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This paper reviews basic information needed by college students to write a term paper. Sources of information are discussed (i.e. books and journal articles), as are the "nuts and bolts" of procuring the needed information to write a quality term paper. The ERIC system and the Internet are discussed; particular attention is paid to the various university writing labs that are available on the Internet. (Author/NKA)

This two-page guide suggests an eight-step term paper research strategy for students using the Fogler Library at the University of Maine. The student is first guided to encyclopedias for overview articles with bibliographies, then directed to the card catalog; periodical indexes; and indexes for books, journal articles, and newspaper articles. Finally, students are directed to style manuals for assistance in organizing and writing the paper, and for footnote and bibliography preparation. (EW)

Based on data from a 1979 survey of ARL member libraries, this study by the Office of Management Studies analyzes the responses of selected libraries which had provided internal studies or planning documents on the subject of internal communication and notes the extent of resulting changes in procedures. The studies yielded information on staff communication concerns, especially with respect to personnel development, job effectiveness, and the systematization of communication methods and procedures. Changes in organizational communication patterns resulting from recommendations implemented in the libraries which conducted internal studies centered on these same areas. Though most of the libraries took some action in each area, management and organizational factors affected the success of implementation. Easily implemented recommendations dealt with personnel and job effectiveness issues, while the difficult to implement recommendations were those related to the standardization or centralization of communication functions. Study of the decisions surrounding the adoption of AACR2 revealed that clear management expectations provide a basis for communication between individual service units and establish a central responsibility for the communication of plans and decisions. Suggestions for improving organizational communications in academic libraries are appended. (JL)

The purpose of this term paper clinic workshop was to provide information on options that can be used when students need information for research papers. The workshop is designed for librarians in any type of library who deal with students working on term papers. Three types of term paper clinics are discussed: individual conferences; group sessions; and a combination of the two. Items to consider when planning a term paper clinic are outlined: objectives, instructors, logistics, techniques, materials, and evaluation. Three examples of materials that could be used are appended: a general approach, with exercises and handouts; a brochure to complement a workshop; and a subject-specific exercise. A bibliography and evaluation form are also appended. (THC)

Intended to serve as reference materials for discussions with teaching faculty and other members of the university community, this paper and its attachments provide guidelines for members of the Association of Research Libraries (ARL) on fair use and the classroom and library photocopying provisions of the Copyright Act of 1976 (PL 94-553). Factors involved in determining whether a particular use is a fair use of a copyrighted work are outlined. The provisions of the 1976 "Classroom Guidelines" are reviewed and described as unsuitable in the context of postsecondary education. Also outlined are issues related to the reproduction of musical works, copying for reserve room use, and the "umbrella" statute recommended by the Association of American Publishers (AAP). Attachments include a briefing paper for librarians and archivists on current issues in library photocopying and copyright and a University of Wisconsin-Madison policy statement on photocopying for teaching and research, which is suggested as a model for other universities. The policy statement covers copying which is completely unrestricted, copying which is permitted, copying for which teachers should obtain permission, and publishers' guidelines for making multiple copies for classroom use. Information on how to obtain permission for copying and a sample letter requesting such permission are also provided. (ESR)

This collection of five papers provides guidance and background reading for librarians in the use of films, educational television, audiolearning, programmed learning, and visual learning in the presentation of library instruction programs. The instructional media discussed in each guide are intended to complement and supplement oral classroom and library tour instruction on library usage. Each paper includes an overview of the subject matter, research and related reports, a summary and conclusions of the material presented, and a bibliography. (RAA)

The increased demand for library materials resulting from improved bibliographic access due to automation, and auditors' demands for more accurate accounting of library assets/holdings, have made it increasingly important that the discrepancy between the catalog and the materials in the stacks be reduced. This paper identifies many of the benefits associated with an extensive shelf inventory project in large academic and research libraries. It also describes how to determine many of the associated costs and provides a set of procedures with flowcharts. Topics covered include: types of inventories; conducting a pilot inventory; conducting an inventory (developing inventory procedures, in-stack inventories, out-of-stack inventories, search procedures, and record-keeping and statistics); and concluding remarks. Examples from an inventory conducted at the University of Kansas illustrate the procedures, and results of a survey of Association of Research Libraries (ARL) institutions are cited. A selected bibliography concludes the paper. (THC)

Information on the Association of Research Libraries (ARL) data survey is presented, along with a quantitative index for the university libraries of the Association of American Universities (AAU). Ten quantitative measures of holdings, expenditures, and staff size for the AAU libraries from the 1981-1982 annual ARL survey are converted to an index of summary size, distributing these AAU libraries along a normal curve. The index permits quantitative comparisons of academic libraries, singly and as a group, with other academic libraries. Through factor analysis, 10 variables emerge as characteristic of AAU library size: volumes held, volumes added (gross), microform units held, current serials received, expenditures for library materials, expenditures for binding, total salary and wage expenditures, other operating expenditures, number of professional staff, and number of nonprofessional staff. Component score coefficients or weights for the 1981-1982 AAU academic library data are shown, along with the calculation of a library's 1981-1982 index score. The index scores for 52 academic libraries are provided. Information is included on the specific quantitative measures for the libraries. (SW)

This paper, presented at the Indiana Library Association Meeting, discusses critical thinking in general terms and then briefly discusses why it is important to include critical thinking skills in bibliographic instruction sessions at the higher education level. A discussion of the instructional design of bibliographic instruction in relation to teaching critical thinking is followed by specific examples of how one educator has incorporated critical thinking skills into library instruction sessions. A 19-item bibliography divided into sections on Critical Thinking in General and Critical Thinking in Library Instruction is included. (THC)

Because students often produce writing that incorporates few or no outside sources of information, or is incorrectly documented, library skill instruction should be a part of the basic curriculum in college. Students need this instruction most at the beginning of their higher educational career, for these skills will be necessary throughout and beyond their college education. Although many basic course textbooks offer little or no assistance to the student reader trying to do research in an academic library, many libraries have orientation programs suitable for students in basic courses. For example, students at the University of Massachusetts at Amherst are provided with practice in library usage by an instructing team that includes both faculty members and library personnel. Orientation begins with an introduction to the building and its services. Instruction includes a brief description of the Library of Congress classification scheme, and exercises using the "Readers' Guide to Periodical Literature,""Social Sciences Index," the card catalog, and encyclopedias. Students also write annotated bibliographies. This library instruction has proven valuable to many of the students, who become more confident of their ability to find and use information in the library. (SRT)

This paper opens with a brief description of three administrative options for implementing bibliographic instruction programs for college level students: (1) composition instructors teach their students research methods without working with librarians; (2) librarians offer separate library skills courses to the general student body; and (3) instructors and librarians cooperate in developing and implementing bibliographic instruction programs. Problems with the first two methods are discussed briefly, and the operations of an administrative partnership between the library and the English Department at the University of Illinois are described. These operations include logistics, benefits, and applications for other institutions. Five major benefits of such a partnership are discussed. A checklist is presented for the classroom instructor with sections on needs assessment, department organization, library organization, and library instruction and orientation. A selected bibliography is included with sections on bibliographies/literature reviews; periodicals/columns devoted to bibliographic instruction; guidelines and recommendations; handbooks; theory, general discussion, and case studies; and librarian-English instructor cooperation. (THC)

This conference paper addresses the abundance of information delivery choices available to academic library online searchers. Following a review of changes and choices that have developed during the past decade, the paper suggests 10 ways for the searcher to keep up to date in this fast changing field: (1) read subject-related journals, system newsletters, software/hardware reviews, and the new electronic journals; (2) set up SDIs (selective dissemination of information) to keep up to date on the latest developments; (3) attend meetings and conferences; (4) learn from colleagues; (5) plan training workshops for library staff and end users; (6) attend system and database producer training sessions; (7) consult university computer center personnel as expert advisors; (8) establish library information budgets; (9) organize quick reference filing systems; and (10) establish goals and adhere to them. (Author/THC)

This paper discusses the need and provides guidelines for the preparation of policy statements on reference collection development for academic libraries. Policy elements recommended for inclusion are statements on collection objectives, collection scope, physical size, types of material, selector roles, removal procedures, and interdepartmental relationships. Criteria for the selection, retention, or removal of reference materials are provided, and a bibliography of 12 titles is attached. (RAA)

This collection of 26 documents on internships for entry-level professionals and personnel exchange programs for practicing librarians in university and research libraries includes internship guidelines, program plans, policy statements, summaries of in-house surveys on internship programs, and copies of questionnaires on library internships from Emory University, Pennsylvania State University, Stanford, Yale, Iowa State University, the University of Illinois, the National Library of Canada, the Smithsonian Institution, and the National Library of Medicine, among others. Also included are program descriptions, policy and procedures statements, and program application forms for library staff sharing and staff exchange programs at Stanford University, the University of California, the University of Arizona, Johns Hopkins University, Brigham Young University, the University of Connecticut, and others. (JL)

This reference service policy manual provides general guidelines to encourage reference service of the highest possible quality and to insure uniform practice. The policy refers only to reference service in the University Libraries and is intended for use in conjunction with other policies and procedures issued by the Reference Services Division. The policy includes sections on: goals of reference service; the reference collection (Ready Reference, "reserve" reference materials, and circulation of reference materials); services provided at the reference desk; level and quality of reference service; ethics of reference service; service priorities; and other responsibilities of reference librarians. (THC)

This training manual teaches library personnel how to use ALIS (the Automated Library Information System) at Kansas State University. The exercises use a program called TEST, which is completely separate from the actual system. The exercises, which are designed to imitate real-life situations, combine learning the ALIS operations with learning the library's circulation policies and procedures. Much of the instruction is self-directed, but trainers are available to answer questions. Small paper "books" used throughout the manual are photocopies of books the library owns, and the computer-read labels are the same as those used in all library materials. Each section ends with a sheet of directions that give step-by-step instructions for getting that section ready for the next trainee. The six-part manual covers: (1) Introduction to Hardware; (2) Discharge; (3) Media Types Identification; (4) Charging on ALIS; (5) Renewals; and (6) Inquiry. (THC)

Intended for use by the head of reference and subject-area bibliographers at Penfield Library, this document provides guidelines for the selection and evaluation of titles for the 25,000 volume reference collection at this primarily undergraduate institution. The reference collection also supports the general information needs of both the college and the community. The policy includes a definition of a reference book; it assigns responsibility for the reference collection; and it defines the purpose of the collection. More than half the document is an outline of over 20 types of reference materials: almanacs and yearbooks, annual reviews, annual reports, atlases, bibliographies, biographies, concordances, dictionaries, directories, encyclopedias, handbooks and manuals, indexes and abstracts, legal materials, library catalogs, medical materials, plot summaries, statistical sources, style manuals, telephone books, maps, travel books, and identification guides for plants and animals. For each type of reference work both selection and deselection statements are provided. An appendix lists names of over 200 historical persons who will be the subjects of bibliographies to be included in the reference collection. (Author/THC)

At the University of Southern California's Norris Medical Library, seminars on World Wide Web topics are given to faculty, staff, students, and to community health care providers at remote sites. The presentations have been given using presentation software such as Microsoft PowerPoint, while running Netscape in the background, switching between the two programs as needed. However, this setup requires a large amount of computer memory and, since both programs are graphically intensive, simultaneous use often alters the coloration of the slides or Web pages. This paper explains how to develop Web-based slides using HTML templates. The resulting product makes Web presentations more seamless, is platform independent, and completely portable. In addition, the use of HTML templates makes building a Web based presentation simple and fast. The paper provides a sample HTML template, and describes: using graphical elements; using the color cube to ensure the correct colors will be displayed in the final product; style considerations for Web-based presentations; drawbacks to using Web-based slide presentations; and future enhancements to improve Web presentations. As improvements are made to the traditional presentation software packages and to Web site management tools, the need to creates slides from scratch will be obsolete. (SWC)

For many librarians and information specialists, the World Wide Web presents a challenge, not only in terms of organizing information, but in creating a visual package that piques the user's curiosity and interest as well as provides orientation to a site. Creating original graphics gives a Web site a unique identity, and forces the designer to think carefully about the layout and hierarchies of the site before creating it. The best way to come up with ideas is to look at other web sites, but it is crucial to consider the future site's audience and the library's resources for building and maintaining the site. This paper provides an introduction and overview for those who do not have formal art or design training but are interested in creating graphics for the Web. Topics include: determining a "look" for Web pages; essential software for creating graphics; Web page layout; and designing graphics for various platforms and Web browsers. The paper also describes the difference between GIF and JPEG graphics format, and provides tips for dealing with color for the Web. For librarians who need to create a Web site, creating the graphics is their opportunity to give the library a unique identity in a new medium. (Author/SWC)

This paper discusses the development since late 1993 of a program of Internet workshops and seminars offered to the Texas Tech University community. The discussion includes the program's history; the evolving process of planning, organizing, advertising, and managing; the politics involved; the effort to motivate colleagues to participate; the quest for new equipment to support the program; and participant training. Also included is a description of the goals of the workshops and seminars and the decision to offer new sessions that will more closely match the interests of particular groups of library patrons. The new sessions are designed to assist patrons in finding Internet resources on such topics as finding a job, traveling in the United States and abroad, and locating family and community resources on the Internet. In addition, the Library has made an effort to attract the off-campus community to the sessions and has plans for improving the program in the future. This paper provides practical information for librarians involved in the early stages of developing a series of Internet workshops and seminars. Also, it provides useful information to librarians who already have programs but would like to find out what other librarians are doing. (Author/SWC)

This study focuses on the planning necessary to support library instruction for an online public access catalog in an academic library. The installation of an online catalog is viewed as an opportunity for librarians to teach effective use of the library catalog. The project report consists of a review of the literature pertaining to the implementation of an online catalog and the education of users, results of a survey of 20 institutions that have implemented online catalogs, and recommendations and a checklist for implementation of an online catalog instruction program. The recommendations cover primary tasks (timetables, budgets, strategies for library instruction, library personnel, and cooperative efforts); library instruction materials (content and format); equipment (library instruction equipment and other concerns); and public relations (university-wide and in the library). Appendices include a timetable/checklist; a list of learning objectives for online catalog education developed by a Northwestern University (Illinois) study; a fact sheet on the Automated Library Information System (ALIS) at University of Wisconsin-Stout; a reprint of an article entitled "Designing Point-Of-Use Instruction for the Online Catalog" (Linda Wilson); the survey questionnaire; and a list of institutions from which sample library instruction materials are available. A four-page bibliography is included. (THC)

This document details 28 policies and 37 procedures of the online searching service at the Indiana State University (ISU), Cunningham Memorial Library. Sixteen forms used in various aspects of the process are also included. The policies include but are not limited to the following: (1) the Database Search Service organization; (2) Database Search Service searches; (3) statistics on database searching; (4) evaluation of searches; (5) promotion of database searching; (6) current awareness for searches; (7) searcher meetings; (8) interviews with search requestors; (9) on-demand searching; (10) search patron's presence during search; (11) clientele; (12) choosing a vendor for a search; (13) charging; (14) instruction and demonstrations; (15) policy on ISU faculty grants for searching; (16) policy on ISU grants for graduate student searching; and (17) policy on use of the IBM-PC in reference. Procedures are concerned with but not limited to: searchers and staff; vendors; recordkeeping; statistics; evaluations; vendor bills; budget planning; training; search aids; vendor and database newsletters; publicity; requesting and assigning searches; using the database room and terminals; charging for database searches; distributing database search prints; use of the Indiana Information Retrieval System (INDIRS) by patrons; various aspects of SEARCH HELPER; and rules and procedures for using the IBM PC for searching. Forms include search logs, billing slips, computer search requests, search evaluations, and search statistics. (THC)

Prepared to provide guidance in the provision of reference service, this statement expresses the understanding between the library administration and the Reference Services Department of Ellis Library at the University of Missouri-Columbia concerning the manner in which the department's responsibilities are to be carried out. The procedures will be used as a manual for orienting new staff members, as well as a source of information for reference staff or library administrators. This manual covers the following: (1) reference services, including goals, ethics, and organization; (2) library users, including guidelines for providing special service; (3) priorities, including service to individual readers, instructional services, and subject specialists; (4) desk service, including a general statement, telephone inquiries, circulation of restricted materials, referrals, donations of books or periodicals, and assisting users at the card catalog; (5) bibliographic services, including those initiated by the reference department and direct user requests; (6) computer-assisted literature searching (LITQUEST), including staff requirements and the various services offered; (7) reference correspondence; (8) orientation and instruction; and (9) the reference collections. Appendices contain the American Library Association (ALA) Statement on Professional Ethics, an organization chart, the ALA Interlibrary Loan Code, Ellis Library Emergency Procedures, and Procedures for LITQUEST Searching. (THC)

This SPEC kit is based on a June 1987 survey of approval plan use by 94 members of the Association of Research Libraries. It reports on the current practices of these libraries, the perceived advantages and disadvantages of using approval plans, and the effect of increased library materials costs and library automation on such plans. It is noted that the survey responses suggest that the main concern for many librarians has shifted from the soundness of the basic premise of approval plans, to defining precisely which areas of acquisitions are best suited for approval plans, and developing effective approval plan policies and procedures in those areas. In addition to the complete survey instrument and a summary of the survey results, this kit contains examples of questions and criteria for evaluating vendors from the University of Oregon and the University of Waterloo (Ontario); examples of profiles, descriptions, and guidelines from the Library of Congress, University of North Carolina, Arizona State University, New York Public Library, and University of Texas; and examples of processing procedures and review of approval receipts from Arizona State University, Indiana University, and the University of Washington. (6 references) (EW)

This report is a revision and expansion of an earlier research report that described the design of the University of Guelph's documentation system for the organization of government publications within university libraries. The design of the Guelph document system represents a deliberate departure from cataloging and classification theory and standards. The document code is a shelf location device and is structured only as is necessary to bring publications within government jurisdiction into appropriate relationships. Other codes were designed to provide quick sorting capabilities through a data processing system and in no way necessitate involvement in rules, regulations, or principles of cataloging. This report describes the initial investigation, and the development of a new method for organizing government publications made possible by new technology. The topic is covered in five parts: (1) a statement of the problem, and an identification of the traditional methods of arranging and processing government publications in libraries; (2) analysis of the design of the Guelph document system; (3) a description of the codes which are the basis of the system; (4) a discussion of the operating system as it has developed including changes, costs, equipment, user acceptance, and cooperative use; and (5) a manual of procedures for the system as used at Guelph. Related references and a bibliography conclude the report. (THC)

The 1990-91 Association of Research Libraries (ARL) preservation questionnaire, the results of which are reported in this volume, was designed to yield statistical information on the current level of preservation efforts in research libraries and on the key organizational, functional, and fiscal components that characterize preservation programs. The data are divided into three parts. In the first part, summary data tables display the aggregated statistics describing the current level of preservation efforts in ARL libraries. The second part presents an analysis of the core data for all reporting libraries. The analysis includes data from all reporting university and nonuniversity libraries, and the key organizational, functional and fiscal components that characterize preservation programs in ARL libraries and that distinguish between program levels are analyzed. Part 3 provides statistical measures by the size of the collection. A copy of the 1990-91 questionnaire and a section of footnotes to the ARL Preservation Statistics for each member institution conclude the report. (Author/KRN)

Despite increasing and widespread access to more information, finding published research, studies, and literature in the field of education and psychology has become more complex. This paper demonstrates how to access published literature in various formats, including books, journal articles, conference proceedings, lesson plans, media, Web sites, reports, studies, statistics, and laws. Key online databases (found on the "hidden Web"), where to find them, and how to use them are identifies. Key Internet resources, including government, organizational, and commercial Web sites, are recommended. The paper includes tips for target searching, guidelines for evaluation of search results, and how to best utilize electronic and contemporary libraries in a public, school, or academic setting. (Author/MES)

With electronic desktop delivery of information, increased ease of access allows for greater information use than previously possible. The OhioLINK experience thus far is that improved ease of access has demonstrated the high elasticity in information usage. The first 36 months of operation of the OhioLINK Electronic Journal Center (EJC) is an exemplary illustration of the dramatic benefits of expanded access. Small and two-year colleges are also beneficiaries through first-time access to scholarly journals. The evolving and maturing usage analysis that is made possible with an electronic journal system will provide the basis for making rational, value-based decisions about electronic journal needs. This paper focuses on the measurement and evaluation of the use of electronic journals. Several charts and tables present statistics, including: percent of titles held in print at each university, total article downloads from EJC, weekly total article downloads, annual downloads by publisher, article download ranges of percentile title groups, distribution of title/article percents across six publishers, articles downloaded not held in print, two-year college print and EJC use, small university and college EJC use, and private and community colleges downloads. (MES)

This paper discusses personal resource discovery on the World Wide Web from the point of view of a reference librarian. Two key questions for finding information on the Internet are identified: (1) What are you actually looking for? and (2) Who is likely to have the information? Examples of this approach are provided, and some problems with using search engines are noted. Two Web sites for finding information in the ".gov domain" (government information) are suggested, as well as recommendations for finding sources in the ".org" (organizations), ".edu" (educational), and ".com" (commercial) domains. A Web page from the University of Queensland (Australia) Library that lists recommended Web sites is included. (MES)

Working in a cooperative team environment across libraries and job classifications, librarians and support staff at the University of California at Irvine (UCI) have mounted several successful web projects, including two versions of the Libraries' home page, a virtual reference collection, and Science Library "ANTswer Machine." UCI's team-based structure, stressing shared responsibility and authority, makes its approach to these projects novel. Intended for librarians and other library staff involved in creating, designing, and/or maintaining library web sites, this paper offers insights into both the intellectual and technical processes that continue to inform the design and implementation of the UCI Libraries' presence in cyberspace. The following issues were discussed by three panel members: (1) "Background: The Who, What, Why of the Teams," the context within which project deliberations and decisions were made (Kathryn Kjaer); (2) "Campus Climate and Web Redesign," the academic, social, and political factors that informed the home page design (Ellen Broidy); (3) "Operationalizing: Look, Criteria, Standards," the relationship between content and design (Christina Woo); and (4) "Conclusion: Where to From Here?," a brief overview of new projects and opportunities, examining how they fit into ongoing initiatives and how new directions force reconsideration of standards, guidelines, and criteria. (Author/SWC)

One impact of the World Wide Web has been to level the playing field to a certain extent for publishing information by putting authoring and displaying tools in the hands of anyone who wants to use them. The University of California at San Diego (UCSD) Science & Engineering Library has taken advantage of the web's instructional possibilities by creating web-based tutorials to provide users with help materials at their own workstations, on-campus or from a remote location. Hypertext Markup Language (HTML) provides an almost ideal vehicle for tutorials on electronic information systems which require the visual impact of system screen examples, can take advantage of the hypertext nature of the web, and can be used remotely. This paper describes techniques for authoring web-based tutorials, including design concerns, adding graphics and tables, and helpful tips, such as testing HTML files on different platforms, screens, and browsers to look for obvious problems with size, color, arrangement, and overall appearance. Instructions for designing slide shows and adding frames are also provided. (Author/SWC)

This paper provides a brief overview of planning and implementing a project to fund library automation. It is suggested that: (1) proposal budgets should include all costs of a project, such as furniture needed for computer terminals, costs for modifying library procedures, initial supplies, or ongoing maintenance; (2) automation does not save money, it improves services, and the focus of the proposal should be on the latter; (3) cooperative projects are attractive, especially to local funders; (4) the parent institution should be approached first for funding; if funds are not available from this source, determine what restrictions, if any, the parent institution places on independent fund raising; (5) potential funders include public and private organizations, groups that have given to libraries in the past, and groups that provide support to institutions within the same geographical area as the library; (6) library friends groups are a source of financial support, and individual members may be able to help make contacts with funders; (7) the process of seeking external funds often clarifies library needs and provides an opportunity to educate and excite library users about the library and the potential for automation; and (8) a successful search for funding for library automation can create opportunities and contacts for future funding projects. (Contains 3 references.) (KRN)

The libraries of the University of California recognize the need to transform present collections and services into the library of the 21st century. Doing so will require bridging issues of cultural diversity and enhancing support for existing diversity collections. The Ad Hoc Committee on Regional Workshops of the Library Association of the University of California conducted a preliminary survey of existing ethnic focused collections and services, drafted five issues papers covering the major critical areas in library and information science, and conducted workshops for librarians of the university focusing on the issues papers. Workshops for 85 members from all 9 campuses reviewed the issues papers. The recommendations of the issues papers and others that emerged in the workshop are the core of this report. Twenty-seven recommendations are grouped into the following areas: (1) general; (2) collections; (3) access; (4) reference and bibliographic instruction; and (5) recruitment, advancement, and retention. Appendixes contain a chronology, the workshop proposal, and the workshop invitation and flyer. (Contains 86 references.) (SLD)

This report on the results of the 1987-88 Association of Research Libraries (ARL) Preservation Statistics Questionnaire presents data from 109 ARL member libraries from the United States and Canada. The first of three major sections, Summary Data Tables, displays the aggregated statistics describing the current level of preservation efforts in ARL libraries. The tables contain statistics from all respondents for seven major data categories: (1) administration; (2) personnel in preservation units; (3) personnel in the library as a whole; (4) conservation treatment; (5) binding; and (6) preservation microfilming. The second section, Analysis of Core Data for All Reporting ARL Libraries, focuses on the central core of data and provides analyses of the responses without displaying the data from individual libraries. The analyses include data from all reporting university and non-university research libraries on preservation administration, personnel expenditures, conservation treatment, and preservation microfilming. The third section, Analysis of Established Preservation Programs, builds on the analyses of the previous section and brings into sharper focus the scope of established preservation programs. The statistics provide descriptive elements for different levels of preservation program development and help to clarify the organizational, functional, and fiscal components that characterize preservation programs. A copy of the questionnaire is included. Forty-nine footnotes are attached. (SD)

This report presents tabulations for the 2010 Academic Libraries Survey (ALS) conducted by the U.S. Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. The 2010 ALS population included postsecondary institutions with all of the following: total library expenditures that exceed $10,000; an organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. Some of the findings include: (1) Academic libraries loaned some 11.2 million documents to other libraries in fiscal year 2010 (table 1). Academic libraries also borrowed approximately 10.2 million documents from other libraries and commercial services. Documents from commercial services accounted for about 176,000 of those documents borrowed; (2) The majority of academic libraries, 2,362, were open between 60-99 hours during a typical week in fall of 2010 (derived from table 2). Another 564 academic libraries were open 100 or more hours per typical week; (3) In fiscal year 2010, academic libraries conducted approximately 34.6 million information services to individuals, including computer searches (table 3); (4) At the end of fiscal year 2010, there were 227 academic libraries that held at least 1 million or more books, serial backfiles, and other paper materials including government documents (table 4); (5) Academic libraries held approximately 158.7 million e-books and about 1.8 million electronic reference sources and aggregation services; (6) Academic libraries reported 88,943 full-time equivalent (FTE) staff working in academic libraries during the fall of 2010 (table 7); (7) Just under half of academic libraries, 1,739, had total expenditures of $500,000 or more in fiscal year 2010 (derived from table 8). Another 581 academic libraries had total expenditures under $100,000 (derived from table 8); (8) During fiscal year 2010, academic libraries spent about $3.4 billion on salaries and wages, representing approximately 50 percent of total library expenditures (table 9); (9) Academic libraries spent approximately $152.4 million for electronic books, serial backfiles, and other materials in fiscal year 2010 (table 10). Expenditures for electronic current serial subscriptions totaled about $1.2 billion. During fiscal year 2010, academic libraries spent approximately $142.7 million for computer hardware and software (table 11); (10) In fall of 2010, about 41 percent of academic libraries reported providing documents digitized by staff (table 12); (11) Over half (54 percent) reported providing technology to assist patrons with disabilities in fall of 2010 (table 12); (12) During fiscal year 2010, some 72 percent of academic libraries reported that they supported virtual reference services (table 13); and (13) During fiscal year 2010, about 32 percent of academic libraries reported that they utilized instant messaging applications (table 13). Appended are: (1) Technical Notes; (2) Glossary; and (3) Survey Questionnaire and Instructions. (Contains 37 tables and 1 footnote.)

This report presents tabulations for the 2008 Academic Libraries Survey (ALS) conducted by the United States Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. This First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia. Among the many findings: (1) During Fiscal year (FY) 2008, there were about 138.1 million circulation transactions from academic libraries' general collection; (2) At the end of FY 2008, there were 226 academic libraries that held 1 million or more books, serial backfiles, and other paper materials including government documents; (3) Academic libraries reported 93,438 full-time equivalent (FTE) staff working in academic libraries during the fall of 2008; (4) Academic libraries' expenditures totaled approximately $6.8 billion during FY 2008; (5) In Fall 2008, some 72 percent of academic libraries provided library reference service by e-mail or the Web; and (6) During FY 2008, some 46 percent of academic libraries reported that their postsecondary institution defined information literacy or the information literate student. (Contains 36 tables.)

This paper reports on an evaluation of InfoPoint, a centrally-managed, professionally staffed reference service available at the University of Minnesota, Twin Cities Campus Library through a variety of communication modes, including a World Wide Web form, direct e-mail, and chat and collaborative browsing. Over 400 InfoPoint users were sent a questionnaire, to which 69% responded, that examined user perceptions of the effectiveness, quantity, timeliness, convenience, and instructional value of the service. It also queried users about their reason(s) for using the service, as well as preferences for asking questions of the library in the future based on both their experience with the service and other choices available to them. The report presents the methodology and instruments used to conduct the evaluation. Descriptive data resulting from the survey, including frequencies and user commentary, are also provided. (Contains 77 references.) (MES)

Prior to describing methods employed to teach both library users and staff how to use the online catalog at Ohio State University (OSU), this paper presents a background of the development of the online catalog, now called LCS (Library Computer System), and a chronology of important points in the 17-year development, enhancement, and evolution of the online system. Among the basic elements required for staff and user training for the online catalog are a similar response and commitment on the part of the library to meeting the needs of both groups. The common requirements of the training programs include library personnel willing and qualified to lead workshops and meetings, and personnel able to write clear documentation and training materials. Other common features of training programs for both staff and public users include; (1) database content, (2) communication requirements, (3) display content, and (4) change, e.g., new system features. For both the staff and the public it is necessary to accommodate different levels of background and preferences in instructional approaches. The individual program designed must be feasible within the organizational structure and size of the particular library, including attention to such things as content and frequency of training, and times and places in which it will be offered. (THC)

Designed to help undergraduate students find information and materials at George Washington University's Gelman Library, this guide teaches skills and concepts necessary to complete a research paper. Further, it is intended to equip students with skills that will help them in business, legal, medical, and other professions where finding information is crucial to job performance. The guide is divided into topical sections addressing six types of research tools: encyclopedias; books; call numbers; periodicals; newspapers; statistical sources; and government documents. Students are instructed about the content and uses of these tools; however, the emphasis is on research strategies. The guide is also designed to function as a diagnostic tool to help teachers determine students' progress on research papers and whether students have retrieved sufficient information and materials to write knowledgeably about their topics. Bibliography worksheets are included, which allow teachers to monitor student progress and suggest sections of the guide for students to examine and use for locating additional information or materials. (SD)

This paper offers practical help to the busy professional who lacks the time to search the Internet for authoritative and appropriate information. The document is intended for upper elementary to junior college school librarians, public librarians, and teachers who are interested in using the Internet to help students with reports and homework assignments. Compiled by librarians at Mesa Public Library (Arizona) to assist students with homework and research needs, this comprehensive hypertext bibliography covers the most common and frustrating questions posed by students. Three steps were involved in compiling the Internet resources: assessing which subjects to cover, searching for sites, and evaluating the sites. Factors that were considered in selecting the sites included: currency, availability, reading level, language, source reliability, and subject popularity. The list of about 200 Internet sites are arranged by categories and subjects: careers; geography; government; history; literature; mathematics; medicine; Native American; news; science; social issues; and statistics. Each entry includes an Internet address and brief description of the site. Evaluation criteria for web sites is appended. (SWC)

This document serves as a "talking paper" for the Consultation Task Force for Library Space Standards. The current required formulae for planning library and learning resource facilities for community colleges in California are found in the California Code of Regulations (CCR), Title 5, Section 57030, "Library Space." This section has been in place since before 1974. This report, which raises issues that are not adequately addressed by the current formulae, contains the following sections: (1) Background; (2) Summary of Issues with Current Standards; (3) Goals for Community College Library/Learning Resource Center Projects; (4) Converting Day Graded Enrollment (DGE) to Full Time Equivalent Enrollment Student (FTES): Demographics of California Community College Students; (5) Stack Space; (6) Staff Space; (7) Reader Station Space; (8) Total Space; (9) Audio-Visual and Programmed Instruction Activities; and (10) Proposed Revision of CCR, Title 5, Section 57030. Library Space. The proposed revisions do not address all of the deficiencies in the current guidelines. In some areas, the final allocations have moved further away from the minimum standards, but in general, the task force chose improvement in quality, flexibility at the local level, and accessibility over quantitative guidelines. (VWC)

Texas A&M University-Kingsville library looks for students that will be able to work the full four years of their university stay. The Government Documents department has the additional task of finding students who both like and are precise in working with numbers, and instructing those students on how to read Superintendent of Documents (SuDoc) classification. This paper addresses the problem of efficiently and routinely training Government Document student assistants in libraries, and includes the different training tools that are utilized in the newly developed written training program. Highlights include a description of government documents; federal government departments (agencies); category class structure; congressional information; tools for locating documents; student assistant training checklist; the government documents student assistant spot check form; and the student assistant SuDoc multiple choice test. (AEF)

Most libraries involved to any extent with total quality management (TQM) realize that successfully gathering information from their customers is the key to improving services. To do this libraries must employ a variety of methodologies, both quantitative and qualitative research. Quantitative primary data is usually collected in libraries by survey or by observation. Types of surveys include on-the-spot questionnaires, mail surveys, phone surveys, or in-person interviews, and the advantages and disadvantages of each are listed. Survey researchers must consider: (1) what they want to know; (2) whom they need to interview; (3) how they are going to select people to interview; (4) how many people they need to interview; (5) what questions will be asked; (6) how to administer the questionnaire; (7) how to analyze the data; and (8) how to glean meaning from the results. Qualitative research often involves focus groups, which can be used to determine how well existing services meet clients' needs; help design quantitative studies; supplement data collected through a user survey; provide insight into non-use; plan for a new facility; and solicit input on electronic resources. To be successful, focus group discussions must have established research goals; an identifiable target audience; an objective, enthusiastic, and knowledgeable moderator; a carefully planned discussion; a record of session; and a comfortable facility. (Contains 27 references.) (Author/BEW)

Preservation efforts are needed immediately to save a quarter of all the volumes housed in research libraries. These books are turning to dust because alum sizing was introduced into the paper-making process in the mid-1800s. The destruction of some books can be reversed through deacidification. The content of other books can be saved only by microfilming the books before they disintegrate. Most of the scholarly materials that have been printed in the United States were produced during the acid paper era. Because an estimated 78 million brittle books are on the shelves of American research libraries, universities are participating in a number of preservation initiatives. With assistance from the National Endowment for the Humanities, 20 large research libraries are in the process of microfilming three million volumes of these materials. Cooperation is a major focus in these and other efforts. Although preservation must be accomplished at the grassroots level, funding for grassroots efforts is scarce. To make a case for preservation support, archivists and librarians need to assess the current condition of their collections and plan for action. An accurate assessment of their needs is of paramount importance to planning for action and receiving funding. Parental institution or in-house support is the first step in establishing a successful preservation program. In competition for ever-restricted resources, preservation can be touted as an expenditure that will save great quantities of resources in the future. Faculty, alumni, and Friends groups are all good sources of support for preservation programs. Grants can also be sought for restoration and conservation projects of special collections that require more funding than the regular preservation budget can accommodate. (A description of fund-raising resources and ideas includes nine references to organizational and printed sources of information.) (KRN)

The documentation of collection conservation treatments and program management information compiled in this publication are the result of the "Training the Trainers" conference in April 1992 at the University of California, Berkeley. Only treatments appropriate for general, usually circulating, collections have been included, emphasizing low unit cost, high productivity and preservation of information rather than the conservation of artifacts. Treatment documentation for the following are included: conservation laboratory management; book structures and basic working methods; treatment decision making; pockets; protective enclosures; pamphlet binding; reinforcement of paperback bindings; photocopying replacement pages; paper repair; tightening hinges and hinge repair; tipping in and hinging in; textbook consolidation; spine lining and hollow spine lining; rebacking and case repair; recasing (including replacement of endsheets); and case replacement (including textblock consolidation and replacement of endsheets). A selected bibliography of six manuals comprising the core literature for collection conservation treatment is included; and the report on the "Training the Trainers" conference is appended. (JLB)

Academic libraries can help solve the problem of escalating costs by seeking grants and gifts to supplement funds from their parent institution. Issues to be considered in looking for funding sources include: (1) institutional support, including funds from the college or university budget, communication with administration, and assistance from development staff members; (2) grant opportunities, including identifying sources, granting agency guidelines, and time factor; (3) library needs, including identifying appropriate projects for funding and the importance of administrative support; (4) individual supporters as a means to strengthen proposals; and (5) cash or in-kind gifts. Examples of funding agencies, a checklist of grant opportunities, and a checklist of library needs are attached. (KRN)

This booklet presents statistical tables and graphs which were compiled to assist the delegates to the White House Conference on Library and Information Services in formulating their arguments. The tables and graphs have been assigned to one or more of the 10 topic areas, but may also be applied to the three conference themes of Literacy, Productivity, and Democracy. The topic areas are: (1) Access; (2) Governance; (3) Marketing; (4) National Information Policy; (5) Networking; (6) Personnel; (7) Preservation; (8) Services/Programs; (9) Technology; and (10) Training End-Users. Statistics are presented on specific facets of the following general topics: U.S. population; unemployment; staff profiles for academic, public, and school libraries; libraries in state and Federal prisons; state and local government revenue and distribution; state and local government direct expenditures; voting population; copyright registration; gross national product (GNP); level of state effort; library circulation; state archives holdings; copyright registration; school dropouts; adult basic and secondary education; schools with computers for student instruction; wages and salaries; U.S. trade partners; U.S. households with selected media; Federal funding for research; and postsecondary institution enrollment. (MAB)

This paper discusses the importance of an analytic planning model to academic libraries in the context of campus-wide planning and briefly describes two projects funded through the Council for the Advancement of Small Colleges (CASC) to develop appropriate management products. The first project focused on the development and testing of analytic planning models capable of being replicated at other colleges; the second developed and tested a series of management information systems to provide the data for an analytic planning cycle, as well as other planning and data services. These projects resulted in the implementation of an analytic planning model on the campuses of most of the 15 participating colleges, and the generation of nine management modules (or data systems) capable of providing inter-institutional data for comparative purposes. These modules, which are available to interested colleges from CASC, cover library costs and services, personnel and compensation, instructional program, faculty activity, college goals and climate, student recruitment, student attrition, student financial aid, and fund raising. An outline of characteristics common to many analytic data systems and a description of the library-oriented module are included. (RAA)

Federal and state legislation which provides funds in support of library programs and legislation that has financial implications for libraries are reviewed with examples from public and academic libraries. Implications of accepting library funds, the impact of the Copyright Act law, Title II-C of the Higher Education Act, postal regulations, the Library Services and Construction Act, the General Revenue Sharing Act, and long-range planning through the Office of Libraries and Learning Resources in the Office of Education are discussed. Legislative efforts currently underway, such as the revision of the Communications Act of 1934, revision of Title 44, and direct Federal funding of public libraries, are also reviewed, and a final comment on data collection and statistical analysis of library information closes the paper. (RAO)

The presentation outlined in this paper provides: (1) a brief account of the conception, initiation, and implementation of a bibliographic instruction program to serve all freshman students, and to serve such special populations as international and minority freshmen; (2) an outline of the general characteristics of each category of students, the type of services and skills they require, and the methods used to organize and deliver information to them; (3) a description of the functions of librarians in bridging the gap between the students and departments, and the library; and (4) a discussion of the role of the librarian in helping students develop skills for acquiring, processing, and using information independently. At the suggestion of the Faculty Senate, librarians approached the English Department with a proposal to provide formal library instruction through English classes. The English Department accepted the proposal, and the program described in this paper began in 1983. The general focus of the instruction is a guided tour of the library and coverage of basic library tools: the card catalog, general reference materials (e.g., encyclopedias, handbooks, and yearbooks), abstracts and indexes, and periodicals. (THC)