ACRL News Issue (B) of College & Research Libraries 214 Continuing E d u ca tio n — X V As a librarian who believes that “continuing education” presently circumscribes so wide a va­ riety of educational functions as to make gener­ alization about its totality hazardous, I wish to ex­ amine only one portion of the subject that I hope is still co m p rehen d ed by th e term c o n tin u in g e d u c a t i o n . I w ant to focus upon th e form al acad em ic co u rse, in all its m anifestations and local variations, from quarter, sem ester, trisem es­ ter, mini-term, half-course, or by whatever name formal academic instruction involving from fifteen to thirty contact hours with an instructor is pres­ ently identified in academic institutions. I believe that this form o f continuing education is, or ought to b e , th e su m m u m b o n u m o f c o n tin u in g education— the ideal— and that we as a profession ought to foster it in any way, and through what­ ever mechanisms, that we can. In making this as­ sertion I do not deprecate the encouraging efforts of the planners o f conferences, preconferences, workshops, seminars, or institutes whose tireless energy on our behalf has reaped substantial b e n ­ efits for the profession. I merely wish to assert my conviction that, for substantially increasing o n e’s professional skills, it is difficult to find a b e tter substitute than a formal academic course from a qualified instructor. Having stated my prime assumption about con­ tin u in g ed u c a tio n , I am p re p a re d to r e tr e a t somewhat and admit, along with my critics, that this form o f continu ing ed u cation — the formal academ ic course o f instruction— is fraught with many organizational problems when one consid­ ers the diversity o f the profession, the differing levels o f aw areness, and the varying needs of bo th individuals and lib ra rie s . T h is argum ent notwithstanding, I believe that the conditions for librarians to obtain additional skills through for­ mal academic instruction will be quite favorable over the next decade and that we ought to be poised to take advantage o f the situation. I say this for sev e ral reason s. As the w ell- known and long-forecast demographic shifts b e ­ come a reality over the next decade and the eigh­ teen- to twenty-four-year-old student population does e x p e rien ce the an ticip ated d eclin e o f 15 percent to 20 percent, campus planners will have to accelerate their programs that are already in place to serve the over-twenty-four adult popula­ tion, who will becom e a prime group to retard the expected enrollment decline. Given this de­ v eloping extern al situ ation , th e already w ell- supported, the geographically far-flung, continu­ ing education establishment on college campuses is likely to prosp er even m ore in the decade ahead. C ontinu in g education divisions will b e more receptive than ever before to the needs of any group who, like librarians, face a continuous need to upgrade skills, to borrow freely from ad­ vances in fields outside their own, and to keep abreast o f their own fast-breaking professions. These continuing education divisions— especially those in state universities with form ula-driven budgets— will be more willing than ever before to export their faculties to locations that form erly had few er offerings, more w illing to subsidize travel costs to import qualified instructors in sub­ je c t areas where the local pool of talent is lean, m ore w illing to pu blicize course offerings and special programs, and more willing to work with groups whose special needs require modification of traditional procedures and policies. What I am suggesting, in short, is that we ally with these continuing education units on our local campuses and nearby campuses that are likely to receive priority support over the next decade. W e should watch these units with great care, see how they becom e organized to m eet the new ex­ ternal conditions, observe the services that they offer, and suggest services that will b e appropri­ ate for library continuing education needs. I think that the conditions are favorable for the alliance to be mutually beneficial to both groups and a productive union is likely to occur from our ef­ forts. In cid en tally , I m ight say in conclusion, such an a llia n c e m ig h t v ery w ell su p p ort Gretchen Redfield’s earlier suggestion in this col­ umn of stressing a decentralized approach to con­ tinuing education.—E d w a r d M. W alters. E d it o r s N ote: Mr. W alters is d ir e c to r o f lib r a r ­ ies , E a s t T e n n e s s e e S ta te U n iv er sity , J o h n s o n C ity. ■■ W a n te d : N ew s an d L e tte r s C & R L N ew s invites readers to submit news items and letters to the editor. T h e N ew s n e ed s r e p o rte rs , p e o p le who know news when they see it and can get the facts to us by phone or mail. News about li­ brarianship is everyw here— at the m eetings you go to, in your local newspaper, even in your own library. T h e N ew s w elcom es le tte rs from readers who have something to say about N ew s arti­ c le s , A C R L a c tiv ities, or topics o f general interest to librarians. The editor reserves the right to select news items and letters for publication and to edit letters to fit the available space. News and letters should b e addressed to the E d ito r, C & R L N ew s, A C R L, Am erican L ib r a r y A s s o c ia tio n , 5 0 E . H u ron S t ., Chicago, I L 60611; (312) 944-6780.