Education for academic librarianship in U.S.A.

EDUCATION FOR ACADEMIC LlBRARIANSHIP IN U.S.A.

Traces the de vel op rne nt of professional educa- tion for Lib rarian s h ip and suggests the need for re- examination of the courses for academic librarian- ship. Possible alternatives like Ph. D. for academic 1ib r a rian s h ip , second master's degree in a subject, new school for academic 1ibrarianship, a new degree between M.L.S. and Ph.D., etc. are discussed.

Historical Background

Melvil Dewey established the world's first School of Library Economy in 1887 at Columbia Unive r s ity and thus began the era of formal education for Libr a.riarrah ip , He had to face strong opposition both inside and outside the university. Many critics que st ione d the validity of formal academic education for lib- rarianship. Apprenticeship was the accepted way of getting into the profession. The pr oa- pective librarian simply learned his trade by working in a library. England, which provided a model for Colonial America, believed in apprenticeship as the only way of training a librarian during nineteenth and the early twen- tieth centuries. On the other hand the educa- tion of a librarian in Germany, did not differ from that of a scholar. The development of library education in U.S.A. has been influen- ced by both, which in general is true of higher education in U.S.A.

Dewey'B curriculum was a practical one and reflected the prevailing trends. Actual process of selecting, acquiring, processing, arranging and circulating library books was taught. Subjects such as typewriting, library

handwriting and book repair were included.

During the next twenty years several schools began operating. In 1915, ten library schools as charter rnernber s formed the American Association of Library Schools for the purpose of maintaining standards of instruction. The report of Charles C. Williamson, 'Training for Library Service', based on a comprehensive study of the field was published in 1923 [1]. It is a landmark in education for librarianship and has brought about the general upgrading of the profession.

K Setty Umapathy Floride State University Tallahasse, U.S.A.

American Library Association, the pro- fessional organization of librarianship, ever- since it was founded in 1876 has considered effective education for librarianship a matter of primary concern and has provided leader- ship in its development. The Board of Educ a- tion of ALA was establ ishe d in 1924. It formu- lated standards for the guidance of library schools, has set up and applied an accrediting procedure. It cooperated with library schools in evolving an educational philosophy and in improving the administrative, financial and educational status of the schools. The stan •.

dar d s of 1925-26 were largely quantitative.

The Board developed qual itative minimum re- quirements for library schools in 1933. New standards in tune with changing times were again developed in 1951. In 1953, the National Commission on Accrediting approved the func- tion and scope of the Board as the accrediting body for professional library school s . At the present time, ALA Committee On Accredita- tion is the official accrediting agency' and there are 55 accredited schools in U. S. A. and Canada [2]. New standards reflecting the de- velopments of 1960' s and anticipating the needs of 1970's are around the corner [3]. The Com- mittee does not accredit post-master's and doctoral programs in library science: Although there are a large number of unaccredited pro- grams at several institutions of higher educa- tion, accredited schools set standards in the field and play an important role in establishing norms. Library Education Division of ALA concerns itself with the problems of education of library personnel at all levels.

Education for librarianship in U. S. A.

has made impressive progress during this century. Library Schools have become parts of institutions of higher education. Part time ill qual ified faculty has given place to full time better qualified faculty. Physical facilities have improved considerably. Contrary to the stereotyped image of a librarian. average and above the average students young in age and in

spirit are entering library schools. Attempts are made to establ ish research on a firm footing in library schools. The overall status of library education has greatly improved. The period of birth p~gs appears· to be over and the period of growth and development seems to be in.

Education for Academic L'ibr a rian ship

From the beginning, programs of educa- tion for 1ibrarianship have aimed at training professional personnel grounded in the funda- mental principles and processes common to all type s of 1ibr arie s and all phase s of 1ibr ary service. An emphasis is always put on the general academic and profe s sional preparation with 1ittle provision for special izat ion , It is believed that such basic knowledge qualifies a graduate to perform first level professional tasks in a library of any kind. There is no provision for separate training for academic librarianship as such. The library school graduate, after completing the M. L. S. degree would accept a beginning professional position in a college or university library if he chose to do so. He would hopefully learn to relate his library school knowledge to the working situation and develop expertise in course of time, in some area of activity.

At the present time, most of the library schools offer one course in college and univer- sity area. Often it is titled, 'Administration in college and university libraries.' The follow- ing course description offered at Peabody School of Library Science is more or less typical of such offerings:

302. College and University Library Administration Credit 3 hrs.

'Organization and administration of libraries of the Academic Community; attention is given to their objectives and the function of library staff, divisions and

buildings.' [4]

Some schools offer two courses and only two or three schools offer more than two courses in the area of academic librarianship. It is possible some material is covered in other courses though not specifically so stated. This cannot truly take care of the needs of present day academic librarianship.

Vol 19 No 3 Sept 1972

Existing schools try to combine the re- quired core courses and the special electives in to a single split level program to which a single faculty must give its divided attention.

This places a great strain on the resources of the schools and the abilities of the faculty.

The schools are still poorly supported and are unable to support such diversified programs.

Academic Libr a rians hip, and perhaps the other areas too, deserve the full time attention of their faculties qualified to work in the parti- cular area.

Qualifications Expected of an Academic Libra- rian

American College and Research Libra- ries Committee on Standards defines a pro- fessional librarian as one holding a graduate library degree and states that 'the library should be operated by a broadly educated and highly qualified staff of professional libra- rians.' [5] Further, 'the library staff should take an active part in the instructional pro- gram of the institution.' [6] According to the standards, 'the chief I ibr arian must know what scholarship is and what teaching entails. He must demonstrate the competence to merit the respect of his colleagues as an educator.' [7]

Infact, today this is expected of every librarian in an academic library and not just 'of the chief 1ibr a.rian , It shoUld also be noted that these

standards were evolved ,in 1950' s and do not really reflect the needs of 1970's and are likel y to be revised in the immediate future.

Traditionally, an academic librarian is expec- ted to have a passion for books, administrative ability and experience and a knowledge of languages.

Need for Reexamination

There has been a great change in acade- mic librarianship during the past two decades.

The expansion of academic libraries has been phenomenal. A number of new subjects are added to the academic programs of the institu- tions. [a] The rapid expansion of knowledge has vastly increased the growth of library materials. Teaching methods are fast chang- ing which in turn has brought new demands of different ^type s of library service. The idea of 'Library-College' in place of 'College-Library' envisaged by Louis Shores no longer seems a distant possibility [9]. Automation of library operations and the extensive use of audio- visual materials have created the need for specialists. Increased size of the libraries

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SETTY UMAPATHY

and their budgets require knowledge of and skUla in acientific manage meat, collection buUdini. personnel administration, public

relations, mAS. media etc. Academic Hbra- rians need to do research in their own field so that they may be able to better 'appreciate r~- search &8 an intellectual activity and be able to provide meaningful service to patrons engaged in research in academic institutions. At pre- sent, •. student can get •. master's degree in library science without doing any research and often without even getting a limited exposure to research methods rnan academic field.

There were 2, 500 colfege and university libraries in USA during 1970-71 with an opera- ting bud•• of 730 million dollars, serving an enrollment of 8.8 million students. 19,700 professional librarians, forming 40.2

r.

total staff provided library service. [10]

Approximately 1/3 of the total graduates of library schools take to academic librarianship every year. These show the importance of a.cadeDlic.librarianship and the need for better education for it. The present day needs of the academic community coupled with the growth in size and services of libraries has brought to the forefront the need for reexamining educa- tion for academic librarianahip.

Some Alternatives: Ph D for Academic Librarianship

Some people think that academic I ibra- rUm. should have a doctoral degree in library science or in a related area to be able to do the job eHectively. This would also improve the imaae of librarians amon, academic community andeuUy make them peer. with faculty. ,~

could bring Dleaningful f&cuI'y status. Ever .Iae. Unlversityof ChicalO established a doc- ton! prociam in library actence in 1925, many otber universitles have ~owed ita example.

Today 19 schooh of library science offer pro- grams leading to the doctor's degree in library science. [11] It is poaaible that leveral other schoOls may do the same during 1970's. Several graduates with Ph. D. in library science have become academic librarians. While a Ph. D. , for an academic librarian seems desirable, such a possibility seems very remote. Even after great effort, library school faculties are still not staffed with doctoral degree holders.

Ii this ts the case where a small number of institutions aroe involved - one could easily

ima,ine the problem Involving 2, 500 Instltu- tiolU.

Second Master's Degree in a Subject Field Another view is that the librarian in an academic institution shou14 have a second master's Clegree in a subject iield. This could provide an exposure to r ••• arch in a subject field and libraries do need people with strong subject backgrounds. Job descriptions and advertisements in professional journals do pointout the need for subject specialists in academic libraries. This seems to be in the world of possible achievement if a concerted, continued effort is made by the profession and if enough money is poured into the project and if the compensation as well as job status in general is upgraded accordingly.

A New School

Some have suggested the estaWishD1eDt of a new school at it major university with the declared purpose of providing suitable educae- tion for academic librarianship with Bational

obligations rather than the prevailing regiOJUll obligations. [12] Such a school should respond to the need for training in managemes, provide familiarity with higher educatioa, bowledge ill

systems approach, exposure to research etc., along with traditional subjects. Yet Ulother view is that the exis~tng library schools should specialise in offering instruction for one type of library and restructure their curric'?1DDl accordingly. Some schools could oHer special training for academic librarianship.

A New Degree Between M. L. S. and Ph. D.

Since 1960' s several1ibrary schools are offering programs beyond master' s le~l which would lead to an Advanced C~tificate, (Univer- 8ity of Pittsburgh and University of Chicago) to a post-master' s degree Ed. S. (Peabody School of Library Science), Advaaced Master's

degree (Florida State. University). 18 schools offer such programs. [13] They offer a further opportunity for interested students to study beyond M. L. S. degree and acquire expertise in aorn e activity s uc h a8 catalogiDg or some type of library service such as academic. Some atudent s consider such a program 11.8a first step towards Ph. D., while others consider it a program completeiD itself. 'Required courses are kept at a minimum aad the studeat is allowed to take any advaaced ccur se in or out- side the library school to build a program that SUit8 his objectives. s.veral 'of these pro- gram8 include some ••es.al'ch. At this time

these prolrams are not accredited by ALA and are not uniform. However, this has been

a.

significant development i~ library education and a survey of these sixth year specialist pro- grams in accredited library schools was carried out in 1969 by J. Periam Danton under the sponsorship of the Committee on Accredi- tation of ALA. [14] It is possible to define the present M. L. S. fifth year degree as compri- sing the fundamellta1s of librarianship and institute a Ilew degree between M. L. S. and Ph.D., destilled to qualify graduates in the various special areas. This would retain the present degree and also provide another year for further traming.

UCLA Experimental Program

The library schoo1 of the University of Califoraia'. Los Angeles has initiated a new program to prepare academic librarians. It is differellt from the programs of all other accre- dited library schools and deserves particular attention. This school has introduced a two- year M. S. cielJ'ee program which is closer to the Calladianprograms, although the present M. L. S. degree program is retained for the time be tag, The new program attempts to provide more and better trailling. The pro- gram no 10llger requires a set of courses but requires a demollstration of competence in certain fields. Such competeace may be ae- qulred through study or experiellce, course work ill or out side library school,. through internship or directed iIldividual study. It is felt that this wUl lesseD the 'tradmg stamp mentality' of hilher educatioll. The program includes a provisioll for practical experience which none of the ex\stmg master's programl in American Ichools include. Students are actively discouraged to eater M. L. S. program.

The schoo1 will only recommend Itudentl with the two year M. S. degree to the positionl brought to its DOUce. The record ofM.L.S.

students will be marked Illone' under specia- lization and 'nOllel under research paper. [IS]

Educators in liBrarianlhip are aware of the presling Ileedl of educatioll for academic

~brarianship in USA aDd there are several developmeats , Thele ill turll could influence concepts of educatloll for academic librarian- ship in particular and library education in general allover the world.

Vol 19No 3 Sept 1972

Referellces

[1] CHARLES C WILLIAMSON: Training for library service. a report prepared for the Carnegie Corporation of New York.

New York. 1923.

[z]

1-2.

[3] ^Committee on Accreditation presents proposed standards for accreditation, 1972: ALA Report'. American Libraries 1972, 653-57.

[4] George Peabody College for Teachers, Schoo1 of Library Science 1970-72 Bulletin, 17.

[5] Standards for College libraries prepared by the ACRL Committee on Standards.

College and Research Libraries 1959, ZO, 275.

[6] Ibid., Z76.

[7] Ibid.

[8] SETTY UMAPATHY K: Area study programs and norr-we st.ezn cc:>urses in American Colleges and Universities and the Library. Ann Lib Set Doc 1971,

18(3-4).

[9] LOUIS SHORES: Library-College USA:

essays on a prototype for an American Higher Education. Tallahassee, Florida, South Pass Press 1970.

[10] The Bowker Annual of Library and Book Trade Information 1972, 146-7.

[11] American Library Auociation, Graduate Library School Programs Accredited by the ALA, Chicago, ALA, 1972,1-2.

[IZ] ORNE JERROLD: Wanated a MUlion Dollars. Library Journal 1958, 83, 798-802.

[13J American Library Auociation, Graduate Library School Programs Accredited by the ALA. Chicago, ALA 1972,

i-z.

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SETTY UMAPATHY

(14] PERLAM DANTON: Between M.L.S. and Ph. D. : a study of Sixth-year Specialist Programs in Accredited Library Schools.

Chicago. ALA 1970.

The Design of the Curriculum of Lib- rary School s ,; Ed. Herbert Gofdho r , Urbana. III. University of lllinois.

Graduate School of Library Science 1971.

98-119; and University of California.

Los Angeles. School of Library Science.

Information Circular No. I-A. 1-5.

(15] EDWARD G EVANS: Training for acade- mic Librarianship: past. present and future. In Education for Librariariship: