ACRL News Issue (B) of College & Research Libraries 268 director, Boston public library, Boston 02117. Publications Committee: Mark M. Gormley, director of libraries, University of Wiscon­ sin, Milwaukee 53211. Ad Hoc Committee on Belations with ABL: Gustave A. Harrer, director of libraries, Uni­ versity of Florida, Gainesville 32601. Committee on Standards: Norman E. Tanis, director of libraries, Kansas State College of Pittsburg 66762. Ad Hoc Subcommittee on the Revision of the Junior College Library Standards: James O. Wallace, director of library services, San Antonio College, San Antonio, Tex. 78212. Ad Hoc Committee for the Revision of the ALA Standards for College Libraries: Stanley McElderry, college librarian, San Fernando Valley State College, Northridge, Calif. 91324. Editorial Board, Choice: Joseph H. Treyz, as­ sistant director, University of Michigan li­ brary, Ann Arbor 48104. College & Research Libraries: Editor, David Kaser, director of libraries, Cornell Univer­ sity libraries, Ithaca, N.Y. 14850. Editor of a microform series as yet unnamed is Felix Reichmann. The new series super­ sedes the discontinued ACRL Microcard Series. ACRL Monograph Series: Editor, David W. Heron, director of libraries, University of Kansas, Lawrence 66044. ACRL Representative to the American Associa­ tion for the Advancement of Science: Theo­ dore C. Hines, associate professor, school of library service, Columbia University Butler library, New York 10022. ACRL Representative to the American Council on Education: Robert B. Downs, dean of li­ brary administration, University of Illinois, Urbana 61803. ACRL Representative to the ALA Membership Committee: Frances Kennedy, librarian, Ok­ lahoma City University, Oklahoma City, Okla. 13106. AAJC-ALA (ACRL) Committee on Junior Col­ lege Libraries: Chairman, Oscar H. Edinger, Jr., president, Mount San Antonio College, Walnut, Calif. 91789; Staff Representatives: ACRL executive secretary, Chicago 60611; William G. Shannon, associate executive di­ rector, American Association of Junior Col­ leges, Washington, D.C. 20036. AAC-ACRL Committee on College Libraries: Chairman, Richard B. Harwell, librarian, Smith College, Northampton, Mass.; Staff Representatives: ACRL executive secretary, Chicago 60611; F. L. Wormald, vice presi­ dent, Association of American Colleges, Washington, D.C. 20009. AASL-ACRL Committee on Instruction and Use of Libraries: James F. Govan, librarian, Swarthmore College library, Swarthmore, Penna., 19081. ACRL/ARL Joint Committee on University Li­ brary Standards: Staff Liaison: Stephen A. McCarthy, executive director, Association of Research Libraries, Washington, D.C. 20036; ACRL executive secretary, Chicago, I11. 60611. Advisory Committee for the Junior College Li­ brary Information Center: Richard L. Du- cote, director of instructional resources, Col­ lege of DuPage, Glen Ellyn, I11. 60137. ■ ■ LIBRARY AND INFORMATION SCIENCE RESEARCH PROGRAM In response to the growing national need for better library and information services, Con­ gress, under Title II-B of the Higher Educa­ tion Act of 1965, authorized the Office of Edu­ cation to initiate a research support program concerned with the use of library resources, the development of library and information serv­ ices, and the training of librarians and other in­ formation personnel. To support the program’s first-year research effort, Congress appropriated $3,550,000 for projects which hold the promise of improved services and practices for all types of libraries. The program is administered within the Office of Education by the Bureau of Re­ search’s Division of Research Training and Dis­ semination. Under Title II-B of the Higher Education Act of 1965, the Commissioner of Education is authorized to award grants to school districts, colleges, universities, state governments, and other public or private nonprofit agencies, or­ ganizations, or groups after proposals have been recommended for approval by Office of Educa­ tion staff and appropriate nongovernment ad­ visory personnel. Research subjects are as var­ ied as the questions confronting individual li­ brarians and information scientists. Among the critically important topics suggested to the Of­ fice of Education in the library and informa­ tion community are the following: Education: the techniques, philosophy, and scope of training and education for librarian- ship. Use and users: information and reader serv­ ices; expressed and unexpressed goals for dif­ ferent kinds of users (students, specialists, and the public); variations in user patterns caused by geographic, economic, or other factors. Organization of library and information serv­ ices: administration, management, personnel (including manpower utilization, job descript- tion, and staffing), finance, and governmental relations. Role of libraries and information centers in 269 society: purposes, values, goals; relationships with other educational and cultural institutions; influence of various communication media; pub­ lic relations; recruiting; the profession of librar- ianship. Integration of library services in school and academic instructional programs: curriculum development, school planning, and, in particu­ lar, instructional programs at the elementary and secondary levels. Control of resources: documentation; book and card catalogs; subject analysis; classifica­ tion; indexing; abstracting; provision of an op­ timum collection for teaching and research needs; network and system planning and anal­ ysis; automation (software). Technology: preservation of materials; stor­ age and physical access; reprography; automa­ tion (hardware). A range of project types can be supported: State-of-the-art studies: collection and inte­ gration or interpretation of existing research (may include stage of development of each of the subjects within an area; should include a ranking by priority of research efforts to be ex­ pended in each subject field) . Feasibility studies: identification of the need for and feasibility of research, development, or other research-related activities within a clearly defined subject field (should include cost esti­ mates and manpower requirements as an aid to planning). Prototype development and hypothesis gen­ eration: formulation of an hypothesis or de­ velopment of a model to aid in the solution of a problem ( should include the methodology for testing and the criteria for evaluation). Testing and evaluation: test of hypotheses or models in a controlled situation and evaluation of the results (should include conclusions and generalizations deduced from the results) . Demonstration and implementation: applica­ tion of the generalization to a noncontrolled situation to verify and, if necessary, to modify the formulation developed (should serve as a means for making necessary adjustments to fit a realistic setting). Two types of projects may be supported un­ der the Library and Information Science Re­ search Program—small projects under $10,000 and larger projects over $10,000. Small project support is designed to facilitate exploratory research, hypothesis generation and theory building, analysis of existing data, or 256 PRELIMINARY TITLES BOOKS NOW AVAILABLE— Books Reproduced By Exclusive FOR D U O P A G E Method... * Books for College Libraries: A selected COLLEGE list of approximately 53,400 titles based on the initial selection made for the University of California's new campuses program and S L EN I D B FO R R B A OOK R LI I ST E IN S GS * selected w ith the assistance of college AND PRICES... teachers, librarians, and other advisors. Pre­ micRo photo DIVISIOn pared under the direction of Melvin J. Voight 1700 SHAW AVE. CLEVELAND. OH IO 44112 and Joseph H. Treyz. 1072 pp., $45.00. Available from the American Library Associa­ tion, 50 E. Huron St., Chicago, Illinois 60611. BELL & HOWELL 270 pilot studies which may serve as the first stage of a larger research or demonstration activity. Applications for this type of support are ad­ ministered through OE regional offices and can be funded with minimum delay. Support may be approved for as long as eighteen months, and the maximum of $10,000 includes both di­ rect and indirect costs. Funds are also available for support of proj­ ects in excess of $10,000. The decision to sup­ port, however, is based upon the overall merit of a proposal submitted to the Bureau of Re­ search, whereas the amount to be funded is determined by Office of Education staff at the time of grant or contract negotiations. A common format is required for all pro­ posals formally submitted under any research program administered by the Bureau of Re­ search. Guidelines are set forth in two Bureau of Research booklets, “Office of Education Sup­ port for Research and Related Activities,” and “Small Project Research,” both available upon request. Preliminary descriptions of proposed activi­ ties may be submitted to the Library and In­ formation Science Research Branch at any time for comment, criticism, and discussion. Formal proposals should be sent to the Research Anal­ ysis and Allocation Staff, Bureau of Research, Office of Education, Washington, D.C. 20202. Although proposals may be submitted at any time, about three months should be allowed between the date of submission of the proposal and the expected start of the project in order to permit appropriate review by staff and by non­ government experts in library and information science. Proposals are evaluated according to the fol­ lowing criteria. 1. Significance of the proposal to the Office of Education’s responsibility in the total library and information science research effort; that is, to provide balance with available funds, it may be necessary to forego support for one worthy project in order to finance another in a neg­ lected area. 2. Place of the proposed study in relation to existing knowledge, and its promise of making a contribution to the improvement of library or information science. 3. Sound design or operational plan; indica­ tion that the proposed research will meet its stated objectives. 4. Competency of personnel and adequacy of facilities. 5. General applicability of local projects; they must be significant in other settings. For further information write to Library and Information Science Research Branch, Division of Research Training and Dissemination, Bu­ reau of Research, Office of Education, Wash­ ington, D.C. 20202. ■ ■ At a staff meeting, two assistant librarians, having already pulled out all of their hair when it was announced that their library was going to be reclassified from Dewey to Library of Congress, began to wonder whether the Chief Librarian wore a toupee-since he appeared so unruffled. He answered both questions by announcing that Bro-Dart is equipped to easily and painlessly reclassify collections. P.O. Box 923, Williamsport, Pa. 17701 Dept. CRL-9