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Calendar 1972-1973 

August 26 
August 28- 

September 1 
August 30 
November 21 
November 27 
December 12 
December 13, 17 
December 14-21 
December 21 

January 13 
January 15-19 
January 17 
March 9 
March 19 
May 8 
May 9, 13 
May 10-17 

May 19 


Monday -Friday 


Tuesday, after last class 

Monday-8:00 A.M. 


Wednesday, Sunday 


Thursday-8:00 P.M. 


Classes begin 

Thanksgiving recess begins 

End of Thanksgiving recess 

Last day of classes 

Exam study days 

Fall semester examinations 




Monday- Friday 


Friday, after last class 

Monday-8:00 A.M. 


Wednesday, Sunday 





Classes begin 

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 
Information Services 

University of Maryland / 3 




The School and the University 15 

The School's Philosophy 16 

Education for Librarianship and Information Service 17 


Admissions Standards and Procedures for M.L.S. Program 19 

Tuition and Other Expenses 24 

Student Activities and Services 26 

The Alumni Association 28 


The Master's Program 29 

The Curriculum 30 



The Doctoral Program 43 

Research Programs 46 

Publications 49 

Library and Information Services 51 

Computer Services 51 

The Colloquium Series 53 

Continuing Education 53 

Dean Margaret E. Chisholm 

University of Maryland / 5 


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 



3505 Fallstaff Road, Baltimore 21215 

Vice Chairman 


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



The Baltimore Institute, 10 West Chase Street, Baltimore 21201 


Denton 21629 

Assistant Secretary 


4608 Drummond Avenue, Chevy Chase 20015 

Assistant Treasurer 


Route No. 1, Box 133, North East 21901 

6 / School of Library and Information Services 


9939 Good Luck Road, Apartment 204, Seabrook 20801 


Cecilton 21913 


507 Chadwick Road, Timonium 21093 


Commission on Human Relations, Mount Vernon Building, 
701 St. Paul Street, Baltimore 21202 


Geppart and McMullen, 21 Prospect Square, Cumberland 21502 


320 St. Paul Street, Baltimore 21202 


4200 Edmondson Avenue, Baltimore 21229 

Officers of the School of 

Library and Information Services 


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


CHARLES E. BISHOP, B.S., Berea College, 1946; M.S., University of Kentucky, 
1948; Ph.D., University of Chicago, 1952. 

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 

Full-time Faculty 

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 
these fields. 

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 
Review Sources. 

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 
research consultant. 

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 
research firm. 

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), 

Visiting Lecturer. 

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 

Part-Time Faculty 

In addition to the full-time faculty, the school regularly draws upon authorities in the 
region to teach one or another of its highly specialized courses. By virtue of its 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 
program are: 

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. 

Non-teaching Staff 

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 


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 
information science 

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 


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 
outlined below. 

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


Admission as a student to the school is limited to individuals who hold the 
bachelor's degree from recognized colleges, universities or professional schools in 
this country or abroad or to those who can 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- 
land 20742. 

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 

Telephone: 301-454-3016 


Applications for admission should be filed as early as possible during the 
period preceding the term for which admission is sought so that the applicant 
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 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 
of $20.00. 

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. 


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, 
Maryland 20742. 

Fellowships. A student is eligible to apply for graduate fellowships. The 
stipend for a Graduate Fellow is $1,000 for ten months and the remission of all 
fees 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. 


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 
University Senate. 

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

University of Maryland / 27 


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. 


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 
conditions are: 

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 
Alumni Association 

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


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 


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. 

The Curriculum 

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 
information systems. 

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 

discussion format. 

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. 

(3) Mr.Soergel. 

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. 

(3) Mr.Soergel. 

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 
archival profession. 

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 

rning Represented 

in the 1971-1972 Student Body 

U.S. Colleges and Universities 

Adelphi University 

Georgetown University 

Allegheny College 

University of Georgia 

Alliance College 

Georgia College at Milledgeville 

American University 

Gonzaga University 

Appalachian State University 

Good Counsel College 

Berea College 

Goucher College 

Bethany College 

Greenville College 

Bluefield State College 

Hanover College 

Boston College 

University of Hartford 

Bowling Green State University 

University of Hawaii 

Briar Cliff College 

Hendrix College 

Brigham Young University 

Hofstra University 

Brooklyn College 

Hood College 

Bryn Mawr College 

Howard University 

Bucknell University 

Hunter College 

Butler University 

Indiana University of Pa. 

University of California— Berkeley 

University of Iowa 

Cedar Crest College 

Johns Hopkins University 

Chatham College 

Kalamazoo College 

Chestnut Hill College 

University of Kansas 

University of Chicago 

Knox College 

Chico State College 

Lambuth College 

Clark College 

La Salle College 

Clark University 

Lebanon Valley College 

Columbia University 

Louisiana College 

University of Connecticut 

Louisiana State University 

Connecticut College 

Loyola College 

Cornell University 

Lycoming College 

Dartmouth College 

University of Maine 

University of Dayton 

Marquette University 

University of Delaware 

Mary Washington College 

Dickinson College 

Marycrest College 

District of Columbia Teachers College 

University of Massachusetts 

Duke University 

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 
Northwestern University 
Notre Dame College 
Ohio State University 
Ohio Wesleyan University 
Old Dominion College 
University of Pennsylvania 
Pennsylvania State University 
Queens College 
Radcliffe College 
Radford College 
Randolph-Macon College 
Univfersity of Rhode Island 
Rice University 

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 
Simmons College 

Smith College 

University of South Carolina 

Stanford University 

Swarthmore College 

Sweet Briar College 

Syracuse University 

Temple University 

Texas Woman's University 

Towson State College 

Trinity College— Connecticut 

Trinity College-D. C. 

Tufts University 

Tuskegee Institute 

Union College 

Ursuline College 

University of Utah 

University of Vermont 

University of Virginia 

Virginia Polytechnic Institute 

Washburn University of Topeka 

University of Washington 

Washington State University 

Webster College 

Wellesley College 

Wells College 

West Virginia University 

West Virginia Wesleyan College 

Western Maryland College 

Westminister College 

Wheaton College 

Wichita State University 

Willamette University 

William & Mary 

Wilmington College 

Wilson College 

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 

McGill University 

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 


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 
information problems. 


The doctoral program in the School of Library and Information Services is 
administered under standards and regulations established by the Graduate 
School under the jurisdiction of the Graduate Council. The program requires the 
equivalent of three years of full-time work to complete, this time normally 

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 


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 
particular orientation. 

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 

Telephone: 301-454-3016 

Research Programs 

Through its research programs the school and its faculty are committed to a 
combination of related objectives: the advancement of basic knowledge about 
the institutions in which librarianship and information service is 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. 



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 

Computer Services 

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


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. 

Continuing Education 

As part of its responsibility to those in practice, the school is engaged upon 
the offering of particular programs addressed to meet the needs of librarians 
beyond the level of their first professional degree. The program is conceived of 
as one which affords opportunities at several levels. 

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 
Development Conference 

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 


Baltimore \ 





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Adult Edocotion Center (BB) 



Animal Science Center (WW) 



Annapolis Hall 



Apiory (API) 


Architecture (ARC) 


Asphalt Institute 



Bureau of Mines, U.S. 


Byrd Stadium (STA) 



Central Receiving - Generol Supplies 

Depot P-8 


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 



Educotion (OO) 



Education Annex 


Fire Service (FS) 


Fish ond Wildlife Service, U.S. 

J -5 


Foreign Languages fLL) 


Froncis Scott Key Hall (RR) 



Golf Course 



Grounds - Custodial Department 


Horrison Lob - Greenhouse 



Health Center - Infirmary 



Heating Plont 


Heovy Research Lob 


Holzopfel Holl (F) 

F G H I 


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) 
Residence Holls: 

57. Allegany Holl 

58. Annapolis Hall 

59. Anne Arundel Hall 

60. Anfietom Group Mobil Units 

61. Baltimore Hall 

62. Bel Air Holl 


Taliaferro Noll 
Temporary Clc 

Apiary M 

Reckord Armory MM 

Architecture N 

Adult Educotion Center NN 

Main Administrotion O 

Chemistry OO 

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 

Journalism TT 

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 

McKeldin Library 

Foreign Languages 

Morrill Holl 

Computer Science Center 

Shoemaker Hall 

Towes Fine Arts Center 

Symons Hall 


J.M. Potterson Hall 

Tydings Holl - B.P.A. 

Doiry Barn 

Woods Holl 

Francis Scott Key Holl 

Martin Engineerirtg Lobs 

Space Science Center 

Byrd Stadium 

Student Union 


Terropin Hall 

Temporary Classrooms 

Chemical Engineering 

Temporary Classrooms 

Wind Tunnel 

South Administration 

Preinkert Fieldhouse 

Animal Science Center 

Judging Pavilion 



Zoology - Psychology 





Belvedere Group Mobil Units 
Calvert Hall 
Cambridge Hall (CAM) 
Coroline Holl 
Carroll Hall 

Cotoctin Group Mobil Units 
Cecil Hall 
Centreville Holl 
Charles Holl 
Chestertown Hall 
Cumberland Hall 
Denton Hall 
Dorchester Hall 
Easton Holl 
Elkton Holl 
Ellicott Hall (ELL) 
Frederick Hall 
Hagerstown Holl 
Harford Hall 
Howord Hall 
Interrrationol House 
Kent Hall 
La Plato Holl 
Montgomery Holl 
Prince George's Holl 
Queen Anne's Hall 
Somerset Hall 
St. Mary's Holl 
Talbot Hall 
Washington Hall 
Wicomico Holl 
Worcester Holl 






Ritchie Coliseum (COL) 

J -8 


Rossborough Inn 



Shoemaker Holl (N) 



Shriver Hall (1) 



Silvester Hall (K) 



Skinner (T) 

J -8 


South Administration (VV) 

J -2 


Spoce Science Center (SS) 



Student Union (SU) 



Surplus Property 



Symons Holl (O) 



Taliaferro Holl (A) 



Towes Fine Arts Center (NN) 


Temporary Classrooms: 


108. (AA) 


109. (CO 


110. (DD) 


III. (EE) 


112. (FF) 

J -9 

113. (HH) 


114. (TT) 

J -8 

IIS. (UU) 



Terrapin Hall (TH) 



Theater (NN) 

J -8 


Turner Lob - Dairy (D) 



Tydings Hall - B.P.A. (Q) 



Undergraduate Library 



University Hills Apartments 

J -8 


University Press - Print Shop 

J -9 


Wind Tunnel 



Woods Hall (K) 



Zoology - Psychology (ZP) 

J -5 
J -3 







J -4