THE SCHOOL OI
University Calendar 1971-72
SUMMER SCHOOL 1971
June 21, 22 Monday-Tuesday Registration
June 23 Wednesday Instruction Begins
July 5 Monday Independence Day Holiday
August 13 Friday Summer Session Ends
FALL SEMESTER 1971-72
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 class Instruction ends
January 12, 19 Wednesdays Exam study days
January 13-21 Thursday-Friday Fall semester final exams
SPRING SEMESTER 1972
January 31- Monday-Saturday Spring Semester Registration
February 7 Monday Instruction begins
March 31 Friday, 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 Memorial day
May 25-June 2 Thursday-Friday Spring semester examinations
The provisions of this publication are not to be regarded as an irrevocable contract between
the student and the University of Maryland. Changes are effected from time to time in the
general regulations and in the academic requirements. There are established procedures for
making changes, procedures which protect the institution's integrity and the individual 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 can 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
Volume 28 August 2. 7977 Number 2
UNIVERSITY OF MARYLAND BULLETIN is published: eight times in June; seven times in
September, October, December, and March; iix times in July and August; five times in
February, April and May; four times in November and January. Published 71 times. Re-
entered as second class mail matter under the Act of Congress on August 24, 1912. 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.
» » »
1 J i in
» • •
-5 1 111
Construction continues on the new undergraduate library and new home
of the School of Library and Information Services,
scheduled for completion in November 1 972
University of Maryland I 5
I. THE SCHOOL
The School and the University 7
The School's Philosophy 8
Education for Librarianship and Information Service 9
II. ADMISSIONS AND STUDENT AFFAIRS
Admissions Standards and Procedures for M.L.S. Program 1 1
Tuition and Other Expenses 16
Student Activities and Services 18
Additional Information 19
The Alumni Association 21
III. THE EDUCATIONAL PROGRAM
The Master's Program 23
The Curriculum 24
IV. ADVANCED STUDY AND RESEARCH
The Doctoral Program 37
Research Programs 40
Library and Information Services 44
Computer Services 45
The Colloquium Series 47
Continuing Education 47
VI. BOARD, FACULTY AND STAFF
Digitized by the Internet Archive
in 2010 with funding from
Lyrasis Members and Sloan Foundation
University of Maryland I 7
I. THE SCHOOL
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.
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 re-
sponsible to the Chancellor of the College Park campus through the Vice
Chancellor for Academic Affairs. It is housed at present in the University's
central McKeldin Library and expects to move to and share in the occupancy
of a new building to be erected on the campus by academic year 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
1970-71, 273 master's degree candidates in residence came from more
than 148 American and 3 foreign colleges and universities. One hundred
fifty-one of the student body came with a background of undergraduate study
in humanities, and 87 in social scences, while approximately 31 were science
students as undergraduates. Of the total number enrolled in the school 40
had already pursued their studies to the master's degree in other disciplines
including English, history, education, political science, psychology, theology,
nursing, languages, music and public administration.
8 / School of Library and Information Services
Because of the very diverse background of the school's students and the
need for common orientation to the environment and philosophy, as well
as the functions and theoretical undergirding for the practice of library and
information service, the faculty advisors will recommend courses they think
most appropriate for each student. With the pro-seminar as the basis, the
student, with the approval of his advisor, 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 aspirations. Reflecting the
multi-disciplinary nature of librarianship and its continuing need for reliance
upon insights from supportive intellectual disciplines, students in the elective
portions of their work have a high degree of flexibility. Their courses are
not restricted only to those within the framework of the school but can in-
clude 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.
The foremost concern of the School of Library and Information Services
is to place the intellectual character of librarianship on a sound and firm
basis. Maryland's concern is with the clarification and definition of the in-
tellectual character of the field of library and information service first, and
then with the development of 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 scholar-
ship and research in order to advance knoweldge and practice in the several
fields of librarianship.
Advanced offerings of a formal and informal nature for practitioners in
the field are also viewed as a school responsibility. At the master's level
the orientation is toward introducing the student to the enlarged responsi-
bilities which librarians must be prepared for and committed 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 a special offering for this group, the Library Administrators De-
Professional schools must always make decisions relevant to the balance
between theory and practice. In common with the university programs of
most professions, the school's offering is balanced toward the theoretical,
the fundamental, the ethical, and the conceptual issues. As a professional
school, it fully recognizes its obligation to demonstrate the application of
theory to practice, and it strives to achieve a harmonious fusion of 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 communi-
cation, 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 pro-
gram lines with other related departments such as computer science. This af-
University of Maryland I 9
fords 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 librarianship
relevant to contemporary requirements. Perhaps one of the most critical needs
in librarianship is that of augmenting the ranks of its scholarly personnel.
Without the influence of well-prepared scholars the prospects of improving
the profession's opportunities remain remote. An academic vehicle for work
to the doctorate, begun in 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 goal of the school is, 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
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 will not evade its responsibility for finding its own educational
objectives and commitments, and it will work as energetically as possible to
develop professional awareness and support for what it is seeking to 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.
Seminar in Information Science
meets with Professor Heilprin
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.
University of Maryland / 7 7
II. ADMISSIONS AND STUDENT AFFAIRS
The School of Library and Information Services has grown from an enroll-
ment of 82 during its first semester to 299 in the fall 1970 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
ELIGIBILITY FOR ADMISSION
Admission as a student to the school is limited to individuals who hold the
bachelor's degree from recognized colleges, universities or professional
schools in this country or abroad or to those who can give evidence of 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 pursue graduate study in librarianship, but other factors are
also taken in account in reviewing applications. The potential student's per-
formance in the verbal and quantitative tests of the Graduate Record Exami-
nation administered by the Educational Testing Service of Princeton, New
Jersey and letters of personal recommendation and information gained frorr.
personal interviews with potential students are considered. Reports relating
to the applicant's intellectual and personal development as an undergraduate
are sometimes considered, as are such factors as employment experience,
7 2 / School of Library and Information Services
military service and other related activities when they appear to be relevant
in a particular case as part of the admissions review process. Normally, peo-
ple who have passed their 50th birthday are not encouraged to apply for
admission. Individuals beyond this age will be considered on the merits of
the individual case. All these factors are considered significant in assessing
the applicant's capacity and motivation for graduate work in the school and
for his later performance as a responsible member of the 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. While no particular courses are required, the faculty
views undergraduate course work in mathematics, the social sciences and the
physical and biological sciences as especially relevant to some of the newer
directions in the field. Undergraduate courses in librarianship do not enhance
the student's eligibility for admission, nor do they necessarily assure satis-
factory academic performance in the school.
A completed application for admission to the M.L.S. degree program in-
(1) The University of Maryland Graduate School application form com-
pleted in duplicate.
(2) Payment of a nonrefundable $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
of Library and Information Services, University of Maryland, Col-
lege Park, Maryland 20742.
University of Maryland I 73
(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.
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
Applications for admission should be filed as early as possible during the
period preceding the term for which admission is sought so that the applicant
can be given every opportunity for consideration. A new student is normally
permitted to enter the school at the beginning of the fall, spring and sum-
mer sessions. The closing date for applications for the fall semester is July 15;
for the spring semester December 15; and for the summer session it is May 15.
The applicant is notified of his acceptance or rejection as rapidly as possible
after his admission files have been completed, evaluated and carefully re-
TRANSFER OF CREDIT
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 daytime 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
A doctoral student communicates with the computer
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 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
—should be received by the Graduate Admission Office at least six months
prior to the semester when he plans to begin his studies. Applications
may be rejected prior to this deadline when foreign student quotas have
University of Maryland I 15
been exceeded. 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.
In addition to meeting academic requirements, the foreign student applicant
must demonstrate proficiency in English by taking TOEFL (The Test of English
as a Foreign Language). Because TOEFL is given only four times a year through-
out various parts of the world, it is necessary for the applicant to make ar-
rangements with the Educational Testing Service, Box 899, Princeton, N.J.
08540, to take the test as soon as he contemplates study at the University of
Maryland. When the applicant is ready to begin his studies, he will be ex-
pected to read, speak, and write English fluently and will be expected to
understand lectures and to take pertinent notes.
A statement regarding the applicant's financial status is required by the
Office of International Education Services and Foreign Student Affairs. Ap-
proximately $300.00 a month, or $3,600.00 a year, is required for educa-
tional and living expenses of two academic semesters and a summer session.
Arrangements for assistantships must be made directly with the school. A
foreign student applicant must be prepared, in most cases, to meet his finan-
cial obligations from his own resources or from those provided by a sponsor
for the first year of study, and perhaps beyond.
Since the admission and stay of foreign students must conform to the regu-
lations of the U.S. Immigration and Naturalization Service, it is necessary for
students eligible for admission to secure from the University's Director of In-
ternational Education Services and Foreign Student Affairs, the immigration
form required for obtaining the appropriate visa. Students already studying in
the United States who wish to transfer to the University of Maryland must also
secure proper immigration documents in order to request the Immigration and
Naturalization Service to grant permission for transfer.
Every foreign student is expected to report to the Office of International
Education Services and Foreign Student Affairs as soon as possible after ar-
riving at the University. This office will be able to assist not only with various
problems regarding immigration, housing, and fees, but also with more gen-
eral 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.
( I I
Under a full-time program a student normally completes 15 semester hours
during the fall and spring semesters and 6 hours during the summer term. No
thesis or comprehensive examination is required.
Tuition and Other Expenses
TUITION AND FEES
Tuition for study at the graduate level at the University of Maryland for
the academic year 1971-72 is set at $38.00 per credit hour for Maryland
residents and $48.00 per credit hour for out-of-state residents. The nonrefund-
able $10.00 fee mentioned earlier under admissions procedures serves as the
matriculation fee when the applicant is accepted. A late registrant is charged
an additional fee of $20.00.
Other 1971-72 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
University of Maryland I 17
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.
AWARDS AND FINANCIAL ASSISTANCE
A substantial number of fellowships and assistantships are available for
students enrolled in the school.
Assistantships. The school offers a number of assistantships provided by
the University which are awarded on a competitive basis each year. These
provide stipends and exemption from tuition and fees. Certain 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. A student is eligible to apply for graduate fellowships. The
stipend for a Graduate Fellow is $1,000 for ten months and the remission of
all fees 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 pro-
grams and satisfy residence requirements in the normal time.
STUDENT LOAN FUNDS
Loan funds administered by the University of Maryland are available to a
student in the school. In addition, federally insured loans are 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,
78 / School of Library and Information Services
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.
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 pro-
gressively greater involvement in the planning and improvement of the aca-
demic 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
University of Maryland I 79
Each student is assigned a faculty advisor. 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.
PLACEMENT AND CREDENTIAL SERVICES
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-
tives of a number of these libraries visit the campus each year. Interviews are
arranged by the University Placement and Credential Service. This central
university-wide service also handles the preparation and referral of creden-
tials for students and alumni. For this service there is a $7.00 fee. Registration
for the service must be made within one year of the awarding of the M.L.S.
degree and the fee is good for one year's service. Whether or not a student
is actively seeking placement, it is recommended that his credentials file be
assembled before he leaves the school. Further details relating to the Uni-
versity Placement and Credential Service may be obtained from the Director
of Admissions and Student Affairs.
M.L.S. PROGRAM FOR SCHOOL LIBRARIANS
This program is strictly a graduate program and should not be 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-
Study, relaxation, interaction— in the student lounge
Dr. Wasserman chairs a Conference of
Manpower Research Team
merits 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 may consult the University of Maryland Consoli-
dated Undergraduate Catalog 1971-72 for details regarding such university
services as health and counseling, general student activities, rules and regu-
lations, and other University facilities. This publication may be obtained
from the Student Supply Store, University of Maryland, College Park, Mary-
University of Maryland I 27
The Alumni Chapter of the University of Maryland
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.
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 I 23
THE EDUCATIONAL PROGRAM
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 pro-seminar is 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. The school is in the process of developing planned sequences of
courses for a variety of specializations for information scientists. All courses
are open to the student based upon his academic background and his per-
sonal requirements and choices. In consultation with his advisor his program
is designed to meet his own particular career interests and objectives.
Contributing to a reasonable degree of flexibility in the master's degree
program are 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
24 I School of Library and Information Services
METHODS OF INSTRUCTION
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.
LBSC 600 (290F). Pro-Seminar (Lecture and Tutorial). (6) Staff.
To introduce the beginning student to the field of librarianship, covering such topics
as the communication process, libraries as social institutions, document processing, and
characteristics of library users, in order that the student might better identify and
achieve his professional objectives. (This course is required.)
LBSC 610 (202). Introduction to Reference and Bibliography. (3)
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 613 (213). Literatrure and Research in the Sciences. (3) Mr. Caponio.
The objectives of this course are to develop an understanding of the nature and scope
of the scientific and technical literature and the importance and use of the supporting
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-
trol 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 a
specific research topic.
LBSC 615 (215). Literature and Research in the Social Sciences. (3)
This course is based on an interdisciplinary point-of-view, manifested in an integrated
social science approach. The impact on social science of both behaviorism and em-
piricism is emphasized throughout the course. Controls over sources of information
constitute the framework within which the course is presented.
LBSC 617 (217). Literature and Research in the Humanities. (3)
The course defines the humanities, the mechanics of humanistic inquiry, and the prod-
Mr. Wright, Mr. Armitage, Mr. Soergel,
Mr. Haro at a committee meeting
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 620 (244). Medical Literature. (3) 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
LBSC 624 (245). Legal Literature. (3) 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, and 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 626 (263). Literature of the Fine Arts. (3) 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
26 I School of Library and Information Services
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.
LBSC 627 (233). Governmental Information Systems. (3) Staff.
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
LBSC 631 (259). Business Information Services. (3) Mr. Wasserman.
This course is designed to introduce the student to the information structure from
which the business librarian draws the data necessary to aid clienteles. The coverage
includes governmental information systems, institutional and organizational forms, as
well as the bibliographic apparatus relevant to contemporary managerial information
needs. The orientation in the course is toward the use of information in problem solv-
LBSC 633 (271). Advanced Reference Service. (3) 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 635 (273). Resources of American Libraries. (3) Staff.
A seminar in the problems of research collection development. Significant American
research collections are studied by each member of the seminar, who prepares and
presents papers on such matters as: the means of surveying collections, special subject
research collection development, the measurement of collection use, and the problems
associated with the collection of unconventional materials.
LBSC 636 (222). Children's Literature and Materials. (3) Mrs. Chisholm.
The course is designed to develop critical standards for the judgment of children's
literature. Such judgment requires a broad base of reading in the literature itself and
a knowledge of standards developed by professionals ir. the field. The course requires
extensive reading by the student in order to further his critical sense and to broaden
his understanding of the field. Emphasis is placed on critical analysis, both oral and
written, of the whole range of literature for children, fiction and non-fiction.
LBSC 637 (275). Storytelling Materials and Techniques. (3) 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 642 (206). Organization of Knowledge in Libraries, I. (3)
This course introduces the student to the principles of subject organization of knowl-
edge. A theoretical investigation of the nature and principles of classification and
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.
University of Maryland I 27
LBSC 644 (207). Organization of Knowledge in Libraries, II. (3)
The course examines the function, nature, construction, and maintenance of catalogs
and the role of cataloging in achieving bibliographic control. Problems of author-title
and descriptive cataloging are explored with reference to past and present solutions.
Attention is paid to different types and forms of catalogs, to national and to inter-
national cooperation in cataloging and to its administrative problems.
LBSC 647 (228). Analytical Bibliography and Descriptive Cataloging. (3)
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 650 (208). Fundamentals of Documentation. (3) Staff.
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 653 (224). Construction and Maintenance of Index Languages. (3)
This course builds on the foundations of subject work laid in LBSC 642, 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 656 (210). Introduction to Information Retrieval Systems. (3)
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 657 (227). Testing and Evaluation of Information Retrieval
Systems. (3) Mr. Soergel.
Prerequisites: LBSC 653 (224), Statistics requirement.
28 I School of Library and Information Services
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 665 (235). Problems of Special Materials. (3) 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 670 (249). Seminar in Technical Services. (3) Mr. Costabile.
The concentration of this course is upon readings, class analysis and student discussion,
and preparation of papers upon special issues facing the field of technical services in
large libraries. Such areas as acquisition, cataloging and classification, circulation, and
managerial controls are dealt with.
LBSC 674 (251). Introduction to Reprography. (3) Mr. LaHood.
A survey course designed to give a basic understanding of all reprographic processes
(printing, duplicating, copying, microreproduction) and how these processes are used in
furthering library services. The course includes consideration of book catalogs, catalog
card reproduction and copyright issues.
LBSC 677 (255). Seminar on Manuscript Collections. (3) Staff.
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
LBSC 700 (200). Introduction to Data Processing for Libraries. (3)
Mr. Doszkocs and 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 card processing and how they have been applied to library operations. This
is followed by an introduction to system analysis and the tools which are available to
assist in establishing system requirements. The final portion of the course concentrates
on electronic data processing systems and programming. These are illustrated by case
studies of the application of electronic data processing to library operations.
LBSC 705 (225). Advanced Data Processing in Libraries (3) Mr. Meadow.
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 are used to illustrate the
concepts and to indicate the current state-of-the-art of using data processing systems.
LBSC 711 (232). Programming Systems for Information Handling Applica-
tions. (3) Staff.
Prerequisite: LBSC 700 (200) or equivalent.
University of Maryland I 29
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 715 (234). Library Systems Analysis. (3) Mr. Kraft.
Prerequisites: LBSC 700 (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 721 (258). Topics in Information Science. (3) Mr. Heilprin.
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 726 (265). Seminar in Information Transfer. (3) 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 731 (211). Library Administration. (3) 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 736 (267). Advanced Organization and Administration of Libraries
and Information Services. (3) Miss Bundy and Mr. Wasserman.
Prerequisite: LBSC 731 (211).
This course will build on the understandings and concepts introduced in LBSC 731 (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 740 (248). Seminar in Library and Information Networks. (3)
The issue of inter-library cooperation, the formation of cooperatives and consortia, and
A library worker shows a student how
to use a new reader-printer
the economic and social consequences are 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 743 (253). Seminar in the Academic Library. (3) Mr. Reynolds.
The seminar is problem-oriented, although students are afforded an overview of aca-
demic library concerns and issues through reading in secondary sources. Each partici-
pant is expected to initiate and complete an investigation on a researchable topic,
utilizing both primary and secondary data-gathering techniques. Topics are framed and
the investigation is operationalized within a framework of group criticism.
LBSC 747 (261). Seminar in the Special Library and Information Center. (3)
This seminar reviews the development and present status of special 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.
University of Maryland I 37
LBSC 754 (264). Seminar in the School Library. (3) 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 with
library service in a modern school.
LBSC 757 (226). Library and Information Service Facilities— Objectives and
Performance. (3) Mr. Olson.
Prerequisites: LBSC 715 (234), 731 (268).
The aim of this course is to describe the policy context within which an Information
Retrieval OR) or library service facility must operate. A major concern is the user and
his needs, supported by discussion of the objectives of IR and library systems and how
decisions are made, particularly in the context of cooperative and decentralized net-
LBSC 804 (204). Communication and Libraries. (3) 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 807 (246). Science Information and the Organization of Science. (3)
Prerequisite: LBSC 650 (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 815 (269). Library Systems. (3) Mr. Kidd.
This course focuses on the effects of technological change and institutional develop-
ment on traditional library-service operations. A conceptual framework is developed
which shows the evolutionary 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-sharing, etc.) are also studied.
LBSC 817 (220). Public Library in the Political Process. (3) 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-
32 I School of Library and Information Services
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 professional associations. Classes are discussion oriented, centered around the
readings. Students also undertake an individual scholarly paper.
LBSC 825 (268). Libraries and Information Services in the Social Process. (3)
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 827 (209). History of Libraries and Their Materials. (3) Staff.
This is a survey of the historical development of publication forms and the institutions
in which they have been collected and preserved for use. The major emphases are
upon the development of written and printed materials, the social and technological
conditions which have controlled their development, and the intellectual forces which
have controlled their use.
LBSC 833 (270). Library Service to the Disadvantaged. (3)
Mr. Wright and Staff.
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
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 837 (277). International and Comparative Librarianship. (3) 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 844 (231). Research Methods for Library and Information Activity. (3)
Mr. Olson and Mr. Kraft.
The first half of this course is designed to give the student an overview of the research
process and research methods. The second half concentrates on the role of theory and
models in research, the nature of theory, theory generation and construction. Students
consider various theoretical approaches to the study of library and information activity
and each develops a conceptual framework to guide an individual investigation. Broader
research issues are also considered, including sponsorship in research and research
LBSC (852 (237). Seminar in Research Methods and Data Analysis. (3)
Prerequisites: Statistics requirement, LBSC 844 (231).
vmhjiss 'I urn..
Testing a program at the
Computer Science Center
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 855 (239). Analysis of the Library Service Process. (3) 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 859 (290). Independent Study. (1-6)
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 advisors and of the faculty member involved.
LBSC 899 (499). Thesis Research. (Arranged)
34 I School of Library and Information Services
Institutions of Higher Learning Represented
in the 1970-1971 Student Body
U.S. Colleges and Universities
Agnes Scott College
Ball State University
Bethany College; West Virginia
Bowling Green State University
Bryn Mawr College
California Institute of Technology
Catholic University of America
College of Charleston
University of Chattanooga
Clarion State College
University of Colorado
Columbia Union College
Coppin State College
University of Delaware
Delta State College
District of Columbia Teachers' College
Fairleigh Dickinson University
Federal City College
University of Florida
Florida State University
Frostburg State College
George Washington University
Glenville State College
Hobart & William Smith College
University of Illinois
Indiana University of Pennsylvania
University of Iowa
University of Kansas
Kearney State College
Kentucky Wesleyan College
Louisana Polytechnic Institute
University of Maine
Massachusetts Institute of Technology
University of Massachusetts
University of Michigan
Michigan State University
University of Minnesota
University of Missouri
Morgan State College
Mount Holyoke College
Mount St. Agnes College
University of New Hampshire
City University of New York
State University of New York at Buffalo
University of Maryland I 35
State University College at Geneseo
San Francisco State College
State University College at Oneonta
New York University
Seton Hill College
North Carolina State University at Raleigh
Shippensburg State College
University of North Carolina — Chapel Hill
University of North Carolina — Greensboro
University of South Florida
North Carolina College at Durham
Southern Illinois University
Notre Dame College; Maryland
Ohio State University
Prairie View A & M College
Ohio Wesleyan University
University of Texas — Austin Campus
University of Oklahoma
University of Texas — El Paso Campus
Old Dominion College
Towson State College
Our Lady of Good Counsel College
Trinity College; D. C.
University of Oregon
Pacific Union College
Peabody Conservatory of Music
University of Pennsylavania
Pennsylvania State University
Virginia Polytechnic Institute
University of Puerto Rico
Virginia State College
Washington State University
Randolph-Macon Woman's College
University of Rhode Island
Western Maryland College
University of Rochester
St. Andrew's Presbyterian College
St. Bonaventure University
Wilmington College; N. C.
College of St. Scholastica
University of St. Thomas
University of Wisconsin — Madison Campus
University of Wisconsin — Milwaukee
Salisbury State College
Technical University; Budapest
Doctoral students in a meeting with Dr. Olson and Dr. Kraft
University of Maryland I 37
IV. ADVANCED STUDY AND RESEARCH
The Doctoral Program
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 program, begun in 1969, is designed to enhance and further
the offerings of the school, building upon the base provided by the master's
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 offer suitable climate for this type of program.
It should be noted that while engaging in other disciplines in the doctoral
sequence of the student, the program assures that the student's central focus
will be on library and information problems.
STRUCTURE AND CONTENT
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
38 I School of Library and Information Services
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 of residence and
course work completed, but is granted only upon sufficient evidence of high
attainment in scholarship and the ability to carry out independent research
as demonstrated by the passing of examinations and the writing of an ac-
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.
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 will 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 on a particular aspect of this route. He is encouraged to turn to
the social science disciplines and may be expected to take a significant num-
University of Maryland I 39
.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. The school has no language require-
ment unless the individual student's specialization or dissertation requires it.
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
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 Comprehensive Examination. This examination is to be taken at, or
near, the completion of the student's course work. It is required before ad-
mission to candidacy. In written examination, the student must demonstrate
his competency in the areas required of all candidates and in those selected
by him as constituting his specialty.
The Thesis Proposal. At the time of his preliminary examination, the 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
ADMISSIONS AND FINANCIAL ASSISTANCE
Individuals are accepted in the Ph.D. program who have received a
Bachelor's or higher degree from an appropriately accredited institution and
who have demonstrated excellent scholastic attainment. The 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-
40 I School of Library and Information Services
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 assistantships. These are awarded on a competitive basis by
the Doctoral Committee to both new and continuing candidates, with re-
newals based on the student's academic performance. The graduate assistant-
ship carries a stipend of $2,800 for the ten-month academic year, plus re-
mission of tuition, and requires a minimum of 20 hours per week service to
the department. The holder of an assistantship is normally restricted to regis-
tration 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. 14. For information on tuition and other expenses, see p. 16.
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 date 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
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.
THE MARYLAND RESEARCH FACILITY
During the first year of the school's program an arrangement was conceived
with the Maryland State Department of Education's Division of Library 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. Dr. Jerry Kidd
then became the principal investigator in this project. Dr. Kidd's focus of
interest is upon the analysis and development of the potential for regional
informational systems development in the Maryland area.
42 I School of Library and Information Services
Among the school's externally supported research efforts is the Develop-
ment of a Programmed Course for the 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 third contains a detailed
demonstration of indexing an educational research document and the fourth
provides further exercises for the student.
A second research effort, conducted by Dr. Bundy, was the Metropolitan
Public Library Use Study. This large scale adult user inquiry involved over
20,000 questionnaire returns from patrons of the 100 library outlets in the
Washington-Baltimore metropolitan area of Maryland. It affords a general
profile of the library's public: their socio-economic characteristics, their 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;
Interlibrary Cooperation, Dr. Edwin E. Olson, University of Maryland; 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 has implemented a design for an information center
for the city, to be operated by the public library. As the effort is conceived,
it calls for the program to inventory sources of information, both published
and unpublished, and to develop a prototype information service which will
direct inquirers to data sources wherever they exist.
University of Maryland I 43
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
A cooperative agreement between the National Agricultural Library (NAL)
and the University of Maryland was established in 1970 to bring together SLIS
faculty and students and NAL librarians in a research team to develop a new
approach to training for problem-solving by applying analytical concepts
and methods to a new research problem each semester. Each semester builds
on the work of the previous semesters. Dr. Edwin Olson has directed the
project each semester together with Dr. James Liesener and Dr. Donald Kraft.
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 meth-
odology 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 1967. This is The Library's Public Revisited, edited by Mary Lee
Bundy with Sylvia Goodstein. The series is designed to carry the results of
students' scholarly efforts when a number of pieces of sufficient merit organized
around a common theme and growing out of research conducted by students
in particular courses, become available. The 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
Drs. Chisholm and Liesener
discuss school librarianship
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 library is an information center
organized for the express purpose of affording the school's faculty and re-
search staff the same kind of modern special library service as that provided
by other forward looking agencies committed to this ideal. Its staff, which in-
cludes two professional librarians and a number of assistants who are stu-
University of Maryland I 45
dents within the school, provides direct assistance to students and faculty in
the solution of academic and research problems. The faculty and advanced
graduate students are provided detailed bibliographic assistance. Use of the
library as a laboratory setting for both individual and class projects and ex-
periments is encouraged as a means of translating theoretical concepts into
The school's library includes a basic collection of more than 28,000 vol-
umes, 900 journals, a substantial number of pamphlets and vertical file ma-
terial, and a developing microforms collection. The library has a growing re-
port and research document collection in the field of information science.
The library also has a developing collection of filmstrips, slides, tapes, trans-
parencies and phonodiscs, with plans underway for the purchase of appro-
priate films for instructional purposes. To encourage the use of media for
teaching and research purposes, the library borrows or rents films, filmstrips,
tapes, etc., and makes available a wide variety of audiovisual equipment.
Upon occupancy of the school's new building, expected to be completed in
the near future, mechanical teaching aids, computer access terminals, and
other electronic devices will be an integral part of the SLIS Library's service
program. In addition to the major fields of librarianship and information
science represented in the collection, it also contains considerable material
in such related fields as management, communications, and other behavioral
and social sciences.
The school's students also have access to other libraries in the University
of Maryland system. More than 1,150,000 volumes, 14,000 current serials,
and 600,000 non-book items are contained in McKeldin Library and its spe-
cialized branches. In addition, the school's location in the Washington-
Baltimore area allows direct access to the Library of Congress, the National
Library of Medicine and other significant national bibliographic and research
collections, as well as the information programs of many important govern-
ment agencies and research centers.
The University of Maryland has one of the finest university computing science
centers in the United States. The Center was established in February 1962
as an inter-disciplinary department not affiliated with any school or college
of the University to provide the necessary centralized high-speed computing
service and programming assistance to all 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 1108 facilities with other users throughout the campus that is
available for class and research use of faculty and students.
Mr. Edward Taylor, Executive Director of the
Harlem Cultural Council, addresses a colloquium
University of Maryland I 47
V. SPECIAL PROGRAMS
Complementing the regular degree program and research efforts are a
number of special activities conducted by the school.
The Colloquium Series
During the academic year a 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.
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.
CONFERENCES AND INSTITUTES
One form which continuing education takes is the conference which draws
together scholars who are committed to research and experimentation and who
I he Library Administrators
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.
A second international symposium Subject Retrieval in the Seventies— New
Directions, directed by Hans Wellisch was held in May 1971. There the
speakers, all internationally noted for their wide-ranging experience in infor-
mation retrieval, presented a balanced overview of the intensive research into
subject retrieval methods that has been conducted in the U.S. as well as in
the U.K. and in other European countries.
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-
University of Maryland I 49
terns, 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
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. Mr. David Batty was Director of the In-
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 held in November 1969. A two-day pro-
gram—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.
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
sequence. Between 30 and 40 participants representing large libraries of
different types and geographic locations have attended each summer. The
primary intent of the intensive two-week course 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 planning 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
50 I School of Library and Information Services
performance of these roles. The program was held in June 1969, with James
W. Liesener as Director, under a grant from the U.S. Office of Education.
In the fall of 1970, the School began an experimental professional pro-
gram, "The Urban Information Specialist Project," to prepare information
specialists to work with the informationally deprived in various settings, but
particularly in the inner city and with the undergraduates in the University.
The participants are individuals who have an interest in translating social com-
mitment into professional action. The program is funded by the U.S. Office of
Education and James C. Welbourne is the Director.
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.
University of Maryland I 51
VI. BOARD, FACULTY AND STAFF
Listed below are the officers of administration, the faculty, the research
associates, and the administrative staff of the school. Brief descriptions of
the background and interests of those currently teaching in the school are
Board of Regents and
Maryland State Board of Agriculture
DR. LOUIS L. KAPLAN
3505 Fallstaff Road, Baltimore 21215
RICHARD W. CASE
Smith, Somerville and Case, 17th Floor, One Charles Center,
B. HERBERT BROWN
The Baltimore Institute, 10 West Chase Street, Baltimore 21201
HARRY H. NUTTLE
MRS. ALICE H. MORGAN
4608 Drummond Avenue, Chevy Chase 20015
F. GROVE MILLER, JR.
Route No. 1, Box 133, North East 21901
52 I School of Library and Information Services
MRS. MICHAEL J. DEEGAN, JR.
9939 Good Luck Road, Apartment 204, Seabrook 20801
GEORGE C. FRY
SAMUEL H. HOOVER, D.D.S.
507 Chadwick Road, Timonium 21093
EDWARD V. HURLEY
Commission on Human Relations, Mount Vernon Building,
701 St. Paul Street, Baltimore 21202
HUGH A. McMULLEN
Geppart and McMullen, 21 Prospect Square, Cumberland 21502
L. MERCER SMITH
320 St. Paul Street, Baltimore 21202
EMERSON C. WALDEN, M.D.
4200 Edmondson Avenue, Baltimore 21229
Officers of the School of Library and
WILSON H. ELKINS, B.A., University of Texas, 1932; M.A., 1932; B.Litt.,
Oxford University, 1936; D.Phil., 1936.
VICE PRESIDENT FOR GRADUATE STUDIES AND RESEARCH
MICHAEL J. PELCZAR, JR., B.S., University of Maryland, 1936; M.S., 1938;
Ph.D., State University of Iowa, 1941.
CHANCELLOR OF THE COLLEGE PARK CAMPUS
CHARLES E. BISHOP, B.S., Berea College, 1946; M.S., University of Kentucky,
1948; Ph.D., University of Chicago, 1949.
DEAN OF THE SCHOOL OF LIBRARY AND INFORMATION SERVICES (Acting)
JAMES W. LIESENER, B.A., Wartburg College, 1955; M.A., University of
Northern Iowa, I960; A.M.L.S., University of Michigan, 1962; Ph.D., Uni-
versity of Michigan, 1967.
University of Maryland I 53
MARCIA J. BATES, B.A., M.L.S. (California, Berkeley), Assistant Professor.
Miss Bates has completed her course work to the doctorate at the University of Cali-
fornia at Berkeley; her examining fields were "Formal Methods of Intellectual Access"
and "User Studies." Her background includes extensive teaching and research experi-
ences in these fields of interest.
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 Chairman 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).
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 librarianship and media services, she has served as an
elementary school teacher, school librarian — at every level of education — university
librarian, professor of librarianship, 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 intereest; she has
conducted research and served as a consultant to a number of government and pri-
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 interlibrary 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.
(On leave 1971-72.)
HENRY J. DUBESTER, M.S. (Columbia), Associate Professor.
Mr. Dubester is interested in bibliographic and reference resources and their systematic
organization to serve scholarship over a broad spectrum. This has included concern with
the possibilities of applying automation as a tool for the librarian. Mr. Dubester was
Deputy Head of the Office of Science Information Service of the National Science
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-
54 I School of Library and Information Services
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 as 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.
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 had
experience in both guidance and library service in the public schools and has directed
a position reclassification survey of the University of Michigan Library System. He is
concerned with management and organizational issues and has served as Director of
the Institute on Middle Management in Librarianship. He 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), Professor.
In a variety of library and information settings Mr. Olson has developed and applied
several methods for planning and managing library services. He has recently completed
a study of interlibrary cooperation. His major interests include developing models of the
library and information service process, including the social and political context, re-
search methods and data analysis. Before joining the Maryland faculty, Mr. Olson was
with the Institute for Advancement of Medical Communication and earlier with a survey
MICHAEL M. REYNOLDS, M.A., M.S.L.S., Ph.D. (Michigan), Professor.
Mr. Reynolds has had wide experience as teacher and library administrator in various
universities. He has held office and served in library and information service organiza-
tions and has written for professional journals in the area of library cooperation.
DAGOBERT SOERGEL, B.S., M.S. (Freiberg), Associate Professor.
Mr. Soergel comes to the School from Bad Godesberg, Germany, where he is head of
the Documentation Department, DATUM (Documentation and Training Center for
University of Maryland I 55
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.
PAUL WASSERMAN, M.S. (L.S.) M.S., Ph.D. (Michigan), Professor.
Library administration and bibliographic activity are Mr. Wasserman's primary interests.
Prior to coming to Maryland he was for a number of years Librarian and Professor in
the Graduate School of Business and Public Administration at Cornell University. He has
published extensively and is editor of a number of series of books dealing with biblio-
graphic and professional concerns of librarianship and information science and is
author of numerous monographs, texts, journal articles, and reference works.
JAMES C. WELBOURNE, JR., B.A., M.L.S. (Maryland), Lecturer.
At present, Mr. Welbourne is Project Director of the Urban Information Specialist
Project, an innovative and experimental educational program to prepare community
information workers in the urban setting. He is actively committed to the recruitment
and preparation of members of the black community to assume professional and leader-
ship roles in this field. Mr. Welbourne initiated and directed the Congress for Change;
he has lectured at other universities and currently is an Instructor in the Honors De-
partment, College of Arts and Sciences (Maryland) on the "Black Experience." His
publications include journal articles, papers, and "Black Recruitment," a chapter in
the Black Librarian in America, edited by E. J. Josey.
HANS WELLISCH, A.L.A. (Associate, Library Association of Great Britain),
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 Technological 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.
ROBERT L. WRIGHT, B.S., M.L.S. (Maryland), Lecturer.
Mr. Robert L. Wright joined the faculty as Director of Recruitment and Special
Programs and Lecturer and is now serving as Director of Admissions. He had been
Reference Librarian and Media Technologist (A.V. - T.V.) at Federal City College in
Washington, D. C. His community service activities include participation in the forma-
tion of N.E. Washington Community Organization, involvement in a seminar to set up
a public information center in Baltimore, and serving in a community organization on
the dissemination of information on crisis and concerns of the inner city.
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 part-time faculty. Those individuals who regu-
lary teach in the program are:
STANLEY J. BOUGAS, L.L.B., M.S.(L.S.) (Columbia), Lecturer.
Mr. Bougas is Director, Department of Commerce Library. His main professional interest
56 I School of Library and Information Services
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.
JOSEPH F. CAPONIO, B.S., Ph.D. (Georgetown), Lecturer.
Mr. Caponio is the Associate Director of the National Agricultural Library and
utilizes his background and expertise in the physical sciences in teaching Literature
and Research in the Sciences at the school. His experience includes service with the
National Institute of Health, Department of Defense, Department of Commerce,
Georgetown University, and the Library of Congress. He has contributed numerous
articles to the scientific journals and has presented papers before many conferences
SALVATORE L. COSTABILE, B.S.S., M.S.L.S. (Catholic University), Lecturer.
Mr. Costabile 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
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), 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.
ALFRED HODINA, M.S., M.L.S. (State University of New York at Albany),
Mr. Hodina has taught physics, served as Science Librarian at Rensselaer Polytechnic
Institute in Troy, New York, was Assistant to the Director of Libraries and Systems
Analyst at the University of Houston and Director of Admissions and Student Affairs
at SLIS His interests include the handling of information by machine and non-conven-
tional methods, science bibliography and reference sources, and research into user
approaches to the scientific literature. He is now serving as Head of Cataloging Section,
National Agricultural Library.
DONALD W. KING, B.S., M.S. (Wyoming), Lecturer.
Mr. King, co-founder and Executive Vice-President of Wcstat Research, Inc., has had
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 tc 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
ARTHUR L. KOROTKIN, M.A., Ph.D. (Temple), Lecturer.
Mr. Korotkin is Director of the Institute for Communication Research, American Insti-
tute for Research, where he directs research on instructional, communication and in-
formation systems and their effectiveness in meeting individual and social needs. He
University of Maryland I 57
has previously been associated with the National Science Foundation, General Electric,
Burroughs, and other public and commercial organizations. His extensive publications
include research reports, journal contributions and papers presented at various con-
DANIEL F. McGRATH, A.M., M.A.(L.S.), Ph.D. (Michigan), Lecturer.
Mr. McGrath's interest is the antiquarian book; he is editor of the annual Bookman's
Price Index and runs his own publishing company. 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), 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
WINIFRED SEWELL, B.S.(L.S.) (Columbia), 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), 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.
EDWARD S. WARNER, A.M., A.M.L.S. (Michigan), Lecturer.
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. He serves as
Library Planner, Baltimore Regional Planning Council.
GAYLE A. ARAGHI, B.A., M.L.S. (Maryland), Associate Librarian.
ESTHER M. HERMAN, B.A., M.L.S. (Maryland), Faculty Research Assistant.
. ! t !■ i
; ; t :
The University of Maryland - Academic Resources and Points of Interest
JOHNS HOPKINS UNIVERS
ATOMIC ENERGY COMMISSION
NATIONAL BUREAU OF STANOARDS
UNIVERSITY OF MARYLAND PROFESSIONAL SCHOOLS
(D ENTI STRY, LAW. MEDICINE. NURSING. PHARMACY.
-^ J k
SOCIAL WORK J
TY OF MARYLAND ^v j«3
BALTIMOlJfe COUNTY ~ X^ fi_ -1
JOHNS HOPKINS FRIENDSHIP INTERNATIONAL AIRPORT'
kPPLIED PHYSICS LABORATORY /
NATIONAL INSTITUTES OF HEALTH
^■^ NATIONAL MEDICAL LIBRARY
BETHESDA NATIONAL /
NAVAL MEDICAL CENTER / /&■ fli "^
NAVAL ORDNANCE LABORATOR
NATIONAL AGRICULTURE LIBRARY
GODDARD SPACE FLIGHT CENTER
\ UNIVERSITY OF MARYLAND 1U MILtO
^ COLLEGE PARK CAMPUS ,
* Vv\ 22 _
• N. PENTAGON /
^>. -^SSr I "'T' CENSUS BUREAU
NATIONAL GALLERY OF ART
NATIONAL MUSEUM OF SCIENCES AND TECHNOLOGY
GEORGE WASHINGTON UNIVERSITY
NATIONAL ZOOLOGICAL PARK
LIBRARY OF CONGRESS
WALTER REED ARMY MEDICAL CENTER
NAVAL RESEARCH LABORATORY
THE KENNEDY CENTER FOR THE PERFORMING ARTS
THE FOLGER SHAKESPEARE LIBRARY
THE FREER GALLERY
THE CORCORAN GALLERY
THE ARENA STAGE
THE ISLAMIC CENTER
Moln Admin. Ndq
North Admin. Udo
South Admin. Hdq.-Grod. School M<
Adidt Education Cantor
Agriculture College of (Symons Had)
Agriculture Pubtlcatfoot Annas.
Animal Science Canter
Architecture, School of 1001
Am and Sclancot, Coaooa of
(Frond. Scott KoyHoRI
lur.au Of Minos, U. S.
■ uiln.it and Public Administration
I M.A.I Kdq.— Tydlnat Had
lullnoil and Public Administration,
Coll.qo ol II.P.A. lldq.
Control Recelvlnq-Gen. Supplies Dopot
Chemical Enqlnoorinq Udq.
Ci.il Defense Tralnlnq tldq.
Colo. Studant Activities lldq.
Coin. urn Ritchie
Computer Scianco Cantor
Dairy (Turaor Lob) M*
Dairy Ran. *'
Donton Hod «
Dlnlnq Had 1 I*
Dlnlnq Hall 2
Dlnlnq Hal 3 »•
Dlnlnq Holl 4 •<
Dlnlnq Hall 5 <"
Draho Lactura Had. K4
Education Anno. HI
Education lldq. <»*
Education, CoRaqo of I Education lldq. I Go
Enqlnoorinq Clatiroomt L4
Enqlnoorinq, Collaqo of (Enq'rlnq Ckm'tl L4
Enqlnoorinq Lob. L4
Colo, Studant Actlvltlot lldq. GS
Prelnhort Floldheuse G7
Flno Arti Cantor, Tower, Ft
Fir. Service Udq. Ml
Fish and Wildlife Ser.lco. U.S. JS
Foreiqn Lonquoqei lldq. Ho
Francil Scott Key Hall
General Suppllet Depot-Central Recelv'q PI
Golf Courea C2
Graduate School lldq. -So. Admin, lldq. K7
ustodiol lldq M3
Heolth Service — Infirr
Hoavy Rosearch Lab
Home M0n09.rn.nr Cantor
Induttrlal Education Anne.
Infirmary— Health Sarrico
Main Admin, lldq.
Library and Information Sorvlcos,
School of 1 McKeldin Library)
Lord Calvert Apartments
Marie Mount Holl
Mobil Units — Trailers
Molecular Physics lldq.
Motor Vehicles Transportation Facilities
Nursinq. School of (Denton Hall)
Patterson Hall, H. J. ( Aqronomy-lotany
Patterson Hall. J. M. (Industrial Educ.)
THE SCHOOL OF LIBRARY AND INFORMATION SERVICES
UNIVERSITY OF MARYLAND/COLLEGE PARK, MARYLAND 20742