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THE SCHOOL OF
December 13, 17
May 9, 13
FALL SEMESTER 1972
Tuesday, after last class
Thanksgiving recess begins
End of Thanksgiving recess
Last day of classes
Exam study days
Fall semester examinations
SPRING SEMESTER 1973
Friday, after last class
Spring recess begins
End of spring recess
Last day of classes
Exam study days
Spring semester examination
'Under anticipated new procedures this registration period will be used for drop-adds
and special problems.
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
student'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
accommodated within the span of years normally required for graduation. When the actions
of a student are judged by competent authority, using established procedure, to be
detrimental to the interests of the University community, that person may be required to
withdraw from the University.
The University of Maryland in all its branches and divisions subscribes to a policy of
equal educational and employment opportunity for all persons regardless of race, creed,
ethnic origin or sex.
College Park Publications Office, POJ 572-810
University of Maryland
College Park Campus
The School of
Library and Information
The New School of Library and
University of Maryland / 3
I. BOARD, FACULTY AND STAFF 5
II. THE SCHOOL
The School and the University 15
The School's Philosophy 16
Education for Librarianship and Information Service 17
III. ADMISSIONS AND STUDENT AFFAIRS
Admissions Standards and Procedures for M.L.S. Program 19
Tuition and Other Expenses 24
Student Activities and Services 26
The Alumni Association 28
IV. THE EDUCATIONAL PROGRAM
The Master's Program 29
The Curriculum 30
V. ADVANCED STUDY AND RESEARCH
VI. SPECIAL PROGRAMS
The Doctoral Program 43
Research Programs 46
Library and Information Services 51
Computer Services 51
The Colloquium Series 53
Continuing Education 53
Dean Margaret E. Chisholm
University of Maryland / 5
I. BOARD, FACULTY AND STAFF
Listed below are the officers of administration, the faculty, the research
associates, and the administrative staff of the school. Brief descriptions of the
background and interests of those currently teaching in the school are presented.
Board of Regents 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
6 / 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 Information Services
PRESIDENT OF THE UNIVERSITY
WILSON H. ELKINS, B.A., University of Texas, 1932; M.A., 1932; B.Litt.,
Oxford University, 1936; D.Phil., 1936.
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, 1952.
DEAN OF THE SCHOOL OF LIBRARY AND INFORMATION SERVICES
MARGARET E. CHISHOLM, B.A., University of Washington, 1957; M.L.,
University of Washington, 1958; Ph.D., University of Washington, 1966.
University of Maryland / 7
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
California at Berkeley; her examining fields were formal methods of intellectual access
and user studies. Her background includes extensive teaching and research experiences in
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 Associate
Director of the School's Manpower Research Project. She has conducted empirical
research related to public library development in several states, including a recent study
in Maryland which culminated in the publication of Metropolitan Public Library Users.
Recent editorial works include a Reader In Library Administration (with Paul
Wasserman) and Research Methods for Librarianship (with Paul Wasserman and Gayle
MARGARET E. CHISHOLM, M.L., Ph.D. (Washington), Dean.
Mrs. Chisholm is specifically interested in bibliographic organization of media. She holds
offices in national and international professional organizations related to media and
educational technology. In her areas of interest her work is widely published; she serves
as editor of the annual Education Book List, and is author of the new Media Indexes and
JOHN C. COLSON, M.S.L.S. (Western Reserve). Assistant Professor.
The history of librarianship is Mr. Colson's major interest; he is also interested in
academic library problems, the development of library resources, and education for
library and information services. He has written on interlibrary loan and professional
preparation of librarians and archivists. Currently he is engaged in projects involving the
history of public library development in Wisconsin, and the development of collections
in labor history.
HENRY J. DUBESTER, M.S. (Colunnbia), 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
LAURENCE B. HEILPRIN, M.A., Ph.D. (Harvard), Professor.
Mr. Heilprin's main interest is in the application of multi-disciplines (physics,
mathematics, logic, cybernetics, psychology, and library science) to human and machine
communication. He has published extensively on such subjects as transformations of
information, information retrieval, education for information science, automation of
information systems (microforms, duplicating or D-libraries, and the copyrighted work
as a message). He is interested in attempts to formulate laws of information science, with
emphasis on the relation between information retrieval and education. A physicist with
the National Bureau of Standards in World 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 on Education, and as President of the American
Society for Information Science.
8 /School of Library and Information Services
JERRY S. KIDD, M.A., Ph.D. (Northwestern), Professor.
Mr. Kidd's principal interests are in the areas of individual and organizational
performance, particularly as affected by communications procedures and information
resources. He has done both laboratory and field research in support of the development
of information and control systems. In particular his work has focused on the
measurement of user needs and the adaptation of library and other resources to meet
those needs. He is also concerned with the study of problems of research adminis-
tration and the economics of scientific enterprise. Before joining the Maryland
faculty, Mr. Kidd served with the National Science Foundation and earlier as a private
DONALD H. KRAFT, M.S., Ph.D. (Purdue), Assistant Professor.
With a background in Industrial Engineering, Mr. Kraft's areas of concentration are
library operations research and systems analysis. His experience includes an instructor-
ship at Purdue University and several summer jobs as an engineer.
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 as 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,
research methods and data analysis. Before joining the Maryland faculty, Mr. Olson was
with the Institute for Advancement of Medical Communication and earlier with a survey
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
organizations and has written for professional journals in the area of library cooperation.
DAGOBERT SOERGEL, M.S., Dr.Phil., (Freiburg), Associate Professor.
Mr. Soergel comes to the School from Bad Godesberg, Germany, where he was head of
the Documentation Department, DATUM (Documentation and Training Center for
Theory and Methods of Regional Science). He is a member of several American,
German 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.
University of Mary land / 9
IRENE L. TRAVIS, B.A., M.L.S. (California, Berkeley), Lecturer.
Miss Travis' special interests include techniques for subject control of document
collections— traditional approaches as well as those suitable to automated systems,
subject search strategy and search evaluation, education for librarianship. and method-
ologies for studying questions relating to subject control. She has served the University
of California, Berkeley, with the School of Librarianship, with the Institute of Library
Research, and with the Library — Acquisitions Department.
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, is editor of a number of series of books dealing with bibliographic
and professional concerns of librarianship and information science and is author of
numerous monographs, texts, journal articles, and reference works. (On leave fall 1972)
HANS WELLISCH, A.L.A. (Associate, Library Association of Great Britain),
Mr. Wellisch has come to the School from Israel where he was Head of the
Documentation 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 Association, and 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
LOUIS C. WILSON, A.B., M.L.S. (Atlanta), Lecturer.
Most recently a Specialist, Institutional Library Services, Division of Library Develop-
ment and Services of the Maryland State Department of Education, Mr. Wilson has also
served in several capacities with Enoch Pratt Free Library in Baltimore.
WILLIAM G. WILSON, M.A., A. M.L.S. (Michigan), Librarian/Lecturer.
Mr. Wilson was previously Librarian and Associate Professor at Catawba College in
Salisbury,, North Carolma where he was active in the AAUP, the North Carolina Library
Association, and the Piedmont University Center— a consortium of twenty schools. He
has also served with Enoch Pratt Free Library in Baltimore and with Beloit College
Libraries, Beloit, Wisconsin.
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 formation 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.
10 /School of Library and Information Services
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 location
in the Washington area, it is possible for the school to augment its teaching staff with a
distinguished roster of part-time faculty. Those individuals who regulary teach in the
STANLEY J. BOUGAS, L.L.B., M.S.fL.S.) (Columbia), Lecturer.
Mr. Bougas is Director, Department of Commerce Library. His main professional
interest, until assuming his present post, was in law librarianship. He was Law Librarian
and Associate Professor of law at the Washington College of Law, the American
University 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
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 and institutes.
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 divi-
sion at NLM and in acquisitions, circulation and cataloging at Georgetown University Li-
brary. Mr. Costabile has done consulting and teaching and was book review editor of Mili-
tary Affairs irom 1964 to 1968. He has had further graduate study in political science at
Georgetown University. He teaches a seminar in technical services.
WILLIAM D. CUNNINGHAM, B.A., M.L.S. (Texas), Lecturer.
Mr. Cunningham is Director of University Libraries at Howard University, Washington,
D.C.. He teaches public library in the political process at SLIS. His background includes
service with the Library Services Program of the U.S. Office of Education (Kansas City,
Missouri), Topeka (Kansas) Public Library, FAA Library (Kansas City, Missouri), and
University of Kansas Libraries. He has also served as technical advisor, consultant,
faculty member to various institutes and projects and has chaired and participated in
many professional associations, committees, advisory boards, including COSATI —
Subcommittee on Negro Research Libraries. His publications include a contribution to
The Black Librarian, and Murder, Mayhem, and Monsters, a Guide to the Mystery Novel.
JAMAS 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 Library
in Acquisitions and Data Processing.
ARTHUR C. GUNN, B.S., M.S.L.S. (Atlanta), Lecturer.
Mr. Gunn is presently Head of the Reference Department at Founders Library, Howard
University. He came to this area from Delaware State College, whereas Head Librarian,
he was responsible for the coordination and supervision of all library services to the
college community. His previous experience also includes teaching in public schools
(Cleveland) and in correctional institutions (Londonville and Mansfield, Ohio).
University of Maryland / 11
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.
CHARLES G. LaHOOD, JR., M.A., M.S. (L.S.) (Catholic University), Lecturer.
Mr. LaHood's current interests are in the area of documentary reproduction in libraries.
As Assistant Chief (1952-1961) and Chief (1968-present) of the Library of Congress
Photoduplication Service, he has devoted extensive concern to the development of
standardized microfilming techniques for library materials and to the improvement of
library resources in the U.S. by the development of cooperative microfilming projects.
Mr. LaHood has served as chairman. Copying Methods Section, and the Serial Section of
the A.L.A.; as a member of The Interlibrary Loan Committee; as a member of the Melvil
Dewey Award jury; and as Secretary, and later. Councillor, of The American
Documentation Institute (now The American Society for Information Science).
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
communication with application to documentation, decision-making and instruction. He
is author of the recently published Analysis of Information Systems and is Chief,
Systems Development Division, Center for Computing Sciences and Technology,
National Bureau of Standards.
IMRE MESZAROS, M.A., M.S. (L.S.) (Catholic University), Lecturer.
Mr. Meszaros, teaching literature of the fine arts, is presently an Associate Librarian in
the Fine Arts Department of McKeldin Library, University of Maryland. He has
previously served with the General Reference Department of the Enoch Pratt Library in
Baltimore and as an instructor in English at the Essex Community College in Essex,
WINIFRED SEWELL, B.S.(L.S.) (Columbia), Lecturer.
Miss Sewell is Coordinator of Drug Information Services at the Health Sciences Center of
the University of Maryland in Baltimore. She worked with drug literature and with the
development of MEDLARS at the National Library of Medicine. She has been a
pharmaceutical librarian, has taught pharmaceutical literature and librarianship at
Columbia University and has written extensively on Pharmaceutical and medical
12 /School of Library and Information Services
SARAH M. THOMAS, B.S., M.L.S. (Carnegie), Lecturer.
Miss Thomas is Librarian for the Commission on Government Procurement, Washington,
D.C., and gives the seminar in the special Mbrary and information center at the school.
She has served in a variety of special libraries, including Fairchild Stratos Corporation
(Hagerstown, Maryland), Booz Allen Applied Research (Bethesda, Maryland), and Johns
Hopkins University, Applied Physics Lab, in addition to spending a year at SLIS teaching
and as Director of Continuing Education. She has also been in Israel as a special
consultant to the Center of Scientific and Technological Information in Tel Aviv and as
visiting lecturer at the Hebrew University.
CLAUDE E. WALSTON, Ph.D. (Ohio State), Lecturer.
Systems Science— in particular, the areas of systems analysis, systems theory and system
design— is Mr. Walston's chief interest. He has had a broad background in the design and
implementation of data processing systems to a variety of applications. In recent years
he has been responsible for the design of 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
information— particularly governmental sources— useful to social scientists. He serves as
Library Planner, Baltimore Regional Planning Council.
ESTHER M. HERMAN, B.A., M.L.S. (Maryland), Faculty Research Assistant.
OLIVIA 0. KREDEL, A.B., M.A., M.L.S. (Maryland), Associate Librarian.
DARLENE A.THURSTON, B.A., M.A. (Howard), Evaluator.
University of Maryland / 15
11. THE SCHOOL
The School and the University
The development and founding of the School of Library and Information
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 responsible to the Chancellor
of the College Park campus through the Vice Chancellor for Academic Affairs. It
is housed in the new undergraduate library, with spacious new classrooms, labs,
case study rooms, and offices.
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 1971-72, 285 master's
degree candidates in residence came from more than 158 American and 12
foreign colleges and universities. One hundred sixty-four of the student body
came with a background of undergraduate study in humanities, and 82 in social
sciences, while approximately 32 were science students as undergraduates. Of
the total number enrolled in the school 47 had already pursued their studies to
the master's degree in other disciplines including English, sociology, history, art,
education, economics, political science, drama, psychology, law, theology,
geography, languages, music and public administration.
16 / 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 informa-
tion service, the faculty advisors will recommend courses they think most
appropriate for each student. The pro-seminar and the introductory courses in
the organization of knowledge and reference provide a base from which the
student can build a purposeful program 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 disci-
plines, students in the elective portions of their work have a high degree of
iflexibility. Their courses are not restricted only to those within the framework
of the school but can include relevant courses in other parts of the University.
While the advisory relationship is changing somewhat under new University-wide
regulations, the school will continue to provide for consultation between
students and faculty in the matter of program planning. We strongly suggest that
students, particularly those who are just entering the program, make use of these
The School's Philosophy
The foremost concern of the School of Library and Information Services is to
place the intellectual character of librarianship on a sound and firm basis.
Maryland's concern is with the clarification and definition of the intellectual
character of the field of library and information service first, and then 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 scholarship and research in
order to advance knowledge and practice in the several fields of librarianship.
Advanced offerings of a formal and informal nature for practitioners in the
field are also viewed as a school responsibility. At the master's level the
orientation is toward introducing the student to the enlarged responsibilities
which librarians must be prepared for and committed to undertake during the
years ahead. Because of its concern with postgraduate instruction, especially for
those functioning at a managerial level in libraries, it has developed a special
offering for this group, the Library Administrators Development Program.
Professional schools must always make decisions relevant to the balance
between theory and practice. In common with the university programs of most
professions, the schools'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 librarianship bears to the
relevant social and humanistic disciplines upon which it is constructed, curricular
concepts are drawn from such disciplines as communication, administration,
sociology and political science. Equally important are the relationships and
disciplinary contributions being forged in the fields of the information sciences
and thus the school has developed congruent program lines with other related
departments such as computer science. This affords the student the most fruitful
educational opportunity and the prospect of interdisciplinary research avenues
for the faculty.
University of Maryland / 17
An important element of the school's concern is with establishing a climate of
hospitality for its scholars to conduct research into all the processes and
dimensions of library concern— the historical, the social and political, the
organizational, and the technological, in addition to the 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 qualified
candidates and to provide thorough-going advanced study and research prepara-
tion for a limited number of excellently prepared and carefully selected scholars
committed to a career of teaching and research.
The goal of the school is, then, to achieve a level of attainment appropriate to
professional education within the University setting and at the graduate level. It
ifully 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 accomplish. Because of the ambitious nature of
the undertaking, the program of the School of Library and Information Services
at the University of Maryland can be considered to be a significant experiment in
education for librarianship.
Education for Librarianship and Information Service
The librarian and information professional in the 1970's must have
competence in many disciplines if he is to understand the complexities of the
external environment within which he functions as well as the technical
operations and their management within the organization in which he is to
practice. The continued influence of scientific advances, the variations in
clientele and service patterns, and the constantly shifting character of the
societal scene, both in the United States and internationally, are among the
factors which have significantly influenced and doubtless in the future will come
to influence all the more, the scope and character of library functions and
responsibilities. For example, new technological developments made possible by
high speed computers are affecting in a fundamental way the practice of
librarianship. Behavioral understanding growing out of research in the social
sciences is equally important for the beginning professional in the library field.
The culture of the profession, the ethical and institutional influences, and the
theoretical base of the organization of knowledge are each essential to the
preparation of tomorrow's professional.
Unquestionably, the knowledge and analytical ability of the successful
librarian will be enhanced in important measure by the continuing challenge and
stimulation of his experience during his subsequent career. Yet education for
Professor Heilprin discusses
library and information service can establish a sound basis for absorbing and
augmenting such knowledge and analytical ability. Graduate education for
librarianship can also aid the individual to crystallize his career objectives and
enhance his mobility and choice of professional alternatives. Success in library
practice will ultimately be influenced by the student's own efforts and concern
to develop his personal abilities and potential. Graduate study in the school will
expand his horizons and his opportunities. The realization of his promise resides
ultimately with the individual student.
University of Maryland / 19
III. ADMISSIONS AND STUDENT AFFAIRS
The School of Library and Information Services has grown from an
enrollment of 82 during its first semester to 337 in the fall 1971 term. The
program was accredited by the Committee on Accreditation of the American
Library Association at the end of the school's second academic year in June
1967. While the school plans a gradual increase in the size of its enrollment,
those admitted are selected from applications which run far in excess of the
number of places open in the program for new students. Admission requirements
and procedures with attendant costs and availability of financial assistance are
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 successful
completion of equivalent courses of study. The individual's undergraduate
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 performance in the
verbal and quantitative tests of the Graduate Record Examination administered
by the Educational Testing Service of Princeton, New Jersey and letters of
personal recommendation and information gained from 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, military service and other related
20 / School of Library and Information Services
activities when they appear to be relevant in a particular case as part of the
admissions review process. Normally, people who have passed their 50th
birthday are not encouraged to apply for admission. Individuals beyond this age
will be considered on the merits of the individual case. All these factors are
considered significant in assessing the applicant's capacity and motivation for
graduate work in the school and for his later performance as a responsible
member of the library profession. The Admissions Committee will consider
exceptions to and waiver of requirements in some cases.
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 satisfactory academic
performance in the school.
A completed application for admission to the M.L.S. degree program
(1) The University of Maryland Graduate School application form 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
application form and the transmission of this form to the Director of
Admissions, School of Library and Information Services, University
of Maryland, College Park, Maryland 20742.
(4) A report of test scores on the Graduate Record Examination. The
student is required to sit for only the verbal and quantitative
aptitude 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 convenient
in planning admission to the fall semester, the October examination
for the spring semester, and the February examination for the
summer term. The applicant is responsible for having his test results
sent directly to the Director of Admissions, School of Library and
Information Services, University of Maryland, College Park, Mary-
University of Maryland / 21
(5) The applicant is required to arrange for the registrar of each institution
he has attended beyond the secondary level to send two transcripts
to the University of Maryland. One transcript is to be sent to the
Director of Admissions, School of Library and Information Services,
College Park, Maryland 20742.
After all admission credentials have been received by the school, a personal
interview with the Director of Admissions and/or a member of the faculty may
be required. Where distance makes this impossible or impractical, the applicant
may be referred to an authorized representative of the school at another
Requests for admission forms and additional information concerning 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 summer
sessions. The closing date for applications for summer school or the fall semester
is May 1; for the spring semester November 1. The applicant is notified of his
acceptance or rejection as rapidly as possible after his admission files have been
completed, evaluated and carefully reviewed.
The Admissions Committee will consider and review requests for the transfer
of up to six credits towards the M.L.S. degree, on an individual basis, provided
they were taken within the five years previous to the completion of the degree
work at Maryland with a grade of B or better (or an equivalent grade) in an
accredited program. The student will be required to present justification for the
credit transfer, such as detailed course outlines and their relevance to his
program goals. A student enrolled in the school will not be given credit for
courses taken concurrently at other institutions if an equivalent course is offered
here at the University.
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 most 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 the
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 students.
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.
No foreign students seeking admission to the University of Maryland should
plan to leave his country before obtaining an official offer of admission from the
Director of Graduate Records of the Graduate School.
Academic Credentials: The complete application and official academic
credentials— beginning with secondary school records— should be received by the
Graduate Admission Office at least seven months prior to the semester in which
he plans to begin his studies. Applications may be rejected prior to this deadline
when foreign student quotas have been exceeded.
University of Maryland / 23
English Proficiency: 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 throughout various parts of the world, it is necessary for
the applicant to make arrangements 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 expected to read, speak, and write English fluently.
Financial Resources: A statement regarding the applicant's financial status is
required by the Office of International Education Services and Foreign Student
Affairsj* Approximately $350.00 a month, or $4200.00 a year, is required for
educational and living expenses of two academic semesters and a summer
A foreign student applicant must be prepared, in most cases, to meet his
financial obligations from his own resources or from those provided by a sponsor
for at least the first year of study, and perhaps beyond.
Immigration Documents: it is necessary for students eligible for admission to
secure from the University's Director of International Education Services and
Foreign Student Affairs the immigration form required for obtaining the
appropriate visa. 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.
Reporting Upon Arrival: Every foreign student is expected to report to the
Office of International Education Services and Foreign Student Affairs as soon
as possible after arriving at the University. This office will be able to assist not
only with various problems regarding immigration, housing, and fees but also
with more general problems of orientation to life in the University and the
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, Md. 20742.
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. In the interest of maintaining
academic standards, students having less than a "B" average and/or two or more
incomplete grades are placed on academic probation. Withdrawal from the
program may be requested if progress is such to indicate poor potential for
completion of the program.
Dean Chisholm and Dr. McJulien look at
blueprints of the new SL IS library
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 1972-73 is set at $39.00 per credit hour for Maryland residents
and $51.00 per credit hour for out-of-state residents. The nonrefundable $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
Other 1972-73 fees include:
Vehicle registration $10.00
Graduation fee— M.L.S. degree 10.00
Graduation fee— Ph.D. degree 50.00
University of Maryland / 25
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 circunnstances. The University-owned University Hills Apartments,
located adjacent to the campus, are intended primarily for married graduate
students and range in price from $82.00 to $115.00 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.
Assistants/lips. 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 contracts upon which
faculty members in the school are engaged. A graduate assistant is permitted to
carry up to 10 hours of course work during the regular semester and three hours
during the summer session. Some assistantships call for a ten-month academic
term while others cover the full calendar year. Ten-month assistantships
provide compensation of $2900; full-year assistantships, $3500. Information
about the availability of assistantships may be requested from the Director of
Admissions of the School.
A limited number of residence hall assistantships providing remuneration and
remission of fees are also available. Information concerning these posts may be
obtained from the Director of Housing, University of Maryland, College Park,
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 for the ten months 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 a
full graduate program.
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 regarding such
prospects may be obtained from the Director, Office of Student Aid, North
Administration Building, University of Maryland, College Park, Maryland 20742.
26 /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 generally
recommended unless the student is prepared to devote substantially full time to
the task. For the exceptional full-time student, some supplementing 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
Student Activities and Services
The Student Council, elected annually in February under the Constitution
approved in fall 1969, is composed of four officers and one council member for
each 50 students in the Student Organization (the whole student body). In
addition to carrying out the normal social and service activities for the students,
the council has a vital role in the governing of the school. The officers are voting
members of the faculty assembly, students serve on all school committees, and
the council supervises a periodic evaluation of the faculty, courses and program.
The Student Organization is committed to progressively greater involvement in
the planning and improvement of the academic program of the school.
The council also maintains relations with leaders of other library schools and
encourages the independent student magazine, the Bibliophile. The school is
represented by two members in the Assembly of the Graduate Student
Federation, the representative body of the graduate students of the University,
and SLIS students are eligible to run for one of the graduate student seats in the
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 posted.
University of Maryland / 27
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 openings.
Such notices are posted on the bulletin boards in the school and additional
notices are available in the Admissions Office. Representatives of a number of
these libraries visit the campus each year. Interviews are arranged by the
University Placement and Credential Service. This central University-wide service
also handles the preparation and referral of credentials for students and alumni.
For this service there is a $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.
The faculty of the school will accept requests for letters of recommendation
from students who have registered with the University Placement and
Credential Service. Further details may be obtained from the Director of
Admissions and Student Affairs.
M.L.S. PROGRAM FOR SCHOOL LIBRARIANS
The M.L.S. program in the School of Library and Information Services is a 36
hour course of study. Individuals intending to be school librarians must concern
themselves with state certification requirements and, in some cases, local school
system requirements in addition to the University's requirements for the M.L.S.
degree. The program includes both library science courses and education courses
and satisfies the state certification requirements as well as the University's
requirements for the M.L.S. degree The actual application for state certification
can be made only after a position has been secured and is usually handled
through the local school system. However, the school does recommend
individuals for certification who have completed the requirements which have
been approved by the State Certification agency.
The program is strictly a graduate program and should not be confused with
the undergraduate program offered by the Library Science Education Depart-
ment in The College of Education. The undergraduate program is designed only
to certify school librarians at the initial level, and the credits earned in the
undergraduate program, even if they have been taken after receiving the B.A.
degree, cannot be credited to the M.L.S. program.
Requirements for certification vary as certain conditions prevail. These
CONDITION I: Those Not Presently Certified as Teachers or as Librarians.
CONDITION II: Those Presently Certified as Librarians.
CONDITION III: Those Presently Certifiable as Teachers but NOT as
There are sets of basic and recommended courses for each of these conditions. It
is extremely important that the students' planned program be carefully reviewed
and approved in order to be assured that he will be able to be certified. For
further information or answers to specific questions, contact Dr. James W.
Professor Wasserman addresses his
class in administration
The prospective student may consult the University of Maryland Consoli-
dated Undergraduate Catalog 1972-73 for details regarding such University
services as health and counseling, general student activities, rules and regulations,
and other University facilities. This publication may be obtained from the
Student Supply Store, University of Maryland, College Park, Maryland 20742.
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 graduates
may foster the University's interests and alumni projects. Inquiries relating to
Chapter affairs should be addressed to the Office of Alumni Affairs of the
University of Maryland / 29
IV. 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 (LBSC 600), a course in organization of
knowledge (LBSC 642), and an introduction to reference and bibliography
(LBSC 610) are required upon entry into the program to introduce the student
to the broad range of disciplines relevant to library and information service, and
so provide him with the necessary background for his more specialized courses.
All courses are open to the student based upon his academic background and his
personal requirements and choices. His chosen 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 curriculum
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. Program planning is the responsibility of
the student. Using the three required courses as a base, it is possible for the
student to construct a meaningful pattern of concentration from within the
framework of the school's offerings.
30 /School of Library and Information Services
METHODS OF INSTRUCTION
Teaching methods vary widely with subject matter and with faculty
preferences. The case method, the lecture-discussion approach, the laboratory,
and the seminar method are all extensively employed. In some courses all four
types of approach are followed. Cases are employed in a design to acquaint the
student with the complexities of library operational situations which require
analysis, decision and development of a line of action. The lecture-discussion
approach is employed in areas in which it can contribute most to the effective
integration of reading assignments and class materials. The laboratory provides
opportunity to carry out activities of an experimental or practical nature under
guidance. Most advanced offerings are designed as seminars in which individual
study and research are required and in which students exchange Ideas freely with
the faculty members and with each other.
LBSC 600. Proseminar: The Development and Operation of Libraries and
Information Services. (3) Mr. Kidd.
The objective of this course is to provide the student with the essential background and
orientation needed for advanced study in librarianship and information science. The
content of the course covers the nnajor problems in the development and provision of
information services; the structure, functions, and economics of information service
organizations; and the processes by which change is brought about in the quality of
information services. Assignments are individualized within a framework which is
intended to ensure that the student will be cognizant of certain broad issues, such as the
analysis of user needs. The assignments are structured so as to ensure also that the
student will experience a comprehensive exposure to the professional literature of the
LBSC 610. Introduction to Reference and Bibliography. (3) Mr. Dubester.
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 bibliog-
raphy, 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. Literature 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. Attention
will be given to some of the major contributions to the scientific literature, to reference
and bibliographic aids, and to periodical and serial literature and its control through
abstracts and indexes. Readings will cover the history and significance of the scientific
literature, the dissemination, use and flow of all forms of information among scientists,
and the direction and patterns of major research trends as they may affect the research
librarian. Literature searches will attempt to point out the problems and constraints
involved in conducting a comprehensive literature search on a specific research topic.
LBSC 615. Literature and Research in the Social Sciences. (3) Mr. Warner.
This course is based on an interdisciplinary point-of-view, manifested in an integrated
social science approach. The impact on social science of both behaviorism and
empiricism is emphasized throughout the course. Controls over sources of information
constitute the framework within which the course is presented.
LBSC 617. Literature and Research in the Humanities. (3) Mr. Meszaros.
The course defines the humanities, the mechanics of humanistic inquiry, and the product
of such inquiry. The student examines the structure of the primary and secondary source
literature of the principal humanistic disciplines, and studies in close detail representa-
tives of types of bibliographies and reference books that control information in each
LBSC 620. Medical Literature and Librarianship. (3) Miss Sewell.
The course introduces the student to the medical literature and its reference sources.
Stress is given to those aspects of the field of medicine which lead to special
characteristics in the organization and handling of its literature. Innovations in
librarianship and information services which are being developed in the medical library
field are emphasized. The various kinds of health science library and information centers
are discussed and biomedical library networks are studied. Students will find it necessary
to spend considerable time at the National Library of Medicine or another medical
library in working on assignments and reports.
LBSC 624. Legal Literature. (3) Mr. Bougas.
This course is an introduction to legal research in the statutes and codes, judicial
decisions, encyclopedias and digests, treatises, periodicals, etc., of the legal 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. Literature of the Fine Arts. (3) Mr. Meszaros.
The primary focus is on the literature of the plastic or visual arts: architecture, painting
and sculpture. The approach is historical with a chronological study of the great periods
in the fine arts related to the bibliographic resources of each period. The student will
examine first the subject content: history of ideas and movements, 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.
32 /School of Library and Information Services
LBSC 627. Governmental Information Systems. (3) Mr. Dubester and Mr.
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 organiza-
tion and administration as a prerequisite to the understanding of governmental
LBSC 631. 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 solving situations.
LBSC 633. Advanced Reference Service. (3) Mr. Dubester.
Theoretical and administrative considerations, analysis of research problems and directed
activity in bibliographic method and search techniques in large collections form the basis
for this course.
LBSC 635. Resources of American Libraries. (3)
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. Children's Literature and Materials. (3) Mrs. Chisholm and Mrs.
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 in the field. The course requires
extensive reading by the student in order to further his critical sense and to broaden his
understanding of the field. Emphasis is placed on critical analysis, both oral and written,
of the whole range of literature for children, fiction and non-fiction.
LBSC 637. Storytelling Materials and Techniques. (3) Mrs. MacLeod.
The purpose of the course is to prepare the student in the art and practice of storytelling.
The first portion of the course establishes, by intensive reading and class discussion, a
broad foundation in the materials of oral literature. The second portion provides training
and practice in the techniques of storytelling.
LBSC 642. Organization of Knowledge in Libraries I. (3) Miss Bates and Miss
This course introduces students to principles of the organization of library materials for
both physical and intellectual access. After intensive exploration of the concepts and
problems involved in subject cataloging, classification, and descriptive cataloging,
students are acquainted with major systems and rules in use in current practice,
particularly those systems popular in the United States.
LBSC 644. The Organization of Knowledge in Libraries II. (3) Miss Bates, Miss
Travis, and Mr. Wellisch.
Prerequisite: LBSC 642.
Conceptual problems in the organization of knowledge continue to be explored, and
more intensive work is done in the specific cataloging and classification systems and rules
of entry. Students are not only instructed in the application of the systems but are also
trained to make professional judgments on choice of system to suit the needs of a library
in the context of particular institutional and patron characteristics.
University of Maryland / 33
LBSC 647. Seminar on the Organization of Knowledge. (3) Miss Bates, Miss
Travis, and Mr. Wellisch.
Prerequisite LBSC 642. Co-requisite LBSC 644 or permission of instructor.
This is a seminar course in which students may take topics of special interest to them in
the area of organization of knowledge and explore them in a research project/class
LBSC 650. Fundamentals of Documentation. (3)
This course deals with the macro-organization of information services in the framework
of the overall system of information transfer. The components of the information
transfer process and their interdependence are discussed as well as the fields of study
concerned with that process and their interrelationships. In more detail, the topics dealt
with include: use and user studies; the network model of communication and formal and
informal communication channels, the characteristics and behavior of the literative
(bibliometrics); innovations in the communication system.
LBSC 653. Construction and Maintenance of Indexing Languages and Thesauri.
Prerequisites: LBSC 656 or LBSC 642 or permission of instructor.
This is an advanced course in the area of information systems analysis and design. The
lectures present advanced considerations on the design of indexing languages and detail
procedures to be used in their construction. Students apply these methods in a
team-project in which they construct, in an area of their own choosing, an indexing
language and an accompanying thesaurus. This practical experience is an important part
of the course. From this experience, students will also be able to analyze and evaluate
existing indexing languages and thesauri.
LBSC 656. Introduction to Information Storage and Retrieval (iSAR) Systems.
This course deals with the micro-organization of information services. It develops the
basic principles underlying both manual and mechanized ISAR systems (from card
catalog to interactive computerized ISAR systems). This should enable the student to
develop perspectives for the analysis and design of ISAR systems and of classifications or
other indexing tools. The purpose and the evaluation of ISAR systems are discussed. A
functional model of an ISAR system is presented to serve as a framework for the
discussion of the conceptual structure of indexing languages and search strategies, file
organization and typology of classifications, and abstracting and indexing. Various ISAR
techniques are introduced during the course as examples of the principles discussed.
Assignments provide the opportunity of practical application of the concepts developed.
LBSC 657. Testing and Evaluation of Information Retrieval Systems. (3) Mr.
Prerequisites: LBSC 653, Statistics requirement.
This course attempts to identify the means by which evaluation may be made, the parts
and aspects of IR systems susceptible to testing and the value of testing. This course
covers elements of IR system; input, index language, file organization, output, methods
of dissemination; factors affecting IR systems performance, user and management needs
as performance criteria; and methods of evaluation of operation and economics of IR
LBSC 665. Problems of Special Materials. (3)
A brief discussion of the nature and consequent fundamental problems of special
materials leads to an examination of particular types of material (maps, music, serials,
audio-visual forms, etc.) and the way in which they affect 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.
34 /School of Library and Information Services
LBSC 670. Seminar in Technical Services. (3) IVlr. Costabile.
The concentration of this course is upon readings, class analysis and student discussion,
and preparation of papers on special issues facing the field of technical services in large
libraries. This seminar deals vwith such areas as acquisitions, cataloging, serial control,
cooperative programs, and managerial controls.
LBSC 674. 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. Seminar on Manuscript Collections. (3) Mr. Colson.
Analysis of the special problems involved in the development, maintenance and use of
archival and manuscript collections. The purpose of the course is to develop in the
student a broad understanding of these problems through the study of their history, the
rationales upon which they are based and contemporary problems confronting the
LBSC 700. Introduction to Data Processing for Libraries. (3) Mr. Doszkocs.
This course familiarizes the student with the basic principles of data processing and with
the ways in which data processing systems have been applied to library problems. The
course consists of lectures and a data processing laboratory. The lecture series cover:
punched card processing and its application to library operations; an introduction to
systems analysis and the methodology for establishing systems requirements; and
electronic data processing systems and their application to library operations. In the
laboratory the student is taught the fundamentals of computer programming by actually
developing computer programs to solve typical library problems and running them on an
electronic data processing system.
LBSC 705. Advanced Data Processing in Libraries (3) Mr. Meadow.
Prerequisites: LBSC 656, 700.
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 human
communication system. Indexing and query languages are discussed, and particular
attention is devoted to their design and implementation on data processing systems. The
organization of information for data processing is covered, with particular attention to
file organization, file processing and searching and the impact of storage media on file
processing. Specific examples from library operations are used to illustrate the concepts
and to indicate the current state-of-the-art of using processing systems.
LBSC 71 1. Programming Systems for Information Handling Applications. (3)
Prerequisite: LBSC 700 or equivalent.
This course covers the elements of programming system design and operation. Special
emphasis is given to the influence of information handling and library requirements on
programming system design. This influence is particularly noted in that part of the
course addressing the data management aspects of systems which will cover the methods
used in representing structured data in storage and the techniques for operating on that
data. A state-of-the-art review is made of those compiler languages and generalized
information systems which are pertinent to library applications.
University of IVIaryland / 35
LBSC 715. Library Systems Analysis. (3) Mr. Kraft.
An introduction to the total systems approach to library and information problems, this
course will give a scientific management framework, terms for defining a system, and its
problems, and a set of tools, techniques, and methods to aid in analyzing and solving
these problems. The emphasis is on the administrative and managerial decisions and on
the benefits and limitations of the systems approach. Topics to be covered include model
building, flowcharting, motion and time study, cost analyses, systems design, manage-
ment information, and cost-effectiveness and Planning, Programming, Budgeting System.
The course is an overview of both theory and practice, and as such draws heavily on the
literature of the applied management sciences.
LBSC 721 (same as CMSC 737). Seminar in Information Science. (3) Mr.
This seminar introduces the fundamentals and background for advanced work in
information science. The nature of messages in human and machine communication are
approached from the viewpoint of physical, psychological, and logical transformations
which they undergo in their paths from message sender to recipient. Cybernetic variety,
basic constraints or variety in information systems, and classes in their uses in search and
communications are studied as well as models, optimization and mechanization of access
to messages for communication of data, information, knowledge.
LBSC 726. Seminar in Information Transfer. (3) Mr. Heilprin.
Prerequisite; LBSC 721 (same as CMSC 737), or permission of instructor.
This is an advance forum for discussion of significant problems in information science:
fundamental concepts, theory, methodology, current research. During the term each
student selects, prepares and presents a problem or problems at one three-hour weekly
session; while remaining students prepare responsive discussion. The seminar provides an
opportunity to analyze, test and integrate information science ideas.
LBSC 731. Library Administration. (3) Mr. Wasserman.
In this course the library is viewed comparatively, and administrative theory and
principles from the social sciences are examined in the light of their relevance for library
administration. The approach is largely theoretical and the course draws heavily upon
the literature of the behavioral sciences. In lectures and case discussion such managerial
and organizational issues as bureaucracy, the administrative process, communications,
hierarchy, and professionalism are identified and analyzed.
LBSC 736. Advanced Organization and Administration of Libraries and Informa-
tion Services. (3) Miss Bundy.
Prerequisite: LBSC 731.
This course will build on the understandings and concepts introduced in LBSC 731
Library Administration. The student's theoretical understanding of organization and
administration will be advanced by further reading of the scholarly works in the field
and through wider reading in the various sub-fields of organization and administration.
This course will seek to more intensively examine libraries as organizations through
several mechanisms. Students will prepare short papers which explore libraries in these
terms; case exploration may be made of a library situation. The sophistication developed
by the student will be employed in the last portions of the course to understanding
libraries as changing organizations. The significance of contemporary and information
developments will be considered in this context.
LBSC 740. Seminar in Library and Information Networks. (3) Mr. Olson.
The development of library and information consortia and networks have many
implications for the funding and resource base of information services, the technological
core of the field, and the impact of information on society. This seminar explores the
inter-library cooperative phenomenon and analyzes critical issues in network planning,
economics, organization, technology, and services.
LBSC 743. Seminar in the Academic Library. (3) Mr. Reynolds.
The seminar is problem-oriented, although students are afforded an overview of
academic library concerns and issues through reading in secondary sources. Each
participant is expected to initiate and complete an investigation on a researchable topic,
utilizing both primary and secondary data-gathering techniques. Topics are framed and
the investigation is operationalized within a framework of group criticism.
LBSC 747. Seminar in the Special Library and Information Center. (3) Miss
This seminar reviews the development and present status of special libraries and
information centers, their scope and objectives, particular administrative and organiza-
tional problems, acquisition, organization and use of information. Investigations into
principal information centers and their services are included. Some attention is given to
the interrelationships of special libraries and information centers, and their similarities
and differences in terms of objectives, information provided and systems used.
LBSC 754. Seminar in the School Library. (3) Mr. Liesener.
A seminar on the development, the uses, the objectives, the philosophy, and th^
particular systems employed in school libraries. Evolving trends and influences upon the
evolution of the school library and its increased responsibilities for new services and
arrangements relating to the concept of its role as a material center are considered. The
emphasis of analysis and discussion is upon those patterns uniquely identified with
library service in a modern school.
LBSC 757. Library and Information Service Facilities— Objectives and Perform-
ance. (3) Mr. Olson.
Prerequisites: LBSC 715, 731.
The aim of this course is to describe the policy context within which an Information
Retrieval (IR) or library service facility must operate. A major concern is the user and his
needs, supported by discussion of the objectives of IR and library systems and how
decisions are made, particularly in the context of cooperative and decentralized
University of Maryland / 37
LBSC 804. Communication and Libraries. (3) Mr. Kidd.
The content of this seminar-type course covers the theory and research in the
multi-discipline domain of communication. The point of departure is the work of
Lazersfeld on social communication but inquiry is directed into such diverse matters as
coding theory, linguistic analysis, decision theory, network concepts, etc. Connections
are pointed-out between the findings of communication research and library practice;
based on the proposition that the librarian performs a linking function in a social
communication process. However, the course is predominantly oriented toward
communication research and theory.
LBSC 807. Science Information and the Organization of Science. (3) Mr. Kidd.
Prerequisite: LBSC 650.
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 associations
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 differentiation
of scientific sub-specialties and the nature of the transactions between specialties and
parent disciplines and transactions across disciplines. Researchable issues such as the
influence of information services on scientific productivity will be emphasized. The
impact of federal subsidies on national societies and other institutions having comparable
functions will also be considered.
LBSC 815. Library Systems. (3) Mr. Kidd.
This course focuses on the effects of technological change and institutional development
on traditional library-service operations. A conceptual framework is developed which
shows the evolutionary process leading to contemporary systems and a projection of
future trends. In particular, the influence of programs at the federal government level is
studied as they influence national constituencies and local institutions. An example
would be the 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. Public Library in the Political Process. (3) Mr. L. Wilson.
This course considers public libraries in a political context, introducing the student to
behavioral approaches to the study of politics and to the literature on the urban
government and regional planning. Political relationships of public libraries are
considered including voting on library issues, the role of library boards and relationships
with local government. Also included is the role of state agencies in local development
and the role of professional associations. Classes are discussion oriented, centered around
the readings. Students also undertake an individual scholarly paper.
LBSC 825. Libraries and Information Services in the Social Process. (3) Mr.
The focus in this course is upon the policy process. Key elements in the societal-political
environment which influence decision-making in libraries and information service
facilities are identified and interrelated such as legislation, citizen participation,
organized groups, mass media, professional associations, technological changes and
financial support. The significance of such contemporary issues as censorship, man-
power, community control, and automation are considered in this context.
LBSC 827. History of Libraries and Their Materials. (3) Mr. Colson.
This is a survey of the historical development of publication forms and the institutions in
which they have been collected and preserved for use. The major emphases are upon the
development of written and printed materials, the social and technological conditions
which have controlled their development, and the intellectual forces which have
controlled their use.
38 / School .of Library and Information Services
LBSC 833. Library Service to the Disadvantaged. (3) Mr. L. Wilson and Mr.
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 programs
of social intervention. Translating these understandings into implications for public
library and information services will be an exploratory experience in which students will
play an important and active role.
LBSC 837. International and Comparative Librarianship and Information
Science. (3) Mr. Wasserman.
This seminar is designed to compare and contrast bibliographical systems, institutions,
service arrangements, and professional patterns in developed and developing cultures.
Libraries, information organizations and international information systems are viewed
against the backdrop of national cultures, and the influence of the social, political and
economic factors upon these forms are considered. Students prepare papers analyzing
programs in different settings and exploring the bases for variations and similarities.
LBSC 844. Research Methods for Library and Information Activity. (3) Mr.
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. Seminar in Research Methods and Data Analysis. (3) Mr. Kidd.
Prerequisites: Statistics requirement, LBSC 844.
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. Analysis of the Library Service Process. (3) Mr. Olson.
In this seminar, teams of students, librarians, and library school faculty together
investigate real problems in libraries, using analytical skills presented in the first five
weeks of the seminar. The objective is to train librarians to deal with problems in the
basis of quantitative data, in previous semesters students have been assigned to work on
problems at the National Agricultural Library and libraries at the Smithsonian
Institution and Department of Interior.
LBSC 858. Special topics in Library and Information Service. (3)
This is a general course label under which a variety of specific activities can be
programmed by the instructor or instructional team. It is a vehicle for trying out new
content and methods. Specific offerings will be designated by a letter code (e.g., LBSC
858 A) and the instructor's name. Announcement of the availability of offerings under this
heading and the details of the specific course will be provided to all students prior to
registration week of the semester in which the course is to be offered.
Testing a program at the
Computer Science Center
LBSC 859. Independent Study. (1-6)
Designed to permit intensive individual study, reading or research in an area of
specialized interest under faculty supervision, registration is limited to the advanced
student who has the approval of his advisors and of the faculty member involved.
LBSC 899. Thesis Research. (Arranged)
40 / School of Library and Information Services
Institutions of Higher Lea
in the 1971-1972 Student Body
U.S. Colleges and Universities
University of Georgia
Georgia College at Milledgeville
Appalachian State University
Good Counsel College
Bluefield State College
University of Hartford
Bowling Green State University
University of Hawaii
Briar Cliff College
Brigham Young University
Bryn Mawr College
Indiana University of Pa.
University of California— Berkeley
University of Iowa
Cedar Crest College
Johns Hopkins University
Chestnut Hill College
University of Kansas
University of Chicago
Chico State College
La Salle College
Lebanon Valley College
University of Connecticut
Louisiana State University
University of Maine
University of Dayton
University of Delaware
Mary Washington College
District of Columbia Teachers College
University of Massachusetts
University of Miami— Ohio
East Carolina University
University of Michigan
Emory & Henry College
Michigan State University
Federal City College
University of Minnesota
University of Florida
Morgan State College
Frostburg State College
Mount Saint Agnes College
George Washington University
University of New Mexico
University of Maryland / 41
City University of New York
State University of N.Y. at Albany
State University of N.Y. at Binghamton
State University of N.Y. at Buffalo
State University of N.Y. at Stony
State University of N.Y. at Brockport
State University of N.Y. at Cortland
State University of N.Y. at Oneonta
New York University
University of N.C. at Chapel Hill
University of N.C. at Greensboro
North Carolina College at Durham
North Texas State University
Notre Dame College
Ohio State University
Ohio Wesleyan University
Old Dominion College
University of Pennsylvania
Pennsylvania State University
Univfersity of Rhode Island
Richmond Professional Institute
University of Rochester
Rosary Hill College
Saint Procopius College
University of Saint Thomas— Texas
Salisbury State College
San Diego State College
Seattle Pacific College
Shippensburg State College
University of South Carolina
Sweet Briar College
Texas Woman's University
Towson State College
Trinity College— Connecticut
Trinity College-D. C.
University of Utah
University of Vermont
University of Virginia
Virginia Polytechnic Institute
Washburn University of Topeka
University of Washington
Washington State University
West Virginia University
West Virginia Wesleyan College
Western Maryland College
Wichita State University
William & Mary
University of Wisconsin— Madison
University of Wisconsin— Milwaukee
Wright State University
Foreign Schools Represented
University of Buenos Aires
Chinese University of Hong Kong
Hezsingin Yhteislyseo (University of Helsinki)
Hong Kong Baptist College
National Taiwan University
National Wu-han University (China)
Sir George Williams University
Technical University (Hungary)
Tsuda College (Japan)
Doctoral students in a meeting with Dr. Olson and Dr. Kraft
University of Maryland / 43
V. ADVANCED STUDY AND RESEARCH
The Doctoral Program
During the first four years of the school's history, efforts were heavily
concentrated upon the development of the master's level offering and upon the
planning and securing of support for research and development programs. The
doctoral program, begun in 1969, is designed to enhance and further the
offerings of the school, building upon the base provided by the master's level
The primary objective of the doctoral program is to prepare students for
subsequent roles of scholarship and research in library education. The Maryland
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 definition and solution
of basic research problems of librarianship require an inter-disciplinaryapproach.
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
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 the
equivalent of three years of full-time work to complete, this time normally
44 /School of Library and Information Services
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 acceptable
All students pursuing the doctoral degree in library science and information
services must achieve an understanding of basic theory in the following areas:
Theoretical approaches to the organization of knowledge.
Documentation— organization of recorded information and its 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
includes 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 libraries as
bureaucratic institutions, in terms of social and historical development, internal
organizational patterns and behavior, political relationships, community and
clientele relationships, professional aspects and inter-organizational aspects. The
candidate is expected to specialize further by concentrating 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 number of course hours in these
disciplines. As relevant to his needs, interests and background, the student may
also take one or another of the courses in the Information Storage and Retrieval
University of IVIaryland / 45
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 requirement
unless the individual student's specialization or dissertation requires it.
The Qualifying Examination. After a beginning period of study at the
University 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
intellectual 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 assessing
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 student 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
candidate must have a general notion of the research problem he proposes to
pursue 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 approve the
student's topic and approach and provide advice and counsel.
7776 Final Examination. In this examination, the candidate is expected
primarily 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 dissertarion 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 acceptance, 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. Consideration is
also given to the nature of the course program they pursued. All applicants are
required to take the verbal and quantitative tests of the Graduate Record
Examination. These scores will be among the criteria considered in combination
with others. Assessment by former instructors able to estimate the student's
46 /School of Library and Information Services
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
The school has funds available for the support of a number of Ph.D.
candidates through assistantships. These are awarded on a competitive basis by
the Doctoral Committee to both new and continuing candidates, with renewals
based on the student's academic performance. The graduate assistantship carries
a stipend of $2,900 for the ten-month academic year, plus remission of tuition,
and requires a minimum of 20 hours per week service to the department. The
holder of an assistantship is normally restricted to registration for not more than
ten credit hours per semester.
Information for foreign students who wish to apply to the program can be
found on p. 22. For information on tuition and other expenses, see p. 24.
Applications for admission should be filed as early as possible during the
period preceding the semester for which admission is sought so that the
applicant 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 May 1 .
Requests for admission forms, financial aid applications and additional
information concerning admission to the school should be directed to:
Director of Admissions
School of Library and Information Services
University of Maryland
College Park, Maryland 20742
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 practiced and
about the human beings who perform within them; the utilization of that
knowledge in the teaching and service programs provided by the school for the
library profession; and the encouragement of the faculty and graduate students
to disseminate the evidence of their study for application to practice in the field.
The school has built its faculty upon the concept of specialization and upon the
conviction that in order to achieve success in imparting the theory, the concepts
and the basic knowledge requisite in graduate instruction, its faculty must
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 individual
research by faculty members, the school has also accepted commitments for the
conduct of programmatic, large scale efforts to the extent that such work might
be carried out by members of its faculty, in some instances in concert with
scholars at other institutions. The research aspirations of the school relate to
identifying the scholarly evidence necessary in furthering understanding of the
field or in advancing its purposes.
THE MARYLAND RESEARCH FACILITY
During the first year of the school's program an arrangennent was conceived
with the Maryland State Department of Education's Division of Library
Extension whereby the division provided financial aid and supporting staff for a
designated member of the school's faculty to carry out research on central
problems of concern to the Maryland library community. During the first two
years of this relationship, Dr. Mary Lee Bundy carried out a large scale empirical
study of public library use in metropolitan Maryland. 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.
48 / School of Library and Information Services
Among the school's externally supported research efforts is the Development
of a Programmed Course for tfie 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 suitable 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
translation. 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 purposes in
coming to libraries, their library use habits, and their satisfaction with services.
Analyses were also made by occupational group, by library system and by size of
library unit. These analyses permit generalizations regarding the factors which
influence the use and users of public libraries.
Another major effort which the School undertook was/4 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, political
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 University
of America; Personality and Ability Patterns as Fl elated to Work Specialties 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
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 was conceived, it
would inventory sources of information, both published and unpublished, and
develop a prototype information service which would direct inquirers to data
sources wherever they exist.
University of Marytand / 49
The school's "Poverty" project was an experiment in library education with a
strong research component. The program grew out of the school's recognition of a
responsibility to help libraries adapt traditional library service to meet changing
social requirements and needs. With funding from the U.S. Office of Education,
it mounted an experimental educational program which combined courses with
actual field experience in a laboratory library maintained by the school for this
purpose. Assistantships provided a number of students with more intensive
experience in the laboratory. The laboratory library known as the "High John"
Library is located in Prince George's County and has 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 disadvan-
taged, but in helping to assess the value of the laboratory approach in order to
bridge the gap between theory and practice. It also provided concrete research
evidence as well as trained personnel to assist public libraries in making
adaptations in their programs and services to the culturally and economically
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. During the past year students
were also assigned to work on problems at libraries of the Smithsonian
Institution and Department of Interior. Each semester builds on the work of the
previous semesters. Dr. Edwin Olson has directed the project each semester with
other members of the faculty serving as resource persons for particular problems
Similarly, a cooperative agreement between SLIS and ERIC/CLIS (ERIC
Clearinghouse on Library and Information Sciences) has begun as an exploratory
research seminar designed to familiarize librarians with the marketing approach
in order to maximize the benefits to be gained from the application of these
principles to the field of library-information science. The SLIS faculty and
students, the ERIC/CLIS personnel, and personnel from other government
agencies where information dispensing problems are similar, define and conduct
empirical research in information transfer problem areas.
Through the availability of assistantships the research programs provide
financial support and the opportunity for advanced students to gain appropriate
research experience. The school maintains close association with other University
departments and colleges concerned with research and with methodology
relevant to research in the library context. To further such activity and lines of
inquiry, joint appointments have already been developed with the Computer
Science Center and with the College of Education. 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
Professor Olson discusses the National
Agricultural Library Project
particular courses, become available. The second in this series, The Universe 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. Metro-
politan Public Library Users, a report of a research study of adult library use in
the Maryland Baltimore-Washington metropolitan area by Mary Lee Bundy, was
also published in 1968. In early fall 1970 the school published The Universal
Decimal Classification, a programmed instruction course, by Hans Wellisch.
Media Indexes and Review Sources by Margaret E. Chisholm has recently been
published by the school. It is an attempt to improve the access to the domain of
non-print materials or media, an area of increasing importance in the field of
librarianship and information service. In progress is Number 4 of the Student
Contribution Series, Fundamentals of Documentation edited by T. D. Wilson
and Esther Herman.
Distribution of the monographs is handled by the University of Maryland
Student Supply Store and inquiries and orders should be directed to this agency.
Early in 1972 the school, in conjunction with Greenwood Publishing
Company, published the proceedings of an international symposium held at the
University of Maryland, May 14-15, 1971. Edited by Hans Wellisch and T. D.
Wilson, Subject Retrieval in the Seventies— New Directions is being distributed
University of Maryland / 51
by Greenwood (51 Riverside Avenue, Westport, Conn. 06880). In addition,
available from Greenwood is Frontiers in Librariansfiip: Proceedings of the
Change Institute, a conference held at the school in 1969. Proceeds from the
sales of this work are directed toward a scholarship fund for black students.
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 research
staff the same kind of modern special library service as that provided by other
forward looking agencies committed to this ideal. Its staff, which includes two
professional librarians and a number of assistants who are students within the
school, provides direct assistance to students and faculty in the solution of
academic and research problems. Use of the library as a laboratory setting for
both individual and class projects and experiments is encouraged as a means of
translating theoretical concepts into direct application.
The school's library includes a basic collection of more than 28,000 volumes,
900 journals, a substantial number of pamphlets and vertical file material, and a
developing microforms collection. The library has a growing report and research
document collection in the field of information science. The library also has a
developing collection of filmstrips, slides, tapes, transparencies and phonodiscs.
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. In the school's new building mechanical teaching aids,
computer access terminals, and other electronic devices are 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, communica-
tions, and other behavioral and social sciences.
The school's students also have access to other libraries in the University of
Maryland system. More than 1,299,000 volumes, 14,000 current serials, and
600,000 non-book items are contained in McKeldin Library and its specialized
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 government agencies and research
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 develop
and administer an education program in computer science and to conduct a
research program in computer science. It contains a Univac 1108, an IBM 7094
and two IBM 140rs. 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 by faculty and students.
Dr. Wesley J. McJulien, Director of the Audiovisual Center
of tfie University of Vermont, addresses a colloquium
University of Maryland / 53
VI. 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 program assuming
responsibility for several colloquia.
As part of its responsibility to those in practice, the school is engaged upon
the offering of particular programs addressed to meet the needs of librarians
beyond the 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
The Library Administrators
University of Maryland / 55
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 Internationa/
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 information
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
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 specific groups.
These include a conference on Reclassification— Rationale and Problems,
directed by Jean Perreault, held to consider the available classification systems,
the administrative problems of reclassification, and the impact of the computer
on library operations in the context of reclassification or the avoidance of
reclassification. In June 1968, an Institute on The Automation of Bibliographic
Services was conducted by the school in conjunction with the Library of
Congress— Project MARC and the Computer Science Center, University of
Maryland. Supported by the U.S. Office of Education, the aim of the institute
was to broaden and deepen the participants' understanding of the implications
of automation for library planning through an intensive, first hand study of an
already operational situation. Mr. David Batty was Director of the Institute.
Classification— Expanding Horizons, July 1969, was directed by Anthony C.
Foskett; the overall theme of the institute was that classification, far from being
outmoded by recent developments in information retrieval, can in fact play an
even greater part in the future. In an effort to explore the significant aspects of a
society in flux and the importance and interactions of these aspects upon the
library, an institute. Change Frontiers: Implications for Librarianship, was held
in August 1969. It was directed by Gilda Nimer and supported by the U.S.
Office of Education.
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 program—
The Informational, Educational and Social Responsibilies of Urban Library and
Information Centers- held in December 1969, was sponsored by a class in
Library Service to the Disadvantaged. The Institute for the Retraining of Library
Staff to Improve Information Service to the Disadvantaged, directed by Robert
L. Wright and conducted under a grant from the U.S. Office of Education, was
held in October 1971 and again in February 1972. The program was designed to
retrain professional and para-professional librarians and information specialists
who provide library and information services to the underserved client.
In cooperation with the National Federation of Science Abstracting and
Indexing and the Subject Analysis and Organization of Library Materials
Committee, Cataloging and Classification Section of the American Library
56 /School of Library and Information Services
Association's Resources and Technical Services Division, the school hosted a
seminar— //7c/ex/>7g' in Perspective— AprW 24-26, 1972.
In the summer of 1972 the school sponsored a two week Institute on
International and Comparative Librarianship and Information Science, for
members of the practicing library and information science community as well as
for master's and doctoral students. The intent of the program was to bring into
focus some of the more important theoretical and applied trends in the field.
The director of the institute was Paul Wasserman; the sessions were chaired by
additional international experts.
The School of Library and Information Services has since its inception
evidenced a strong concern with research and instruction relative to managerial
and organizational problems. The Library Administrators Development Program
is offered each summer and affords those in senior management positions 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, performance 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. During the 1972 Library
Administrators Development Program 16 participants were recipients of fellow-
ships to support their attendance. These individuals were selected from among
minority group applicants. These grants were made possible through a contract
between Maryland and the U. S. International University of San Diego,
California (based upon U.S. Office of Education funding) to support leadership
training among librarians representative of disadvantaged sections of the society.
Another program of the school was the Institute on Middle Management in
Librarianship which was concerned both with the conceptual understanding of
middle-level managerial roles and the development of approaches to the
performance of these roles. The program was held in June 1969, with James W.
Liesener as Director, under a grant from the U.S. Office of Education.
In the 1970-71 academic year, the school offered an experimental profes-
sional program. 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 were individuals who had an interest in translating
social commitment into professional action. The program was funded by the
U.S. Office of Education.
Details about the School's Continuing Education Programs may be requested
from the Director of Continuing Education, School of Library and Information
Services, University of Maryland, College, Park, Maryland 20742.
The University of Maryland - Academic Resources and Points of Interest
# JOHNS HOPKINS UNtVERSi"
UNIVERSITY OF MARYLAND PROFESSIONAL SCHOOLS
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NATIONAL MUSEUM OF SCIENCES A
WALTER REED ARMY MEDICAL CENTER
NAVAL RESEARCH LABORATORY
THE KENNEDY CENTER FOR THE PERFORM
THE FOLGER SHAKESPEARE LIBRARY
THE FREER GALLERY
THE CORCORAN GALLERY
GEORGE WASHINGTON UNIVERSITY
THE ARENA STAGE
THE ISLAMIC CENTER
UNIVERSITY OF MARYLAND
COLLEGE PARK CAMPUS
Adult Edocotion Center (BB)
Animal Science Center (WW)
Bureau of Mines, U.S.
Byrd Stadium (STA)
Central Receiving - Generol Supplies
Cheriiicol Engineering (U)
Civil Defense Training
Cole Fieldhouse (GO)
Computer Science Center (MM)
Dairy Born (QQ)
Dining Holl 1
Dining Hall 2
Dining Hall 3
Dining Hall 4
Dining Hall 5
Fire Service (FS)
Fish ond Wildlife Service, U.S.
Foreign Languages fLL)
Froncis Scott Key Hall (RR)
Grounds - Custodial Department
Horrison Lob - Greenhouse
Health Center - Infirmary
Heovy Research Lob
Holzopfel Holl (F)
F G H I
NO. BUILDING NAME LO'
33. Home Management Center (HMC)
Informotion: See Main Administration and Police Dep
34. Journalism (G)
35. Judging Pavilion (X)
36. Jull Holl (II)
37. Lord Colvert Apartments
38. Main Administration (IB)
39. McKeldin Library (L)
40. Morie Mount Hall (H)
41. Mortin Engineering Classrooms (J)
42. Martin Engineering Lobs (S)
43. Mathematics (Y)
44. Memorial Chapel
45. Modulor Housing
46. Moleculor Physics
47. Morrill Holl (M)
48. Motor Tronsportotion Facilities
49. North Administration (KK)
50. Nuclear Reactor
51. Patterson Holl, H.J. (E)
52. Potterson Hall, J.M. (P)
53. Physics (Z)
54. Police Department
55. Preinkert Fieldhouse (W)
56. Reckord Armor/ (AR)
57. Allegany Holl
58. Annapolis Hall
59. Anne Arundel Hall
60. Anfietom Group Mobil Units
61. Baltimore Hall
62. Bel Air Holl
BUILDING CODE FOR USE WITH SCHEDULE OF CLASSES
Reckord Armory MM
Adult Educotion Center NN
Main Administrotion O
Cambridge Hall P
Temporary Clossrooms Q
Ritchie Coliseum QQ
Dairy - Turner Lab R
Temporary Classrooms RR
H.J. Patterson Hall S
Temporory Classrooms SS
Ellicott Hall STA
Holzopfel Hall SU
Temporary Classrooms T
Fire Service TH
Cole Fieldhouse U
Marie Mount Holl UU
Temporary Classrooms V
Home Monogement Center VV
Shriver Lab W
Jull Holl WW
Mortin Engineering Classrooms X
Moleculor Physics Y
Silvester Hall Z
North Administrotion ZP
Computer Science Center
Towes Fine Arts Center
J.M. Potterson Hall
Tydings Holl - B.P.A.
Francis Scott Key Holl
Martin Engineerirtg Lobs
Space Science Center
Animal Science Center
Zoology - Psychology
Belvedere Group Mobil Units
Cambridge Hall (CAM)
Cotoctin Group Mobil Units
Ellicott Hall (ELL)
La Plato Holl
Prince George's Holl
Queen Anne's Hall
St. Mary's Holl
Ritchie Coliseum (COL)
Shoemaker Holl (N)
Shriver Hall (1)
Silvester Hall (K)
South Administration (VV)
Spoce Science Center (SS)
Student Union (SU)
Symons Holl (O)
Taliaferro Holl (A)
Towes Fine Arts Center (NN)
Terrapin Hall (TH)
Turner Lob - Dairy (D)
Tydings Hall - B.P.A. (Q)
University Hills Apartments
University Press - Print Shop
Woods Hall (K)
Zoology - Psychology (ZP)
THE SCHOOL OF LIBRARY AM> INFORMATION SFRVICFS
M\FRSnV OF MARYLAND/COl.LEGF PARK. MARYLAND 20742