College and Research Libraries Levels of Need for Library Service in Academic Institutions IT IS AXIOMATIC, off-campus at least, that academic libraries offer fewer services to their users than do the other types of libraries-public, school, and special. They provide seats, collections, some form of library "instruction," and "ref- erence" service consisting mostly of find- ing material and giving assistance in its .. use, plus the preparation of bibliogra- phies of fairly general scope. Some li- braries do more, some do less, but this probably describes the median level of service. Academic librarians are quick to point out that other kinds of libraries may soon discover that they cannot go on spoon-feeding their patrons either, and that whereas it may be proper enough for a special library to carry on "litera- ture research" and provide information for its tiny clientele in a small subject field, a respectable university may have fifty or more large departmentalized subject areas with which the library has to contend, and what is done for one will soon be expected by all. They also point out that faculty members will fre- quently not accept an advanced level of assistance from librarians even when it is offered. Clearly, the position of the academic library is "different," and this accounts for its present character. Academic libraries are in fact different, even among themselves. In several in- stitutions beginning students have come in such numbers as to overwhelm library facilities as well as to constitute a prob- lem of service on their own behalf, and "undergraduate" libraries at various levels have been set up to cope with this problem. In some places "special collec- SEPTEMBER 1963 Bv NEAL HARLOW Mr. Harlow is Dean of the Graduate School of Library Service in Rutgers Uni- versity and President of the Association of College and Research Libraries. tions" have been established, not only to protect books and manuscripts but also to provide research facilities and assist- ance to qualified users. In divisional li- brary organizations and in branch and departmental collections, "special li- brary" services of various kinds are given systematically or on a catch-as-catch-can basis. Some of the above-median pro- grams are the result of individual en- thusiasm or concern (by librarian or . faculty member); some express a well considered administrative policy of cam- puswide library use. Is there a basic ra- tionale that is appropriate to academic library service which might bring the needs of all users into accurate focus or which could indicate lines of force around which needs and services might naturally cluster? It is the hypothesis of this paper that there are distinctive levels of academic and research need in respect to library service within institutions of college and university rank, and if this be true, in- dividual library programs can be de- signed to satisfy them.l If users do di- vide nicely for libraries into more or less discrete if not necessarily exclusive 1 See Neal Harlow, "An Open-skies System of Academic Library Service," in the Jouf'nal of Edu- cation for Librarianship, II (1962), 183-90, particu- larly p. 188-89. The concept has also been fairly thoroughly canvassed in an advanced (doctoral) Sem- inar in Research Library Administration in the spring of 1963 at the Graduate School of Library Service, . Rutgers University, with Ann Painter, Mrs. Halina Rusak, Mr. Rodney F. Ferguson, and M;r. Hassan E. Hassan. 359 groups, their problems can be attacked directly and logically when they are recognized. The categories of functions which will now be described do not exist in the literature of librarianship under the names which, for want of a more exact terminology, are tentatively used here, but they are carefully defined as part of the process of identification with which this paper is primarily concerned. Hypothesis: There are three levels of library use in an academic and research institution: (1) "college" level-the stu- dent's library, for the beginning student engaged in general education and in ac- quiring background for specific disci- plines; (2) "university" level-the ma- turing scholar's library, for the develop- ing scholar and specialist, emphasizing a subject field or area, providing syn- thesis and an introduction to research; and (3) "research" level-for the ad- vanced graduate, faculty member, and research staff concerned with the exten- sion or application of knowledge pro- viding the necessary intellectual support for research. If these three levels of need are real and call for different kinds of library s·ervice to meet them, we can serve them better when we (a) identify them, (b) analyze their needs, and (c) design spe- cific services to satisfy them. Rather than argue about terminology, let us concen- trate upon identifying and defining needs, using the terms which are at pres- ent available to us. THE "CoLLEGE" LIBRARY: THE LIBRARY IN THE PROGRAM OF GENERAL EDUCATION The "college" provides in its two aca- demic years a foundation upon which a "general education" is built and a base for future specialization. Its program normally includes introductory and gen- eral courses in three broad divisions: the humanities, social sciences, and sci- ences. The library's character and scope: The library reflects the character and content of the curriculum offered by the college. It is general in coverage, tending toward breadth in subject matter rather than depth. It provides material for assigned reading and for the encouragement and accommodation of the developing intel- lectual interests of growing individuals; it is the "school library" of higher edu- cation. The library's purpose: It has a dual purpose with respect to students: (1) to constitute part of the instructional pro- gram, promoting and supplementing col- lege teaching, and (2) to develop the student's habit of self-education through familiarity with bibliographic method and resources and the encouragement of independent work. For the faculty it provides the resources and services nec- essary for teaching at the college level. · Special needs of users: Students need direct access to a small and well selected collection of library materials, with a minimum of physical and psychological restraint, conditions which are attrac- tive and conducive to study, long open hours, and a mature and respected pro- fessional staff. They need instruction and guidance in the use of bibliographic method and re-sources and individual at- tention with relation to their academic problems. Types of resources: The library should provide a well selected, constantly weed- ed, and live collection of books and oth- er materials in areas of general knowl- edge, covering broadly the humanities, social sciences, and sciences. It should have a small reference collection, ade- quate to the students' requirements at the introductory level, and a number of good quality journals, general and basic in nature. Appropriate services: There should be plenty of pertinent material, readily ac- cessible for home or library use, with enough copie~ to support required and popular reading; a knowledgeable staff with a respect for individuals and an in- terest in. the . needs of undergraduates; 360 COLLEGE AND RESEARCH LIBRARIES formal and informal instruction in bib- liographic method-a learning that is intended to be transferable and not tied to local surroundings; a simple catalog; cooperation with faculty in making the library a laboratory that is functionally related to courses of study; encourage- ment of free reading through open, at- tractive collections, displays, book lists, reader guidance, discussion groups, read- ings, and dormitory libraries; and serv- ice to faculty through lists of acquisi- tions and information about appropriate new materials, bibliographies for class use, and the provision of special ma- terials as required to satisfy particular assignments. THE "UNIVERSITY" LIBRARY: THE LIBRARY SERVING THE MATURING STUDENT- SPECIALIST-SCHOLAR Beyond the introductory college level, the "university" offers the maturing stu- dent a greater depth of general under- standing, opportunities to observe rela- tionships among a number of subject fields, and bases for continuing speciali- zation. The student learns the attitudes and techniques of investigation, and the faculty maintains competence in his sub- ject field and improves the effectiveness of his communication with classes. The library's character and scope: The liorary provides material in sufficient depth to encourage and make possible serious scholarship in all departments in which instruction is given. It is both general in scope and specialized in the content of its holdings, providing op- portunity for directed study, systematic review, summary, and evaluation. The library's purpose: The library is designed to support the teaching pro- gram, embracing the whole curriculum above the introductory level, serving "upper division" subject "majors," hon- ors students, and persons preparing to work toward advanced degrees; to in- troduce the student to the attitudes, techniques, and possibilities of investi- SEPTEMBER 1963 gation and to give him opportunity to pursue it; to offer adequate material to allow choice in reading, encouragement in following references·, and reinforce- ment for continuing study; and to satisfy the full range of faculty needs for in- structional purposes, including standard treatises and texts and the results of past and current research. Special needs of users: The student needs training and experience in bibli- ographic method, acquaintance with bib- liographic sources and reference works (available locally or elsewhere) in his field of study, exercise in discriminating between good and poor sources of infor- mation and in logically using his find- ings. He may need information rather than guidance when its use is more im- portant to his education than his ex- perience in finding it. The teacher will need assistance in acquainting students with the bibliography of their subject fields, in developing their own bibli- ographic knowledge, and in maintaining "current awareness" with respect to re- cent publication. Ready access to ma~eri­ als is essential; with facilities for un- interrupted individual study. Types of resources: The library must embrace most subject fields, many of them to considerable depth, and have a widely representative collection of gen- eral works and of those which are com- mon to several fields, providing his- torical coverage when this is appropri- ate, and the newest editions and most recent issues of bibliographies, refer- ence works, serials, original texts, mono- graphic studies, government publica- tions, maps, microreproductions, manu- scripts (or facsimiles) for instructional use, slides, recordings, and any other per- tinent content without respect to physi- cal form. Appropriate services: Resources should be freely accessible, including "rare" ma- terials under necessary supervision, pro- viding opportunity for persons to work near collections of immediate interest, 36( and to be able to consult bound and unbound periodicals, indexes, reference materials, and books in convenient jux- taposition. There should be instruction and assistance in bibliographic method and in the use of bibliographic and ref- erence works; assistance in defining the bibliographic problems of specific in- vestigations and in selecting materials to master them; and the provision of actual information when it is more im- portant to the user than the intellectual exercise in locating it. There should be subject specialization in reference and information service to students and fac- ulty, based upon knowledge among the library staff of the character, terminol- ogy, and literature of subject fields and a convenient organization of related ma- terials and services to expedite use. Serv- ices should include the preparation of general and special bibliographies, in- terlibrary loan, assistance in translation, cheap and rapid copying, arrangements for individual study, typing facilities, and long hours of operation. THE AcADEMIC "RESEARCH" LIBRARY: THE "SPECIAL" LIBRARY WITHIN THE AcADEMIC SETTING Research in an academic institution is carried on by faculty, doctoral candi- dates, and research staff who fulfill the . university's responsibility to extend the boundaries of knowledge beyond that required to satisfy the immediate de- mands of teaching. The .library's character and scope: A research collection should be tailored to satisfy the specific needs of the projects it serves, acquiring only materials which contribute to this purpose, and main- taining working arrangements with oth- er general and special libraries to assure the availability .of supporting resources. The library's purpose: to provide in- formation and material when· it is re- quired and in the form in which it is needed, with the special responsibility to maintain current awareness in areas of present and developing concern and to stimulate new thought and learning through the continuing flow of pertinent literature. Special needs of users: The research man in a university may use the library directly, or he may ask for special infor- mation and assistance. A specialist in a narrow subject field, he will need biblio- graphic guidance and support in other areas, assistance in literature searching, in scanning what is new and of interest to him, and in maintaining highly se- lective personal reference files. Types of resources: Built upon the re- sources of the "university" library, the "research" library's collections will be of a highly specialized nature. In the sciences these may be laboratory ma- terials such as handbooks and formulary, pertinent journals, abstracts and indexes, annual reviews, state-of-the-art series, "re- port" literature, and proceedings, often of recent date. In the humanities and social sciences there will be books and monographs, original texts, journals, field reports, original documents, government publications, manuscripts, newspaper files, microreproductions, ephemera, and whatever else is required, often without respect to age. Appropriate services: The library must provide rapid procurement, processing, and binding; quick reference service; accurate information; literature search- ing, bibliographic checking, and the preparation of bibliographies; the screen- ing of incoming literature for individ- uals and groups, including tables of con- tents, citations, abstracts, or photograph- ic copies; if pertinent; "skim," "spot," or full translations; cheap and quick photocopy; telephone and delivery serv- ice, and interlibrary loan; communica- tion with subject specialists in prepar- ing necessary state-of-the-art summaries; seminars relating to the output of cur- rent literature; participation in faculty and research meetings and seminars, co- ordination of library and research in- 362 COLLEGE AND RESEARCH LIBRARIES terests in the university; promotion of the use of services; and study facilities for continued uninterrupted use during long open hours. In order to provide a more extended perspective and contrast between the academic "research" library and the "special" library in a noncampus setting, a fourth category of need and service is appended. THE "SPECIAL" LIBRARY: THE LIBRARY SUPPORTING RESEARCH AND DEVELOPMENT IN BusiNEss, INDUSTRY, AND GovERNMENT The "special" library is part of an agency, industry, business, or organiza- tion (private or government); it pro- vides a fundamental service, correlating, interpreting, and utilizing materials for the sole benefit of its particular clien- tele. The library's characte_r and scope: The scope of the library is~ likely to be nar- row, as determined by the active require- ments of the organization of which it is a part; it will characteristically cover one or more limited subject areas of immedi- ate or developing concern. The library's purpose: It is normally the purpose of this library to provide information rather than material, when it is required, in the form in which it is needed, and with responsibility for its accuracy and completeness. Special needs of users: The "bench" scientist, engineer, and technician may require special information or a sum- mary and evaluation of literature in order to carry out their current tasks. They will need to keep up with the lit- erature in their special fields and to have recourse to it upon demand. Types of resources: Holdings are like- ly to be of current and recent date, thbugh they will embrace whatever is of continuing use: journals, "report" literature, patents, monographs, re- prints, photocopies, translations, ab- s~racts, punched cards, magnetic tape, SEPTEMBER 1963 handbooks, tables, and other pertinent material in usable form. Appropriate : services: Appropriate services include rapid procurement and processing; quick reference; . the provi- sion of specific, accurate, and complete information, using the assistance of sub- ject specialists trained for this work or librarians responsible for information and materials, whichever is appropriate; access to interlibrary loan and the in- formation network; literature searching and bibliography; screening of current literature and circulating of tables of content, citations, abstracts, or photo- copies, often in bulletin form; "skim," "spot," or full translations; quick photo- copy; state-of-the-art summaries; organ- izing seminars relating to the current literature; writing, editing, and publish- ing; attending staff meetings as part of the research team; working with and coordinating the use of machines for in- formation use; maintaining archives; and harnessing information to every re- search requirement. It is not likely that a library will ever be able to offer a one-level service to a constant and homogeneous group of us- ers. In a research . library (as studies have shown) most information provided is of a "general" nature; in a junior col- lege the needs of faculty and the requ.ire- ments of technical and terminal courses do not conform to normal undergradu- ate use; and even at the purely "college~' level (as herein defined), assignments, may involve quite complex investigation for the able and accelerated student. But if these academic groups can be observed in strata as described, each with its char- acteristic library needs, librarians should not be confused by overlapping areas of similarity. By failing to distinguish among levels of users and use, attention tends to gravitate toward the least com- mon denominator; this is usually the student who wants to borrow a book. Library resources are vital to the aca:~ demic man, but a library system to satis- 363 fy his intellectual requirements has sel- dom justified its existence to him. The librarian has not often thoroughly ra- tionalized all of his relationships to the academic community, but he has rather incontinently dreamed of "the scholar's workshop" and "the heart of the uni- versity" in psychic release from responsi- bility! If no "standard issue" of library serv- ice is acceptable to all users but several levels of operation are required to satis- fy demonstrated needs, would a proposal to develop appropriate services in all academic libraries--as a continuing ACRL program-stir the Association's interest in its present mood and at a time like this (its 75th anniversary)? • • ACRL Grants Program, 1963 FoR THE NINTH consecutive year, the Com- mittee on Grants is distributing application forms for subgrants to the libraries of pri- vately endowed universities and colleges whose curricula constitute four-year pro- grams of undergraduate instruction. Applica- tion forms will be mailed early in September to the librarians of the eligible institutions (privately endowed four-year universities and colleges, as listed in the USOE Education Directory~ 1962-63, Part 3). These applications must be submitted to the ACRL office not later than October 18. The grants are designed to help develop collections, and improve the quality of li- brary services to higher education through research in librarianship and bibliography. Renewal of the United States Steel Foun- dation's gift to ACRL to support this pro- gram in 1963 has been made. The founda- tion has been our principal contributor since 1955. Their grant of $30,000 also demon- strates in an effective manner the faith of the foundation in the value of this ACRL program activity. The 1963 program has additional support from the National Biscuit Company Founda- tion, the Olin Mathieson Charitable Trust, Pitney Bowes . Inc., Time Incorporated, and the H. W. Wilson Foundation, Inc. The Remington . Rand Division of Sperry Rand Corporation has contributed $7,500 for the purchase of furniture and equipment which is available through the Library Bu- reau. The same form will be used either for re- quests for a monetary grant or for requests for a grant of furniture or equipment. Requests from individual librarians for research or bibliographical work should be made by a letter stating succinctly the pur- pose of the project, its current state of de- velopment, its proposed date of completion, a budget for the funds requested, and the reasons why funds from outside the appli- cant's own ·institution are sought. Members of the Gr;1nts Committee will meet in Pittsburgh, Pa., in November to de- termine actual distribution of the grants. Announcement of their decision will be made in the January 1964 number of CRL. Mark M. Gormley, librarian, University of Wisconsin-Milwaukee, is chairman of the committee for l963 j 64. Other members are: Humphrey G. Bousfield, chief librarian, Brooklyn College, Brooklyn, N.Y.; Helen M. Brown, librarian, Wellesley College, Wel- lesley, Mass.; Wen Chao Chen, librarian, Kalamazoo College, Kalamazoo, Mich.; Rich- ard B. Harwell, librarian, Bowdoin College, Brunswick, Me.; David Kaser, director, Joint University Libraries, Nashville, Tenn.; Neal R. Harlow, dean, Graduate School of Li- brary Service, Rutgers University, New BrunswiCk, N.J. (ACRL President ex officio); and George M. Bailey (ACRL Executive Secretary ex officio) . • • 364 COLLEGE AND RESEARCH LIBRARIES