Interviews are 
arranged by the University Placement and Credential Service. This central 
university-v/ide service also handles the preparation and referral of creden- 
tials for students and alumni. For this service there is a $5.00 fee. Registration 
for the service must be made within one year of the awarding of the M.L.S. 
degree and the fee is good for one year's service. Whether or not a student 
is actively seeking placement, it is recommended that his credentials file be 
assembled before he leaves the School. Further details relating to the Uni- 
versity Placement and Credential Service may be obtained from the Director 
of Admissions and Student AfPairs. 

Additional Information 


This program is strictly a graduate program and should not be confused 
with the undergraduate program offered in The College of Education. In- 
dividuals intending to be school librarians must concern themselves with 
state certification requirements and in some cases, local school system require- 
ments 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 re- 
quirements 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 uni- 
versity services as health and counseling, general student activities, rules and 
regulations and other University facilities. This publication may be obtained 
from the Registrar's OflFice, University of Maryland, College Park, Maryland 

Study, relaxation, interaction— in the student lounge 

Dr. Wasserman chairs a Conference of 
Manpower Research Team 

The Alumni Chapter of the University of Maryland 
Alunnni Association 

The Alumni Chapter of the School of Library and Information Services was 
formed by members of the first graduating class of the School, in August 1966. 
In addition to its goals of maintaining and fostering friendly and professional 
relationships among the graduates, its 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 perti- 
nent problems. 

The graduating student is also urged to belong to the over-all University of 
Maryland Alumni Association which is the organization through which gradu- 
ates may foster the University's interests and alumni projects. Inquiries re- 
lating to Chapter affairs should be addressed to the Office of Alumni Affairs 
of the University. 

University of Maryland • 45 


During the first four years of the School's history, efforts were heavily con- 
centrated 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 

The primary objective of the doctoral program Is to prepare students for 
subsequent roles of scholarship and research in library education. The Mary- 
land program has identified two major strategic areas of study: the societal 
aspects of information organization and the problems of information storage 
and retrieval. A key element in the program is the recognition that the defini- 
tion and solution of basic research problems of librarianship require an inter- 
disciplinary approach. The University's degree structure and its attitude toward 
alliances with other disciplines oflFer suitable climate for this type of program. 
It should be noted that while engaging in other disciplines in the doctoral 
sequence of the student, the program assures that the student's central focus 
will be on library and information problems. 


The doctoral program in the School of Library and Information Services is 
administered under standards and regulations established by the Graduate 
School under the jurisdiction of the Graduate Council. The program requires 
the equivalent of three years of full-time work to complete, this time normally 
divided approximately two years to formal course work (60 course hours) 
and one year to research on the dissertation. The doctoral student must be 
engaged full-time in the program for two academic years at minimum. One 
year must be spent in residence. Work conducted at other universities may be 
applied toward the degree, but in no case may the number of formal course 
hours taken at Maryland be less than 24, and only the exceptionally prepared 
candidate can expect to take only the minimum. 

The Ph.D. degree is awarded not merely as a certificate cf 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 ac- 
ceptable thesis. 

All students pursuing the doctoral degree in library science and informa- 
tion services must achieve an understanding of basic theory in the following 

Theoretical approaches to the organization of knowledge. 
Documentation— organization of recorded information and its handling. 

46 • School of Library and Informafion Services 

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 
will be particularly important. All candidates v/iil be expected to take at least 
six hours of research methods. Candidates must also exhibit a proficiency in 

As the candidate moves on toward specialization in the program, he may 
elect one of two broad routes: Information Storage and Retrieval, or Societal 
Aspects of Librarianship. These routes are not mutually exclusive, but they do 
represent a broad difFerentiation by the type of orientation, program of 
study and supportive disciplines likely to be involved. 

Information Storage and Retrieval. This route in the doctoral program in- 
cludes the theory of information retrieval systems, their design and evaluation, 
the theory of classification including construction and maintenance of index 
languages, and the consideration of libraries and other information service 
facilities as systems susceptible of analysis and evaluation. There are several 
disciplines supportive of study in this broad area at the University, including 
Mathematics, Philosophy, Business and Public Administration and Computer 
Science. For instance, it is possible to declare a minor in Computer Science 
by satisfactorily completing nine hours at the graduate level in that School. 

Societal Aspects of Librarianship. Dependent upon their interests, candi- 
dates may also wish to take courses from the Societal Aspects route. This 
broad area encompasses the behavioral aspects of the field, including li- 
braries as bureaucratic institutions, in terms of social and historical develop- 
ment, internal organizational patterns and behavior, political relationships, 
community and clientele relationships, professional aspects and inter-organi- 
zational aspects. The candidate is expected to specialize further by con- 
centrating in a particular aspect of this route. He is encouraged to turn to 
the social science disciplines and may be expected to take a significant num- 
ber of course hours in these disciplines. As relevant to his needs and inter- 
ests and background, the student may also take one or another of the courses 
in the Information Storage and Retrieval area. 

Other Areas. An area of interest in the School which bridges between the 
two routes is that of research library networks. Other promising areas have 
been, or are being developed at the University which will permit this program 
to take advantage of developments in the various social science disciplines. 

Language Requirement for the Ph.D. Because of the variety of backgrounds 
and potential areas of research concentration of its student body, several of 
the language options approved by the Graduate Council may be chosen 
with the consent of the student's advisor and committee. Before admission to 
candidacy for the degree is granted, the student must have satisfied the 
language requirement of the Graduate Council. 

The Qualifying Examination. After a beginning period of study at the Uni- 
versity of Maryland, but before the completion of his first year in residence, 
an assessment will be made as to the student's preparedness to meet the in- 
tellectual requirements of further advanced study and original research. A 
special committee will review the work of the candidate to date, in particular 
his formal papers as well as other evidence of his scholarly aptitude, and then 

Universify of Maryland • 47 

administer an oral (or possibly written) examination. The committee will be 
concerned, not solely with subject mastery, but more importantly with assess- 
ing the student's ability to deal with the theoretical requirements of doctoral 
work and with his capacity for identifying problems and the means of their 
solution. The examination will serve the dual function of deciding if the stu- 
dent should continue in the doctoral program and if so, to serve as a guide 
in the development of his program. 

The Preliminary Examination. This examination is to be taken only after 
language requirements have been met and at, or near, the completion of the 
student's course work. It is required before admission to candidacy. In both 
written and oral examinations, the student must demonstrate his competency 
in the areas required of all candidates and in those selected by him as con- 
stituting his specialty. 

The Thesis Proposal. At the time of his preliminary examination, the candi- 
date must have a general notion of the research problem he proposes to pur- 
sue and the committee may undertake to question the student about it in 
broad terms during the oral examination. In a more informal examination, 
the student's doctoral committee, both as a group and individually, will ap- 
prove the student's topic and approach and provide advice and counsel. 

The Final Examination. In this examination, the candidate is expected pri- 
marily to defend the dissertation, but may also be asked questions testing 
the student's subject competence. The candidate must see that each member 
of the committee has had ample opportunity to examine the dissertation prior 
to the oral examination. The final recommendation of this committee must be 


Individuals are accepted in the Ph.D. program who have received a 
Bachelor's or higher degree from an appropriately accredited institution and 
who have demonstrated excellent scholastic attainment. The undergraduate or 
graduate area of specialization will not be the determining factor in accept- 
ance, but preference will be given to students who have demonstrated 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. Considera- 
tion is also given to the nature of the course program they pursued. All ap- 
plicants are required to take the verbal and quantitative tests of the Gradu- 
ate Record Examination. These scores will be among the criteria considered 
in combination with others. Assessment by former instructors able to esti- 
mate the student's potential for advanced study is an additional factor. As a 
personal interview is usually required, the prospective candidate should plan 
to visit the School and meet the faculty, in order to assure himself that this 
is a program suited to his particular orientation. 

The School has funds available for the support of a number of Ph.D. candi- 
dates through fellowships and assistantships. These are awarded on a com- 
petitive basis by the Doctoral Committee to both new and continuing candi- 
dates, with renewals based on the student's academic performance. Each 
doctoral fellowship under the Office of Education's Higher Education Act 
Fellowship Program carried a stipend of $5,000 for the ten-month academic 
year, $600 for each dependent, remission of all tuition and fees. The gradu- 

48 • School of Library and Informafion Services 

afe asslstantship carries a stipend of $2,800 for the ten-month academic year, 
plus remission of tuition, and requires a minimum of 20 hours per week service 
to the department. The holder of an assistantship is normally restricted to 
registration for not more than ten credit hours per semester. 

Information for foreign students who wish to apply to the program can be 
found on p. 38. For information on tuition and other expenses, see p. 39. 

Applications for admission should be filed as early as possible during the 
period preceding the semester for which admission is sought so that the appli- 
cant can be given every consideration. New doctoral students generally 
enter the School at the beginning of the fall session. The closing dote for 
submitting applications for the fall session is June 1 . 

Requests for admission forms, financial aid applications and additional in- 
formation 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 

Research Programs 

Through its research programs the School and its faculty are committed to 
a combination of related objectives: the advancement of basic knowledge 
about the institutions in which librarianship and information service is prac- 
ticed and about the human beings who perform within them; the utilization 
of that knowledge in the teaching and service programs provided by the 
School for the library profession; and the encouragement of the 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 gradu- 
ate instruction, its faculty must contribute actively to such a body of knowledge. 

The scholar at the School of Library and Information Services undertakes 
research of both a sponsored and unsponsored nature. In addition to individ- 
ual research by faculty members, the School has also accepted commitments 
for the conduct of programmatic, large scale efforts to the extent that such 
work might be carried out by members of its faculty, in some instances in 
concert with scholars at other institutions. The research aspirations of the 
School relate to identifying the scholarly evidence necessary in furthering 
understanding of the field or in advancing its purposes. 


During the first year of the School's program an arrangement was conceived 
with the Maryland State Department of Education's Division of Library Ex- 
tension whereby the Division provided financial aid and supporting staff for 
a designated member of the School's faculty to carry out research on central 
problems of concern to the Maryland library community. During the first two 
years of this relationship, Dr. Mary Lee Bundy carried out a large scale em- 

pirical study of public library use in metropolitan Maryland. The principal in- 
vestigator in this project now is Dr. Jerry Kidd. Dr. Kidd's focus of interest is 
upon the analysis and development of the potential for regional informational 
systems development in the Maryland area. 

Among the School's externally supported research efforts is the Develop- 
ment of a Programmed Course for fhe Training of Indexers 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 suit- 
able for preparing the indexers in the national information system known as 
ERIC (Educational Research Information Center). The system now has nineteen 
clearinghouses specializing in different aspects of education. The program 
consists of four lessons. The first two explain the principles of indexing in 
general and of coordinate indexing in particular, concept indexing and trans- 
lation. Lessons three and four are practical. The first contains a detailed dem- 
onstration of indexing an educational research document and the second pro- 
vides further exercises for the student. 

A second research effort was that conducted by Dr. Bundy, the A4efropo//- 
fan Public Library Use Study. This large scale adult user inquiry involved over 
20,000 questionnaire returns from patrons of the 100 library outlets in the 

50 • School of Library and Information Services 

Washington-Baltimore metropolitan area of Maryland. It affords a general 
profile of the library's public: their socio-economic characteristics; their pur- 
poses in coming to libraries; their library use habits; and their satisfaction with 
services. Analyses were also made by occupational group, by library system 
and by size of library unit. These analyses permit generalizations regarding 
the factors which influence the use and users of public libraries. 

Another major effort which the School undertook was A Study of Manpower 
Needs and Manpower Utilization in the Library and Information Professions. 
Conducted under the auspices of the U.S. Office of Education, the National 
Science Foundation and the National Library of Medicine, this three-year 
interdisciplinary program involved scholars from Psychology, Sociology, Politi- 
cal Science, Economics and Library Science. The project was directed by Dr. 
Paul Wasserman, with Dr. Mary Lee Bundy as associate program director. The 
particular studies conducted and those who carried them out are: Economics 
of the Library and Information Professions, Dr. August Bolino, Catholic Uni- 
versity of America; Personality and Ability Patterns as Related to Work Special- 
ties in the Information Professions, Dr. Stanley Segal, Columbia University; 
Image and Status of the Library and Information Services Field, Dr. J. Hart 
Walters, Jr., George Washington University; Role Concepts and Attitudes 
Toward Authority Among Librarians and Information Personnel, Dr. Robert 
Presthus, York University; The Executive in Library and Information Activity, 
Dr. Paul Wasserman and Dr. Mary Lee Bundy, University of Maryland; The 
Analysis of Education and Training Patterns in the Information Professions, Dr. 
Rodney White, Cornell University. The final product of this program is 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 planned and is now implementing a design for an information 
center for the city, to be operated by the public library. As the effort is con- 
ceived, it calls for the program to inventory sources of information, both pub- 
lished and unpublished, and to develop a prototype information service which 
will direct inquirers to data sources wherever they exist. 

The School's "Poverty" project was an experiment in library education with 
a strong research component. The program grew out of the School's recog- 
nition 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 mounted an experimental educational program which 
combined courses with actual field experience in a laboratory library main- 
tained by the School for this purpose. Assistantships provided a number of 
students with more intensive experience in the laboratory. The laboratory li- 
brary known as the "High John" Library is located in Prince George's County 
and has now been taken over by the Prince George's County Library. 

This program was of educational significance not only for library schools 
planning educational offerings specifically related to service to the disad- 
vantaged, but in helping to assess the value of the laboratory approach in 
order to bridge the gap between theory and practice, it also provided con- 
crete research evidence as well as trained personnel to assist public libraries 
in making adaptations in their programs and services to the culturally and 
economically deprived. 

Universiiy of Maryland • 51 

Through the availability of assistantships the research programs provide 
financial support and the opportunity for advanced students to gain appropri- 
ate research experience. The School maintains close association with other 
university departments and colleges concerned with research and with me- 
thodology 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 planned. 


The first number in the School's "Student Contributions Series" was issued 
in the fall of 1 967. This is The Library's Public Revisted, edited by Mary Lee 
Bundy with Sylvia Goodstein. The series is designed to carry the results of 
students' scholarly efforts when a number of pieces of sufficient merit organized 
around a common theme and growing out of research conducted by students 
in particular courses, become available. The second in this series, The Uni- 
verse of Knowledge, edited by Derek Langridge with Esther Herman, was 
issued in the spring of 1969. The Study of Subject Bibliography with Special 
Reference to the Social Sciences, edited by Christopher D. Needham with 
Esther Herman (1970) is Number 3 of the "Student Contribution Series." The 
School has also begun a "Proceedings" series. The first monograph in this 
series, issued in 1968, is Reclassification— Rationale and Problems, edited by 
Jean M. Perreault. Metropolitan Public Library Users, a report of a research 
study of adult library use in the Maryland Baltimore-Washington metropolitan 
area by Mary Lee Bundy, was also published in 1968. In early fall 1970 the 
School published The Universal Decimal Classification, a programmed instruc- 
tion course, by Hans Wellisch. 

Distribution of the monographs is handled by the University of Maryland 
Student Supply Store and inquiries and orders should be directed to this 

Library and Information Services 

The School of Library and Information Services maintains its own library 
and information service within the School. The staff includes two professional 
librarians, and the library affords a collection of over 30,000 volumes, 900 
serial publications, as well as a technical report collection in the emerging 
field of information science. As part of the planning for the School's new 
building expected to be occupied in the future, an expansion of the collection 
to include other non-conventional materials including slides, films, and film- 
strips is also anticipated. In addition, computer access terminals and mechani- 
cal teaching aids will be an integral part of the S.L.I.S. library's service pro- 

The library is an information center organized for the express purpose of 
affording the School's faculty and research staff the same kind of modern 
special library service as that provided by other forward looking agencies 
committed to this ideal. It is staffed to provide direct assistance to students 
and faculty in the solution of academic and research problems. The faculty 

Drs. Chisholm and Liesener 
discuss school librariansbip 

Universify of Maryland • 53 

and advanced graduate students are provided detailed bibliographic assist- 

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 biblio- 
graphic and research collections and to the information programs of many 
important government agencies and research centers. 

Computer Services 

The University of Maryland has one of the finest university computing science 
centers in the United States. The Center was established in February 1962 
OS an inter-disciplinary department not affiliated with any school or college 
of the University to provide the necessary centralized high-speed computing 
service and programming assistance to all activities of the University, to de- 
velop and administer an education program in computer science and to con- 
duct a research program in computer science. It contains a Univac 1108, an 
IBM 7094 and two IBM 1401 's. The School of Library and Information Services 
has a remote online low speed key driven terminal located in the School to 
time share 1 108 facilities with other users throughout the campus, available for 
class and research use of faculty and students. 

Mr. Edward Taylor, Execufive Director of the 
Harlem Cultural Council, addresses a colloquium 

Universify of Maryland • 55 


Complementing the regular degree program and research efforts are a 
number of special activities conducted by the School. 

The Colloquium Series 

During the academic year a 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, 
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 pro- 
gram 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 level of their first professional degree. The program is conceived 
of as one which affords opportunities at several levels. 


One form which continuing education takes is the conference which draws 
together scholars who are committed to research and experimentation and who 
meet in order to read and discuss original papers on a topic of interest to 
them and to a select audience of their peers. Such a meeting was the Inter- 
national Symposium on Relational Factors in Classification held by the School 
in 1966. Directed by Jean M. 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 Program, several institutes 
have been held or are planned in the area of organization of knowledge, 
administration, automation, and library services to specific groups. 

These include a conference on Reclassification— Rationale and Problems, 
directed by Jean Perreault, held to consider the available classification sys- 
tems, the administrative problems of reclassification, and the impact of the 
computer on library operations in the context of reclassification or the avoid- 
ance of reclassification. In June 1968, an Institute on The Automation of Bibli- 
ographic 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 


The Library Administrators 
Development Conference 

was to broaden and deepen the participants' understanding of the implica- 
tions of automation for library planning through an intensive, first hand study 
of an already operational situation. David Batty was Director of the Institute. 

Classification— Expanding Horizons, July 1969, was directed by Anthony C. 
Foskett; the overall theme of the Institute was that classification, far from 
being outmoded by recent developments in information retrieval, can in fact 
play an even greater part in the future. In an effort to explore the significant 
aspects of a society in flux and the importance and interactions of these as- 
pects upon the library, an institute. Change Frontiers: Implications for Libra- 
rianship, was held in August 1969. It was directed by Gilda Nimer and sup- 
ported by the U.S. Office of Education. 

To provide an introduction to the wide range of urban information systems, 
with special emphasis on their relationships with libraries, a one-day institute 
on Urban Information Services was directed by Mr. Joseph Donohue in No- 
vember 1 969. A two-day program— The Informational, Educational and Social 
Responsibilities of Urban Library and Information Centers— held in December 
1969, was sponsored by a class in Library Service to the Disadvantaged and 
directed by Mrs. Annie T. Reid. 

The School of Library and Information Services has since its inception evi- 
denced a strong concern with research and instruction relative to managerial 
and organizational problems. The Library Administrators Development Pro- 
gram is offered each summer and affords those in senior management posi- 
tions in library and information organizations an intensive two-week study 

Universify of Maryland • 57 

sequence. Befween 30 and 40 parHcipants representing large libraries of 
different types and geographic locations have attended each summer. The 
primary intent of the intensive two-week course sequence is to afford those 
selected to participate the opportunity to concentrate their attention in a living 
and working experience upon ingredients viewed to be essential to the broad 
managerial responsibility of library administration. During the program the 
participant is introduced to basic concepts of management, encouraged to 
explore his own attitudes and values with a carefully selected faculty and to 
seek solutions to organizational 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 planinng and control, per- 
formance valuation, adaptions to changing technology, and innovations in 
a library context. In common with executive development programs in other 
fields, the Maryland program relies upon invited lecturers from such fields as 
management, public administration, and the behavioral disciplines as well as 
scholars drawn from librarianship itself. 

Another program of the School was the Institute on Middle Management in 
Librarianship which was concerned both with the conceptual understanding of 
middle-level managerial roles and the development of approaches to the 
performance of these roles. The program was held in June 1969, with James 
W. Liesener as Director, under a grant from the U.S. Office of Education. 

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 20742. 









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The University of Maryland - Academic Resources and Points of Interest