College and Research Libraries B y K A T H A R I N E S. D I E H L Formal Bibliography in the Upper Division Miss Diehl, formerly librarian, Texas Lutheran College, was associate professor, Louisiana State University Library School, summer, IQSS- CO L L E G E A N D U N I V E R S I T Y J U N I O R S a r e a t the peak of their need f o r the tools of s t u d y . L o w e r division courses are filled w i t h t e x t u a l data w h i c h f o r m the basic ma- terial f o r a d v a n c e d c o l l e g e and g r a d u a t e s t u d y . T h e upper division courses r e v o l v e a b o u t bits of i n d i v i d u a l s t u d y — u s u a l l y re- ported in the term paper, and sometimes in s e v e r a l such papers. T h e s e reports are not simply exercises in E n g l i s h composition. T h e y circle some phase of the s u b j e c t m a t t e r u n d e r consideration. I n s t i t u t i o n s o f f e r i n g the f o u r - y e a r c o l l e g e c u r r i c u l a h a v e the basic bibliographic tools. T h e y are used in the operation of the insti- t u t i o n a l l i b r a r y — a c t u a l l y used by the teach- i n g and the l i b r a r y s t a f f s in book selection. T h e s e same books and c a t a l o g s are u s e f u l to the students in the school as they prepare studies in a s u b j e c t of i n d i v i d u a l choice. A u t h o r s , a u t h o r ' s ideas, book titles w h i c h are p e r e n n i a l l y p o p u l a r or evanescent, sub- j e c t s of immediate i n t e r e s t — a l l these come to the attention of the t h o u g h t f u l s t u d e n t of bibliographies. T h e b u l k of readings a c t u a l l y necessary f o r a course u s u a l l y w i l l be f o u n d w i t h i n the i m m e d i a t e c o l l e g e l i b r a r y . F r e q u e n t l y n e i g h b o r i n g libraries can enrich the r e a d i n g s f o r students. K n o w l e d g e of the h o l d i n g s w i t h i n a c o m m u n i t y is u s u a l l y not certain u n t i l the v a r i o u s libraries are visited, b u t the use of printed bibliographies can expedite the selection of r e a d i n g m a t t e r in the other col- lections because the choices have been m a d e prior to the a c t u a l visit. A student reader w h o k n o w s w h a t he w a n t s is u s u a l l y a v e r y w e l c o m e guest. S u c h a visitor should n o t expect to b o r r o w books f o r home use — b u t m u t u a l benefit is gained w h e n privi- leges f o r b u i l d i n g use extend to other cam- puses a f t e r the resources at home h a v e been exhausted. U n l e s s the s t u d e n t can be cer- tain t h a t his home facilities have been ex- hausted, he w i l l gain l i t t l e by g o i n g abroad f o r help. R e f e r e n c e room s t a f f s h a v e l i t t l e time to devote to visitors, nor have visitors any r i g h t to expect it. B o o k s are the goal, not g u i d a n c e . T h e g u i d a n c e m u s t be pro- v i d e d in the s t u d e n t ' s o w n school. A l e r t l i b r a r i a n s w i l l w e l c o m e both the o p p o r t u n i t y to provide the bibliography course w o r k f o r their o w n students and the s h a r i n g of ma- terials w i t h v i s i t i n g readers. Some f a c u l t y members w i l l consider it a g r e a t w a s t e of s t u d e n t time to insist on a t w o - h o u r r e q u i r e m e n t in a d v a n c e d bibliog- raphy. T h o s e instructors p r o b a b l y w i l l be the o l d e r ones w h o w e n t to college and uni- v e r s i t y some f o r t y y e a r s a g o — b e f o r e so m a n y bibliographies w e r e compiled and w r i t t e n . B u t it is this same g e n e r a t i o n of f a c u l t y w h o has professed f a i t h in the phrase, " T h e l i b r a r y is the h e a r t of the in- s t i t u t i o n . " T h e heart, represented by staff and books, is there, ready and e a g e r to f u n c - tion. N o w and then a bit of artificial res- piration is necessary. T h e books are dead unless they flow. H e n c e all the parapher- nalia of b i b l i o g r a p h y is necessary b e f o r e the books come a l i v e in the c o l l e g e . OCTOBER, 1955 385 O n c e the basic b i b l i o g r a p h i c tools are u n d e r s t o o d by the c o l l e g e j u n i o r , the as- s i g n m e n t s c o m i n g f r o m the v a r i o u s courses w i l l indicate the v a l u e of practices a l r e a d y learned and the need f o r m o r e specific source books. B y the time the j u n i o r has become a senior he w i l l be sad to t h i n k of the fresh- m e n and their simple e n c y c l o p e d i a s ! N u - m e r o u s g r a d u a t i n g seniors c o n t i n u e w o r k i n g in v o c a t i o n s r e q u i r i n g l i b r a r y usage. L i - b r a r y staffs v a r y in size, and book c o l l e c t i o n s v a r y g r e a t l y in c o n t e n t . I t is a c a d e m i c courtesy to teach the m a n y w a y s to find in- f o r m a t i o n . T e a c h e r s in s m a l l c o m m u n i t i e s have limited f a c i l i t i e s at h a n d , y e t there are inexpensive j o u r n a l s to help in p u b l i c school c u r r i c u l u m and a d m i n i s t r a t i o n . R e s e a r c h assistants in i n d u s t r i a l l a b o r a t o r i e s w i l l h a v e v a s t resources of a technical n a t u r e at their c o m m a n d , b u t o n l y the simple m a t t e r of how knowledge is organized can locate a n s w e r s . Some f e w c o l l e g e s t u d e n t s w i l l c o n t i n u e s t u d y in g r a d u a t e schools. F o r t u n a t e are those w h o s e a b i l i t y is beyond t h a t of the reserve book l i b r a r y , or the s m a l l d e p a r t - m e n t a l c o l l e c t i o n . O c c a s i o n a l c o l l e g e c u r - r i c u l a are so f r i n g e d by reserves t h a t y o u n g g r a d u a t e s have no notion of the resources a c t u a l l y a v a i l a b l e . I t is too l a t e w h e n they l e a r n some of the t r i c k s of s t u d y and in- d i v i d u a l research. S o m e t i m e s it is so m u c h too l a t e t h a t an e x t r a semester is necessary to c o m p l e t e a thesis, or t h a t b i b l i o g r a p h i c d e t a i l is e n t i r e l y i n a d e q u a t e in dissertation f o o t n o t e s . T h i s c a n n o t be b l a m e d e n t i r e l y on the s t u d e n t . U n t i l quite r e c e n t l y there w a s l i t t l e r e a l i z a t i o n of the need f o r ad- vanced f r e s h m a n l i b r a r y o r i e n t a t i o n . S u d - d e n l y the need arose in humanities and civilization courses, w i t h t h e i r n u m e r o u s and v a r i e d r e a d i n g s and m a t e r i a l s , f o r some s t u d e n t s to reach beyond their c a p a c i t y . T h o s e w h o had the techniques of good li- b r a r y use passed. T h e others f a i l e d . L i - b r a r i a n s s a w the p r o b l e m , and its s o l u t i o n . N u m e r o u s institutions are insisting on f o r m a l study • of b i b l i o g r a p h i c m a t e r i a l s as p a r t of the g r a d u a t e school p r o g r a m of studies. If it be necessary at the stage of a d v a n c e d s t u d y , it w a s needed at the u n d e r - g r a d u a t e l e v e l w h e r e facilities f o r course w o r k w e r e c e r t a i n l y less ample, and w h e r e n u m e r o u s libraries in the c o m m u n i t y w e r e s e r v i n g the interested y o u n g reader. S t r a n g e l y — b u t not so s t r a n g e , r e a l l y — t h o s e colleges w i t h s t r o n g i n d i v i d u a l i n s t r u c t i o n a l p r o g r a m s h a v e h i g h a c a d e m i c s t a n d a r d s a l l the time. T h e s m a l l c o l l e g e t h a t tries to skip the essentials of good study habits, good l i b r a r y habits, t h o r o u g h classroom prepara- tion by b o t h s t u d e n t s and f a c u l t y , is the school t h a t believes a f e w books w i l l s a t i s f y to teach a n d / o r pass a course. T h e cost in s t u d e n t load or staff time f o r the t w o - h o u r b i b l i o g r a p h y is n e g l i g i b l e . T h e f a c i l i t i e s of the i m m e d i a t e book collec- tion w i l l become u s e f u l . N e w titles are p e r e n n i a l l y a v a i l a b l e . A c t u a l l y , e x c e p t in p u r e and applied science and in c r e a t i v e art and l i t e r a t u r e , there is l i t t l e r e a l l y n e w . V e r s i o n s , transcriptions, and e d i t o r i a l i z e d copies come f r e s h e v e r y d a y . B u t the r e a l l y n e w ideas come, as m e n t i o n e d , in the pure or applied science and the c r e a t i v e a r t and l i t e r a t u r e . A l l physical v o l u m e s w e a r thin f r o m u s e — a n d s t o r a g e . R e p l a c e m e n t s , n e w editions, and v a r i a n t r e a d i n g s are necessary. N o l i b r a r y needs a l l of these v a r i a n t s to m e e t s t u d e n t r e q u i r e m e n t s . S t u d e n t s w h o are trained in the use of m a t e r i a l s a c t u a l l y on the s h e l v e s — a n d 9 9 % of the time t h a t w h i c h is on o r d e r can be d i s r e g a r d e d u n t i l n e x t s e m e s t e r ! — w i l l find d o u b l e or triple the detail w h i c h u n t r a i n e d readers w i l l lo- cate. T h o s e w h o are adept in b i b l i o g r a p h y can be easily t r u s t e d in the stacks. T h e y u n d e r s t a n d the reasons and need f o r l i b r a r y routines, f o r good l i b r a r y m a n n e r s . T h e y g l a d l y " D o not shelve b o o k s " and " T i p books, p l e a s e . " T h e y e v e n " D o n o t sit in the aisles" and are h a p p y ! F u r t h e r m o r e , 386 COLLEGE AND RESEARCH LIBRARIES their ability to s i f t details, to find the w a y to o r i g i n a l authorship, to trace ideas to their source, is so superior to the ability of the u n t r a i n e d reader t h a t there is no compari- son. T h e s t u d e n t produces completed prob- lems. T h e person w i t h o u t b i b l i o g r a p h i c techniques is lost. W h y some schools h a v e been hesitant to o f f e r students f u l l use of l i b r a r y facilities is s o m e w h a t difficult to u n d e r s t a n d . T h e course w o r k required need i n v o l v e no m o r e s t a f f , t h o u g h it w i l l i n v o l v e an academic and i n s t r u c t i o n a l a l e r t . T e a c h i n g loads are u s u a l l y measured at f i f t e e n or sixteen class- room hours per w e e k . T h a t w o u l d indicate one t e a c h i n g staff m e m b e r c o u l d h a n d l e seven or eight sections of j u n i o r students. T h a t is a l o t of j u n i o r s ! F u r t h e r load- spread can be secured by d i v i d i n g the course responsibility b e t w e e n the l i b r a r y and the d e p a r t m e n t a l personnel — the l i b r a r i a n s c a r r y i n g the t e a c h i n g load to the point of specialized bibliographies, and the depart- m e n t a l t e a c h i n g staffs t a k i n g responsibility f o r those special m a t e r i a l s . B y this m e t h o d a r e a l l y fine i n t e r p l a y of t e a c h i n g and re- sources is indicated to e v e r y y o u n g person of j u n i o r s t a n d i n g on the campus. M u t u a l respect of the i n s t r u c t i o n a l and l i b r a r y staff w i l l be at high l e v e l . A n d , because d e p a r t m e n t heads tend to be a m o n g the o l d e r m e m b e r s of the f a c u l t y in point of service, they w i l l be f o r c e d to do such serious d i g g i n g as some h a v e n o t done since their P h . D . days t h i r t y years ago. B i b l i o g - raphy b e w a r e : y o u w h o are on the l i b r a r y staff are in f o r a m e r r y chase t o o ! A f t e r a l l of the p r o g r a m is in action, w i l l a h e a v i e r load f a l l on the l i b r a r y r e f e r e n c e r o o m ? N o . T h a t load w i l l be carried by the entire f a c u l t y and by all of the trained upper division students. T h e u n u s u a l ques- tions w i l l reach the r e f e r e n c e desk, b u t the head r e f e r e n c e l i b r a r i a n w i l l be the l o g i c a l c a n d i d a t e f o r the title, professor of bibliog- r a p h y . H i s influence w i l l be e x e r t e d by means of mass c o m m u n i c a t i o n , r a t h e r than by i n d i v i d u a l i z e d i n s t r u c t i o n . T h e " l i t t l e l e a r n i n g " can become m a t u r i n g w i s d o m . T h e " m a k i n g of b o o k s " w i l l continue, and libraries w i l l purchase the best of them. W i s e instruction in their use is p r a c t i c a l and inexpensive. I t is c e r t a i n l y one of the re- quisites of scholarship. Outline of a P r o g r a m : Objectives I. Understanding the w a y s in which knowledge is o r g a n i z e d ; and apprecia- tion of the privilege and responsibility of an education. I I . Facility in the use of print, near-print, and photographic editions. I I I . Understanding the basic theories of library organization so that ( a ) U s e of community libraries w i l l be natural and easy f o r the college g r a d u a t e s ; ( b ) Children of these f u t u r e parents and teachers w i l l be encouraged to read for both pleasure and profit; and ( c ) Communities into which these graduates move w i l l be encouraged to provide basic libraries and collections of the writings of the present day. Procedure I. B r i e f , perhaps two-hour, study of the history of the book. I I . T h e various kinds of materials avail- able today, thus studying the standards modern books meet. I I I . Basic books vs. ephemera. I V . Books of reference as important tools to the use of the entire collection. V . T h e details of a f e w very specific titles in each c a t e g o r y ; with problems in- volving their use. V I . T h e need for standardization of meth- ods for recording things read, books mentioned, and segments of larger w o r k s ; i.e., the relative ease of using a bibliography which is consistent in form, and the parallel ease of making such a bibliography. V I I . T h e study of bibliography coordinated w i t h the actual reading-writing-study problems of the students in the class. V I I I . A t least one-fourth of the course pre- OCTOBER, 1955 40 7 sentation to be made by members of the various departmental teaching faculties, w i t h c a r e f u l coordinate prep- aration by the bibliographer and faculty member. I X . Presentation by each student of a paper to give evidence of a specific problem understood, and partially solved. T h e paper may be evaluated by both in- structors, so that the subject matter is criticized f r o m the viewpoint of the subject specialist, and the bibliographic detail by the librarian or bibliographer. The Core for Bibliography in the Upper Division I. Bibliographic style. A . Style manual f o r campus. If none is already accepted, try T u r a b i a n , Manual for Writers of Disserta- tions,, University of Chicago Press. I t is inexpensive, practical, and quite generally acceptable. B. Comparison of accepted manual w i t h v a r i a n t s ; and/or comparison of the various acceptable forms in use on the local campus. If this condition exists, attempt to recon- cile the proponents of the various styles, and to devise a campus-wide f o r m which w i l l not require devia- tion f o r graduate w o r k . I I . Books. A . F o r m a l details required for book identification; the parts of a book. B . Essential bibliographies: 1. Public card catalog a. C a t a l o g card and its variant data. b. Filing system in actual cam- pus use. c. Subject heading list in actual campus u s e — a copy of this list to be easily available at all times at the desk nearest the catalog. 2. Shelf list: a. C a t a l o g card and its data. b. Filing system in actual use. c. Classification schedule fol- lowed. A copy of this sched- ule to be easily available at all times at the desk nearest the shelf list c a t a l o g ; and another copy of the schedule at the circulation desk if the stacks are open to the students. 3. L o c a l union catalogs of com- munity resources. 4. T h e CBI and U.S. Catalog. 5. L C depository catalog and its descendants. 6. PTLA and Books in Print. 7. Public documents: a. Monthly Catalog and its 1941-50 Index. b. Document Catalog. c. Monthly Checklist of State Publications. 8. C o m p a r a b l e w o r k s , 1-7 above, issued in other countries and other languages than English. I I I . Periodicals. A . F o r m a l details required f o r period- ical reference identification; the gathering of issues to make vol- umes, etc. B . Essential bibliographies: 1. Public card catalog, if local in- dexing is included. 2. Readers' Guide studied as a type index, using How to Use the Readers' Guide ( N . Y . : W i l s o n , latest ed.) as a brief text. 3. Comparison of entry for period- icals in the acceptable style man- ual w i t h the norm accepted by the W i l s o n C o . 4. Examine and contrast other peri- odical indexes; the N. Y. Times Index, Facts on File, etc., as available. 5. Comparable indexes issued by other countries and in other languages than English. I V . G e n e r a l reference. A . Encyclopedias: 1. F o r m a l o r g a n i z a t i o n : indexes; authorship; revisions and re- prints; recency; coverage of sub- ject m a t t e r ; etc. 2. Foreign w o r k s locally available. B. Dictionaries: 1. V o c a b u l a r y , i.e., one-language dictionaries. 2. Bilingual, classical and modern languages. 3. Subject, i.e., small-scale encyclo- pedias. 388 COLLEGE AND RESEARCH LIBRARIES V . Subject reference. A . Encyclopedias, as above. B . Dictionaries, as above. C . Bibliographies, as in Encyclopedias ( I V , A , a b o v e ) . ( A t this point emphasize the overlapping of sub- jects, and the consequent seeming discrepancy in book classification; i.e., not all the books on C h a u c e r w i l j be in the 8oo's, nor all those on Peace in the 170's). V I . Bibliographies of general reference. ( T h i s is the place in the course to emphasize the ease of access to sub- ject matter via the bibliography, as opposed to the a w k w a r d method of simply going to the stacks to find a book. Stress the practice followed by librarians w h o know their book collection almost perfectly, of using some bibliographic tool before going to the shelf. If printed and card bibliographies be wasted effort, then many libraries are filled w i t h books that should be discarded, and the scholar w h o has let the compilation of the " m o n s t e r " overpower him is the only person w h o w i l l profit. B u t common practice has proved the usefulness of bibliographies. Become acquainted w i t h them; learn those which are especially use- f u l in general matters, and those which have a specialty.) A . U s e f u l books: 1. A L A Catalog Series. Chicago, A L A . 2. Collison, R. L . Bibliographies, Subject and National ( N . Y . : H a f n e r , 1 9 5 1 ) . 3. Guide to Reference Books, ed. by M u d g e and W i n c h e l l . ( C h i - cago: A L A ) (6th ed. by M u d g e is not superseded by the 7th ed. by W i n c h e l l . Notice suppl. to 7th ed., 1954). 4. M a l c l e s , L . - N . Les sources du travail bibliographique. ( G e n - eva, D r o z : Lille, G i a r d , 1950- ) (2 v. in 3 are available; v. 3, not yet issued). 5. Shores, L . Basic Reference Sources. ( C h i c a g o : A L A , 1954). 6. Standard Catalog Series. ( N . Y . : W i l s o n ) . B. E p h e m e r a : 1. Vertical File Service Catalog, 1932- . ( N . Y . : W i l s o n ) . 2. C u r r e n t periodicals listing free and inexpensive materials. V I I . Bibliographies of specific reference. ( T h i s is to be directed to particular student interest, in m a j o r and minor subject fields. W o r k may proceed by committees or groups if the one instructor must be con- cerned with the entire responsibility f o r the course. W h e r e it is co- ordinated, members of the subject teaching faculty taking the instruc- tion in their m a j o r fields, the in- struction w i l l be more formal. T h e size of the classes, the num- ber of the instructional staff, and the number of class sections w i l l determine the procedure during this u n i t ) . P r o b l e m : Choose a very definite subject, with the approval of the instructor. G a t h e r references from sources available on the campus ( o r within a specific li- brary area, or using particular li- braries within the city—at the specific option of the instructor). Present ( a ) a f o r m a l bibliography, which f o l l o w s the accepted style manual exactly, and ( b ) a preface or introduction which indicates command of the bibliographic tools and complete use of the necessary subject matter. N o t e : Problems involving the use of the various tools w o u l d have been assigned periodically as stud- ied. T h e l a r g e r problem, just above, would be evaluated at i to 4 of the entire course credit. If the faculties coordinate w i t h the presentation of this course, the problem may be closely tied with a departmental assignment. B u t only when the exact details are determined by the bibliographer and the teaching faculty, before the assignment of the problem, may dual credit be earned. OCTOBER, 1955 40 7