College and Research Libraries The Status of the Librarian According to Accrediting Standards of Regional and Professional Associations TH E C O L L E G E and university librarian has shown through the years a con- tinuing and ever increasing concern with his status. T h i s is not surprising, since not only his compensation but also his academic perquisites vary with his status. A recent collection of articles edited by Downs 1 provides considerable assist- ance to librarians a n d administrators who may be concerned with personnel matters. In his introductory statement a n d in his own basic contributions to this volume, Downs leaves no d o u b t that academic status is the goal toward which librarians should strive.2 Downs observes that librarians have not become a part of the academic com- munity until they are fully integrated with the faculty. H e writes: " . . . aca- demic a n d faculty should carry the same connotation. Anything less than that leaves the librarians in a kind of l i m b o . . . " 3 Most of the writers included in the volume a d o p t or at least a p p r o a c h Downs' viewpoint. A few feel strongly that faculty rank should be assigned only to those who are engaged in formal teaching. All agree that the professional academic librarian should be rewarded in pay and in esteem in accordance with his b a c k g r o u n d and experience. It would seem to be of considerable interest whether the librarians' hopes a n d strivings have been given s up p o rt in standards issued by the regional accredit- 1 Robert B. Downs (ed.), The Status of American College and University Librarians ( A C R L Mono- graph No. 22; Chicago: A L A , 1958). "Ibid., pp. 13-27, 77-85, 161-68. 1 Ibid., p. 14. By F R I T Z V E I T Dr. Veit is Director of Libraries, Chicago Teachers College. ing associations a n d the professional as- sociations. An analysis of these standards is greatly facilitated since another recent compilation—also in the A C R L Mono- g r a p h series—has become available. 4 T h i s c o m p i l a t i o n — A C R L M o n o g r a p h No. 20—gathers within one v o l u m e the requirements for libraries of institutions of higher education "specified by the twenty-one professional a n d six regional associations recognized by the N a t i o n a l Commission on Accrediting." 5 For the purposes of our analysis we are concerned only with those portions of the provisions which relate to the li- brary staff. We shall, however, introduce other matters if they are likely to affect the personnel policy. Silence regarding personnel on the part of a professional organization should not necessarily be interpreted as a lack of interest in staff matters. We shall note, for instance, that some professional accrediting groups are satisfied with the approval by the re- gional associations of the whole college or university library, including that of the professional school. Standards may deal with library per- sonnel in various ways:6 (1) T h e y may 4 Eli M. Oboler, Ruth Walling, and David C. Weber (comps.), College and University Library Accreditation Standards—1957 ( A C R L Monograph No. 20; Chicago: A C R L , 1958). In subsequent footnotes this reference will be cited as A C R L Monograph 20. 5 Ibid., p. 5. 8 This classification is partly patterned after the one contained in Downs, op. cit. M A R C H 1 9 6 0 127 require that the professional library staff be given f u l l faculty status. (2) T h e y may require that the professional library staff be given academic status (for the purposes of this discussion a status which gives only some b u t not all of the academic perquisites). (3) T h e y may as- sign the staff to a special category which may be designated academic or profes- sional. (4) T h e y may assign the staff to a civil service or similar classified plan. (5) T h e y may evaluate the staff in terms of desirable personal traits, academic background, professional experience, re- sponsibilities or privileges, without specifying any status. (6) T h e y may be si- lent with regard to the staff. It should also be noted that any of these provisions may concern themselves with the whole library staff, the profes- sional staff, or only the head librarian. T h e textual presentation is supple- m e n t e d by two tables. In the tables en- try columns are not provided for all six categories b u t only for those which are represented in the various accrediting standards. T a b l e 1 recapitulates the per- sonnel provisions governing accredita- tion by the six regional associations. Similarly, T a b l e 2 notes in succinct form personnel standards a n d practices ap- plied by the twenty-one professional as- sociations. T a b l e 2, in addition, indi- cates the place the professional school library is assigned within the college or university. T h i s information is given since it is assumed that the professional library's form of organization may have a bearing on its personnel policy. T h e tables should be h e l p f u l in revealing similarities and differences between the accreditation procedures of the various associations. R E G I O N A L A C C R E D I T I N G A S S O C I A T I O N S T h e M i d d l e States Association of Col- leges a n d Secondary Schools recognizes in its standards that for the p e r f o r m a n c e of the various college functions there is a need of qualified and organized per- 128 sonnel—among them librarians. 7 T h e standards require close cooperation be- tween library staff a n d faculty in the p l a n n i n g and development of the li- brary resources. B u t they d e m a n d only with regard to the head librarian that "his faculty status should be commen- surate with the significance of his task." T h e rules governing the New E n g l a n d Association of Colleges a n d Secondary Schools 8 m a k e a slight distinction be- tween senior colleges a n d universities on one h a n d and other institutions of higher education g r a n t i n g the bacca- laureate or higher degree on the other hand. Senior colleges a n d universities are expected to employ one or m o r e full- time professionally trained librarians, " a n d at least one should have f u l l fac- ulty r a n k i n g . " With regard to " o t h e r in- stitutions" the standards seem more le- nient; they note that " i t is desirable that one staff member should have f u l l fac- ulty r a n k i n g . " It would seem that by a d d i n g the words " i t is d e s i r a b l e " the assignment to faculty rank, while fa- vored by the accrediting association, is left largely to the discretion of the em- ploying institution. T h e standards of the N o r t h Central Association of Colleges a n d Secondary Schools9 set forth that the staff should b e both competent a n d under profes- sional direction. T h e y further note that " t h e l i b r a r i a n will normally hold aca- demic rank as a member of the f a c u l t y . " W h i l e faculty status for the head librar- ian is the normal expectation it need not 7 Middle States Association of Colleges and Sec- ondary Schools, Commission on Institutions of Higher Education, Characteristics of Excellence in Higher Ed- ucation and Standards for Middle States Accreditation (Document No. 3.00; The Association, 1955), pp. 3-4; Middle States Association of Colleges and Secondary Schools, Commission on Institutions of Higher Educa- tion, Suggestions on the Evaluation of Libraries for the Middle States Association (Document No. 4.80; The Association, 1953). ( A C R L Monograph 20, pp. 7-9). 8 New England Association of Colleges and Secondary Schools, Minimum Requirements For An Acceptable Senior College, _ University or Other Institution of Higher Education Granting the Baccalaureate or Higher Degree (The Association, 1951), p. 4. ( A C R L Monograph 20, p. 9 ) . 9 North Central Association of Colleges and Sec- ondary Schools, Commission on Colleges and Universi- ties, Revised Manual of Accreditation (Chicago: The Association, 1952). ( A C R L Monograph 20, pp. 10-14). C O L L E G E A N D R E S E A R C H L I B R A R I E S necessarily be g r a n t e d by colleges seek- ing accreditation. I n its p r o v i s i o n s 1 0 the N o r t h w e s t As- sociation of Secondary a n d H i g h e r Schools does not concern itself specific- ally with r a n k a n d status of the library staff m e m b e r s . T h e rules p e r t i n e n t to library accreditation e x p e c t this k i n d of i n f o r m a t i o n f o r each l i b r a r y e m p l o y e e : " H o u r s worked p e r week; d u t i e s ; salary; a c a d e m i c degrees; a n d , special l i b r a r y t r a i n i n g . " T h e Constitution and Standards of the Southern Association of Colleges and Secondary Schools11 gives to the w h o l e p r o f e s s i o n a l library staff f u l l faculty rec- o g n i t i o n . " I n o r d e r to i n s u r e faculty-li- brary c o o p e r a t i o n a n d a h i g h q u a l i t y of library service, the l i b r a r i a n a n d other m e m b e r s of the p r o f e s s i o n a l staff s h o u l d b e well q u a l i f i e d academically, profes- sionally, a n d personally, a n d they s h o u l d h a v e f a c u l t y rank, c o m p a r a b l e salaries, a n d p r i v i l e g e s . " T h e Statement of Standards o f t h e C o m m i t t e e on M e m b e r s h i p a n d Stand- ards of the Western C o l l e g e Associa- t i o n 1 2 contains v a r i o u s " l i b r a r y c r i t e r i a " which are p u t in the f o r m of q u e s t i o n s . W i t h r e g a r d to the whole staff, ques- tions such as the f o l l o w i n g are asked: " D o staff m e m b e r s have a d e q u a t e vaca- tions? S a b b a t i c a l allowance? R e t i r e m e n t p l a n in effect? Is a r e g u l a r salary scale in effect?" T h e q u e s t i o n as to faculty r a n k is raised in this way: " A r e the li- b r a r i a n a n d the p r o f e s s i o n a l h e a d s of li- b r a r y d e p a r t m e n t s m e m b e r s of the fac- u l t y ? " O n e m a y d e d u c e f r o m this ques- tion that the h e a d l i b r a r i a n a n d the de- p a r t m e n t h e a d s are e x p e c t e d to b e given 1 0 Northwest Association of Secondary and Higher Schools, Commission on Higher Schools, Guide for Self- Evaluation and Accreditation of Higher Schools (Rev. ed; Eugene, Ore.: 1955), pp. 9-10. ( A C R L Mono- graph 20, pp. 13-14). 1 1 Southern Association of Colleges and Secondary Schools, Constitution and Standards of the Southern Association of Colleges and Secondary Schools (Atlanta, Ga.: [ 1 9 5 5 ? ] , pp. 11, 14-15. ( A C R L Monograph 20, pp. 14-16). 1 2 Western College Association Committee on Mem- bership and Standards, Statement of Standards [1955], pp. 3, 5-6. ( A C R L Monograph 20, pp. 16-17). M A R C H 1 9 6 0 faculty status. I t w o u l d seem to this writer that q u e s t i o n s are not impera- tives. T h e y are g u i d e p o s t s . By a s k i n g the q u e s t i o n r e l a t i n g to the h e a d l i b r a r i a n a n d the h e a d s of d e p a r t m e n t s , the asso- ciation i m p l i e s that f a c u l t y status is de- s i r a b l e f o r these two categories. B u t the rules r e f r a i n f r o m insisting that this status b e p r o v i d e d in all situations. P R O F E S S I O N A L A S S O C I A T I O N S T h e section d e a l i n g with the profes- sional associations shows very g r e a t vari- a t i o n s a m o n g its library provisions. A n u m b e r of the associations p o i n t to vari- ous a c c e p t a b l e f o r m s of o r g a n i z a t i o n , us- ually l e a v i n g the choice to local determi- n a t i o n — f o r instance the p r o f e s s i o n a l library m a y b e a n integral p a r t of the general university or college library, or it m a y b e a u t o n o m o u s . T h e last c o l u m n of T a b l e 2 records briefly the several in- stances in which reference is m a d e to the f o r m s of o r g a n i z a t i o n or location of the p r o f e s s i o n a l library. It is w o r t h n o t i n g such i n f o r m a t i o n since f r e q u e n t l y the rules g o v e r n i n g the g e n e r a l library per- sonnel are e x t e n d e d to that of a profes- sional school library only if the latter is an integral p a r t of the g e n e r a l l i b r a r y system. Also, as has been m e n t i o n e d be- fore, a p r o f e s s i o n a l o r g a n i z a t i o n m a y con- cern itself in detail with library m a t t e r s or it m a y a d o p t the library p r o v i s i o n s c o n t a i n e d in the s t a n d a r d s of the regional accrediting agencies, either in f u l l or in part. I n i t s Standards for Membership,13 t h e A m e r i c a n Association of C o l l e g i a t e Schools of Business m a k e s n o reference at all to matters of library p e r s o n n e l . T h e instruction sheet which the mem- bers of the visitation teams u s e f o r guid- ance likewise m a k e s n o reference to the staff. 1 4 T h e s t a n d a r d s of the A m e r i c a n B a r 1 8 American Association of Collegiate Schools of Busi- ness. Standards for Membership ( [ S t . L o u i s ? ] 1956), sec. 7. ( A C R L Monograph 20, p. 17). 1 1 American Association of Collegiate Schools of Busi- ness, Information to be Supplied ( S t . L o u i s : The Asso- ciation, n.d.), p. 3. ( A C R L Monograph 20, p. 18). 129 T A B L E 1 S T A T U S A S D E T E R M I N E D B Y R E G I O N A L A C C R E D I T I N G A S S O C I A T I O N S T A N D A R D S F A C U L T Y S T A T U S S T A F F C O N S I D E R E D I N T E R M S OF D E S I R A B L E T R A I T S , T R A I N I N G , E X P E R I E N C E , E T C . A S S O C I A T I O N Head Others S T A F F C O N S I D E R E D I N T E R M S OF D E S I R A B L E T R A I T S , T R A I N I N G , E X P E R I E N C E , E T C . Middle States Association Determined by significance of task Adequacy of staff in numbers, qualification, and personal effectiveness New England Association (a) Senior colleges and universities A t least one should have full faculty rating One or more full-time professionally trained librarians should be employed (b) Other institutions of higher learning grant- ing the baccalaureate or higher degree Desirable that one should have full faculty rating On? or more full-time professionally trained librarians should be employed North Central Association Librarian will normally hold rank as a mem- ber of the faculty Competent and under professional direction Northwest Association List of all members giving for each duties, academic degrees, and professional training Southern Association Faculty rank, comparable sal- aries and privileges Faculty rank, comparable sal- aries and privileges to all professional staff members Well qualified academi- cally, professionally, and personally Western College Association Is the librarian member of faculty? Are professional heads of library departments members of faculty? List of all members, giving for each educational back- ground, professional training, and experience Association a n d those of the Association of American L a w Schools are best treated in conjunction. T h e Adviser to the Section of L e g a l E d u c a t i o n and Ad- missions to the B a r has stated that " t h e Council of L e g a l E d u c a t i o n has never attempted to detail the library area with exactness b u t has preferred to leave this area largely to the American Association of L a w Schools." 1 5 Even if the b a r association 1 6 does not 15 Letter dated September 17, 1956 to authors of A C R L Monograph No. 20. ( A C R L Monograph 20, p. 19). 1 9 American Bar Association, Section of Legal Educa- tion and Admissions to the Bar, Standards of the American Bar Association for Legal and Admissions to the Bar: Factors Bearing on the Approval of Law Schools by the American Bar Association (Chicago: The Association, 1957), pp. 7-8. ( A C R L Monograph 20, pp. 18-19). 130 spell out many details regarding the library, it recognizes the library's para- m o u n t role in legal education. Regard- ing personnel, the bar association stand- ards weigh these factors: training, experience, a n d effectiveness of the li- brarian; size and training of the library staff. T h e standards of the Association of American L a w Schools 1 7 are not only more detailed, b u t in nearly all respects they place higher demands on schools, which seek accreditation than d o those- of the American B a r Association. T h e 17 Association of American Law Schools, Proceedings of the Annual Meeting of the Association of American Law Schools, 1955, pp. 333-37. ( A C R L Monograph 20, pp. 27-30). C O L L E G E A N D R E S E A R C H L I B R A R I E S Association of American L a w Schools re- quires that a school have a well trained librarian who preferably is not only fa- miliar with the practical problems of law librarianship but also has a legal education. While faculty membership is not absolutely d e m a n d e d for the librar- ian, it is indicated as the preferred status. T h r o u g h its Committee on Profes- sional T r a i n i n g the American Chemical Society has issued standards 1 8 which are characterized by great flexibility. "Ade- q u a t e library facilities" must be pro- vided if the school attempts to comply with m i n i m u m standards. As to person- nel, the standards are silent. In a letter released by the executive secretary of the Accrediting Committee of the American Council on E d u c a t i o n for J o u r n a l i s m 1 9 it is noted that the council does not prescribe certain hold- ings nor concern itself with other mat- ters of library operations. At visitations the holdings are checked with regard to pertinency to the school's objectives. N o mention is m a d e of the role of the li- brary's personnel. T h e American Council on Pharma- ceutical Education stresses flexibility in the application of its standards. 2 0 T h e tendency, therefore, is to state the re- quirements in rather broad terms. T h e council gives credit for outstanding characteristics of any aspect of the li- b r a r y o r g a n i z a t i o n , i n c l u d i n g per- sonnel. With regard to staff the stand- ards note only that the library "should be in charge of trained library per- sonnel." T h e American Dental Association 1 8 A m e r i c a n Chemical Society. Committee on Pro- fessional T r a i n i n g . Minimum Standards Used as Cri- terion in Evaluating Undergraduate Professional Train- ing in Chemistry ( [ R o c h e s t e r , N . Y . ? ] T h e Society, 1 9 5 4 ) , pp. 3-4 ( A C R L Monograph 20, p. 1 9 ) . 1 9 L e t t e r dated October 1, 1956 to authors of A C R L M o n o g r a p h No. 20. ( A C R L Monograph 20, p. 2 0 ) . 2 0 A m e r i c a n Council on P h a r m a c e u t i c a l E d u c a t i o n , Accreditation Manual (Formerly Accreditation Policy and Procedure); Policy, Procedure and Standards to be Used as the Basis for Accreditation of Colleges of Pharmacy (5th e d ; C h i c a g o : T h e Council, 1 9 5 2 ) , pp. 9, 23. ( A C R L M o n o g r a p h 20, pp. 2 0 - 2 1 ) . M A R C H 1 9 6 0 through its secretary2 1 also expresses the conviction that standards a n d principles should be stated in general terms a n d should not include " r i g i d specifications" on such matters as library holdings. T h e accreditation requirements 2 2 of this or- ganization recognize certain fundamen- tal bases, such as that the library " s h o u l d be administered by a profession- ally trained and experienced l i b r a r i a n . " T h e standards formulated for A L A by its B o a r d of Education for Librarian- ship 2 3 list some of the characteristics the staff members of the library school li- brary should have and some of the li- brary activities in which they should engage. It is clear that the standards and the interpretative statement 2 4 consider it highly desirable that the library staff and the faculty cooperate a n d that li- brary staff members have access to, or be members of, faculty committees. How- ever, matters of status are not directly discussed. It should also be noted that the A L A standards assume that the in- stitution of which the library school is a part has been a p p r o v e d beforehand by the respective regional accrediting asso- ciation which may have imposed addi- tional personnel requirements. T h e Manual of Accrediting o f t h e A m e r i c a n O p t o m e t r i c A s s o c i a t i o n 2 5 mentions library personnel only briefly, and mainly in terms of services to be rendered by the staff to faculty members and students. T h e standards r e q u i r e that library expenditures be sufficient to "se- cure trained personnel." 2 1 L e t t e r dated September 27, 1956 to authors of A C R L M o n o g r a p h N o . 20 ( A C R L Monograph 20, p. 21). 2 3 A m e r i c a n D e n t a l Association. Council on Dental E d u c a t i o n . Requirements for the Approval of a Den- tal School ( C h i c a g o : T h e A s s o c i a t i o n , 1 9 5 5 ) , p. 8. ( A C R L M o n o g r a p h 20, p. 2 1 ) . _ 2 3 A m e r i c a n L i b r a r y Association, B o a r d of E d u c a - tion f o r L i b r a r i a n s h i p , " S t a n d a r d s f o r A c c r e d i t a t i o n , " ALA Bulletin, X L V I ( 1 9 5 2 ) , 48-49. ( A C R L Mono- g r a p h 20, pp. 21-22). 2 4 A m e r i c a n L i b r a r y Association. B o a r d of E d u c a - tion f o r L i b r a r i a n s h i p . Statement of Interpretation to Accompany Standards for Accreditation _ Adopted by the ALA Council, July 13, 1951 ( C h i c a g o : A L A , 1 9 5 2 ) , pp. 20-22. ( A C R L Monograph 20, pp. 22-24). 2 5 A m e r i c a n Optometric Association. Council on Ed- ucation and P r o f e s s i o n a l Guidance. Manual of Accredit- ing (4th e d . ; M i n n e a p o l i s : T h e Association, 1 9 5 3 ) , pp. 9, 29-30. ( A C R L Monograph 20, pp. 2 4 - 2 5 ) . 131 T h e executive officer of the E d u c a t i o n and T r a i n i n g B o a r d of the American Psychological Association notes 2 6 that the association never has p r e p a r e d a statement of standards. Moreover, the association evaluates only doctoral pro- grams in clinical or counseling psychol- ogy. O n the occasion of such accredita- tion visits the following question relat- ing to the library is asked: " C o m m e n t on adequacy of your library facilities and its availability to g r a d u a t e students (No. of a n n u a l accessions, a m o u n t spent yearly, etc.)." 2 7 T h e competency of per- sonnel and its status within the school are not specifically listed as items to be investigated. T h e American P u b l i c H e a l t h Associa- tion has established Criteria for Institu- tions to be Accredited for the Degree of Master of Public Health (Diploma of Public Health in Canada) and for the Degree of Doctor of Public Health,28 Criterion 6, which is devoted to the li- brary, recognizes that library facilities are essential a n d that book a n d periodi- cal resources should b e provided in cer- tain areas pertinent to the curriculum. Criterion 6 is silent with regard to the staff. T h e American Veterinary Medical As- sociation expresses great interest in m a i n t a i n i n g high standards in the li- brary area. T h e secretary of its council emphasizes 2 9 that the f u t u r e will bring more specific provisions than those which now govern accreditation. At pres- ent it is merely expected that the veteri- nary medical school library be adminis- 2 9 Letter dated September 18. 1956 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, p. 26). 2 7 American Psychological Association. Form III: Course Offerings and General Facilities (Washington, D . C . : The Association, n.d.), p. 7. ( A C R L Monograph 20, p. 26). 2 8 American Public Health Association. Committee on Professional Education. Criteria for Institutions to be Accredited for the Degree of Master of Public Health (Diploma of Public Health in Canada) and for the Degree of Doctor of Public Health (New York: The Association, 1955), p. 1. ( A C R L Monograph 20, p. 26). 2 9 Letter dated October 3, 1956 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, p. 26). terecl by " a professionally trained or experienced l i b r a r i a n . " T h e standards for libraries of the Council on Social Work E d u c a t i o n 3 0 are vague in defining the criteria relat- ing to the staff. " C o m p e t e n t library staff should be a v a i l a b l e " is the only admoni- tion given the schools. T h e Engineers Council for Profes- sional Development has, as stated by the chairman of the Engineering and Ac- c r e d i t a t i o n C o m m i t t e e , 3 1 " c a r e f u l l y avoided any definite standards with re- spect to any part of its criteria for ac- creditation of u n d e r g r a d u a t e engineer- ing c u r r i c u l a . " It relies rather on an over-all a p p r a i s a l successively under- taken by three g r o u p s of "respected members of the profession." In this over- all evaluative process the library is a highly i m p o r t a n t ingredient. It should, as the letter states, "contribute its share to refusal of accreditation." Within the framework of this policy it is under- standable that the accrediting teams re- ceive only hints as to the factors to be considered but no definitely circum- scribed directives. In the standards governing the ac- creditation of medical schools3 2 and in an interpretative letter from the secre- tary of the Council on Medical Educa- tion,3 3 the great variety prevailing a m o n g the objectives of the various medical schools is stressed. T h i s variety requires much flexibility in the formu- lation and application of the standards, as the secretary notes. But, whatever the objectives of the organization, the avail- ability of a " t r a i n e d l i b r a r i a n " with ex- perience in medical library practice is stipulated. 3 0 Council on Social Work Education. Commission on Accreditation. Manual of Accreditation Standards. (n.p., 1953), sec. 5200-5270. ( A C R L Monograph 20, pp. 30-31). 8 1 Letter, dated October 4, 1956, to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, pp. 31-32). 8 2 American Medical Association. Council on Medical Association and Hospitals. Essentials of an Acceptable Medical School, (n.p., 1951), sec. v ( A C R L Monograph 20, pp. 32-34). 8 3 Letter, dated September 27, 1956, to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, pp. 32-34). 132 C O L L E G E A N D R E S E A R C H L I B R A R I E S T A B L E 2 : STATUS AS DETERMINED BY PROFESSIONAL ASSOCIATION STANDARDS ASSOCIATION STAFF CONSIDERED IN TERMS OF DESIRABLE TRAITS, TRAINING, ETC. STAFF NOT SPECIFICALLY MENTIONED ACCEPTABLE FORMS OF ORGANIZATION OF PROFES- SIONAL SCHOOL LIBRARY Am. Assn. of Collegiate Schools of Business V Either separate or part of main library Am. Bar Assn. Training, experience, and effectiveness of librarian. Training of staff Determined by degree of autonomy granted in ad- ministering library Am. Chemical Soc. Am. Council on Ed. for Journalism V V Location in chemistry building preferred Am. Council on Pharma- ceutical Ed. Library should be in charge of trained library personnel Am. Dental Assn. Library should be admin- istered by a professionally trained and experienced librarian Either separate or section of combined library ALA In terms of functions per- formed Either separate or depart- ment of main library Am. Optometric Assn. Trained personnel Am. Psychological Assn. V Am. Public Health Assn. V Am. Veterinary Medical Assn.* Professionally trained or experienced librarian Usually department of main library Assn. of Am. Law Schools Law library experience and/or legal education of librarian Autonomous or part of centralized system Council on Social Work Ed. Engineers' Committee on Professional Develop- ment* Competent library staff Services of a good librar- ian desirable Either housed within cen- tral library or in school building Liaison Committee on Medical Ed. Trained librarian with experience in medical practice Many variations recog- nized Nat. Architectural Accrediting Board* V Nat. Assn. of Schools of Design*| Professional personnel coverage. Nat. Assn. of Schools of Music V Nat. Council for Accredi- tation of Teacher Ed.J Nat. League for Nursing! Facilities either in general library or as a separate unit Soc. of Am. Foresters Professional staff * Indicates practice. No standards published. J Indicates that regional accreditation standards are accepted. T h e N a t i o n a l Architectural Accredit- ing B o a r d , according to statements con- tained in letters f r o m the secretary of the board, 3 4 limits its evaluation to li- braries which are " a u t o n o m o u s within the individual architectural schools which it visits." Schools are urged to ex- periment, a n d therefore rigid standards are avoided at all cost. Each school is to be viewed within the framework of its own objectives. Seating capacity and ex- penditures for library materials are the only two items specifically listed as worthy of the visitors' attention. According to a letter from the chair- m a n of the Committee on S t a n d a r d s of the N a t i o n a l Association of Schools of Design, 3 5 this association relies com- pletely on the various regional accredit- ing agencies. T h e r e f o r e it has not issued any standards of its own. However, this association underlines the significant role of the library in the educational program and, a m o n g other items, it stresses the need for "professional per- sonnel coverage." T h e N a t i o n a l Association of Schools of Music, according to its secretary,3 6 has shown a continuing concern with the music libraries of its m e m b e r institu- tions. T h e attention has been focused solely on holdings, and for this reason the association has published lists of books which are expected to be held by music schools a p p l y i n g for membership in the association. T h e Standards of the N a t i o n a l Coun- cil for Accreditation of T e a c h e r Educa- tion consider a d e q u a t e facilities for an education library as essential.3 7 T h e council's particular concern is with the provision of materials of instruction 34 Letters dated September 29, 1956 and January 21, 1957 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, pp. 34, 35). 3 5 Letter dated December 5, 1956 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, p. 35). 36 Letter dated October 3, 1956 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, pp. 35-36). 3 7 National Council for Accreditation of Teacher Edu- cation. Standards and Guides for Accreditation of In- stitutions and Programs for Teacher Education, (n.p. 1956), standard V I I . ( A C R L Monograph 20 p. 36). which are indispensable to teacher train- ing. It relies, however, on the regional accrediting associations for the evalua- tion of all other library matters, includ- ing personnel. 3 8 T h e N a t i o n a l L e a g u e for N u r s i n g does not deem it necessary to a d o p t spe- cific standards. T h e league accepts the over-all standards of the respective re- gional associations as they are a p p l i e d to the institutions of which schools of nursing are integral parts. 3 9 T h e Society of American Foresters of- fers criteria for evaluation which are in- tended to serve only as general guides. 4 0 "Professional s t a f f " is one of the several items to be considered by the visiting committees. L i k e the other items, it is to be checked as " A d e q u a t e , " " B a r e l y Ade- q u a t e , " or " I n a d e q u a t e . " Since "profes- sional staff" is not further defined, the j u d g m e n t of adequacy must b e com- pletely left to the discretion of the eval- uators. C O N C L U S I O N S T h i s analysis has shown that the standards of all regional accrediting as- sociations except those of the Northwest Association specify faculty status for the head librarian. Only the Southern Asso- ciation insists that the whole profes- sional staff be included in the faculty, a n d the Western College Association ex- tends faculty status at least to the chief librarian and to the professional heads of the library departments. T u r n i n g to the professional associa- tions, we find that only one, the Associa- tion of American L a w Schools, expresses clearly a preference for faculty status of the head librarian. N o n e of the stand- 3 8 Letter of director of Council dated October 1, 1956 to authors of A C R L Monograph No. 20 ( A C R L Mono- graph 20, p. 36). 3 9 Letter of assistant director of Department of Baccalaureate and Higher Degree Programs dated Oc- tober 31, 1956 to authors of A C R L Monograph No. 20 ( A C R L Monograph 20, p. 37). 4 0 Society of American Foresters. Bases for Accredit- ing Schools of Forestry (Washington, D . C . : The So- ciety, 1955), pp. 6, 10, 11. ( A C R L Monograph 20, p. 37). 134 C O L L E G E A N D R E S E A R C H L I B R A R I E S ards of the other professional associa- tions specifically require faculty mem- bership for either the head librarian or for any other member of the library's staff. It should be kept in m i n d that the professional associations are primarily concerned with the holdings of the pro- fessional school library or the special col- lection. I n several of the standards of the professional associations the connection with the central library of the university or college is noted. If the professional li- brary or collection is under the general direction of the central library the gen- eral library personnel policies are ex- pected to prevail. In a few instances, pro- fessional associations rely on evaluation of the whole institution, including the library, by regional accrediting associa- tions. In these cases, silence with regard to personnel should therefore not be in- terpreted as lack of interest, b u t as a commendable endeavor to avoid dupli- cation of effort. Professional associations which do not rely on library inspection a n d library evaluation by regional associations must be especially watchful in the area of per- sonnel. If they wish to insure expert in- terpretation of the library's resources and full integration of the library with the total educational process, then they should guarantee through proper provi- sions in their standards that librarians have background and training com- p a r a b l e to that of the teaching faculty. So far over half of the colleges and universities in the country have given proper academic recognition to their professional library staffs, according to the recently published " S t a t u s of Col- lege a n d University L i b r a r i a n s . " 4 1 T h i s report adduces most compelling argu- ments in favor of academic status with corresponding privileges and obliga- tions. It proposes a concept which ranges from f u l l faculty status with academic rank a n d titles to membership in the ac- ademic community with equivalent and corresponding ranks. On account of its adaptability to dif- fering local situations the status report would be exceptionally useful to the various accrediting agencies as a guide. It is therefore hoped that the agencies will m a k e the arguments of the report their own and transform them into rules to be a p p l i e d when accrediting institu- tions of higher learning. Academic rec- ognition for all professional librarians will then be speedily attained. 4 1 Prepared by the Committee on Academic S t a t u s of A C R L ' s University Libraries Section; adopted by the Section at the 1959 Washington Conference; and sub- sequently approved for the A L A by the A C R L Board of Directors. CRL XX ( 1 9 5 9 ) , 399-400. Also significant in this connection are the new " A L A Standards F o r College L i b r a r i e s , " prepared by the A C R L Committee on S t a n d a r d s ; adopted by the A C R L Board of Directors at the 1959 Midwinter Meeting; and subsequently approved by the A L A Council at the 1959 Washington Conference. The standards, designed to provide a guide for the evaluation of libraries in American colleges and universities which place their major emphasis on four-year undergraduate instruction, unequivocally insist that the professional librarians have " f a c u l t y status, with the benefits enjoyed by the teach- ing s t a f f . " CRL XX ( 1 9 5 9 ) , 274-80. S e e esp. p. 274 and p. 276. I N F O R M A T I O N , P L E A S E : Dr. R a l p h E. Ellsworth, director of the University of Col- orado Library, Boulder, is writing a book on college and university library buildings. O n e of the aspects of library b u i l d i n g p l a n n i n g which Dr. Ellsworth feels is most in need of critical analysis, and one which he hopes to treat in some length in his forth- coming book, is the library b u i l d i n g p r o g r a m . T o aid him in this analysis he would be grateful if librarians in charge of college and university library buildings that have been erected since World War I I would send him a copy of the written pro- gram that was compiled d u r i n g the p l a n n i n g stages. M A R C H 1 9 6 0 135