College and Research Libraries serials format is not cited. None of the MARC formats for nonbook materials, e.g., films, maps, etc., are even mentioned. The chapters on library data processing include many tables that could mislead the reader. Some tables seem to be quite spe- cific in detailing production rates, costs, salaries, etc. In only a few cases are we told how these data are to be used and how they were derived; in most instances the labor costs have not been updated since the first edition. The impression remains that these tables were derived as a sort of academic exercise and are not based on ac- tual operational library data. Overall, the treatment of the various as- pects of system analysis and library data processing is uneven. What appear to be minor points are often covered in great de- tail, whereas some major topics are not cov- ered at all. Thus, in a work whose aim is to support decision making and state-of-the- art knowledge, a curious bias toward irrele- vant matters and a curious tendency toward the historical obscures the identification of and concentration on significant develop- ments and aspects of library automation. For example, the OCLC system is given a highly summarized treatment, whereas thirty-five detailed pages are devoted to the Association of Research Libraries' SILC (System for Interlibrary Communication) study. Space is given to the invention of the punched card, the history of the role of the Council on Library Resources in library automation, to a conference held at the Folger Library in 1955, to COSATI, ASTIA, etc. More attention is given to the history of the MARC Pilot Project than to what is happening to MARC today. Read- ers may have difficulty in ascertaining which developments and groups are still functioning, since the demise of a group or the culmination of a project is often not noted. Viewed in this light, the Handbook fails to meet its objectives and is not well suited for its intended audience. However, if the book is reviewed without regard to its au- thors' objectives, a different assessment can be made. The Handbook is a useful com- pendium covering several important facets of library automation. It is of interest to see what two knowledgeable and perceptive Recent Publications I 171 practitioners believe to be of value and im- portance. The authors' first-hand experience on such projects as the SILC study, the EDUCOM studies, and the National Com- mission on Library and Information Sci- ence and on state networking provide per- sonal insights and information not found elsewhere. The work is lucidly written and treats an enormous variety of topics; this variety made it difficult for the authors to give even treatment in the first edition, let alone provide uniform updating in the sec- ond. If a third edition is prepared, it might be better to divide this work into two parts: a volume dealing with background and his- tory and a volume dealing with systems aspects. (The real merit of the section on data processing technology and the chap- ters on automation of circulation and infor- mation retrieval are obscured in so volumi- nous a work.) Regardless of the :flaws in this book, the field has been enriched by the efforts Hayes and Becker have made toward an analytical structure of the library automation field. In summary, while this new edition, as did the first, fails in its stated objectives, it seems to this reviewer to meet some quite differ- ent objectives very well. In the future it will be regarded as a valuable sourcebook for the history of library automation activi- ties for the period covered. Those seeking a broad, historical introduction to library data processing will find this a useful, and, indeed, a unique resource.-Barbara Evans Markuson, Indiana Cooperative Library Services Authority. Bramley, Gerald. World Trends in Librm·y Education. Hamden, Conn.: Linnet Books & Clive Bingley, 1975. 234p. $10.00. (LC 74-34355) (ISBN 0-208- 01368-7) Gerald Bramley, British librarian and teacher, author of A History of Library Ed- ucation (1969), in which he traced prac- tices in the United Kingdom, the United States, South Africa, Australia, and India, has written a survey of some current library education trends. In the brief . introduction Mr. Bramley indicates that he plans to ex- amine the direction library education is taking. today and in the future, concentrat- ing upon Anglo-American library education 172 I College & Research Libraries • March 1976 and only summarizing significant develop- ments in selected countries. Part I begins with an interesting descrip- tion of the predominantly undergraduate programs in the United Kingdom (twenty- one pages). The chapter on the United States (eighteen pages) is based on out- dated sources: North American Library Education: Directory and Statistics, 1969- 1971 (ALA, 1972), now superseded by the 1971- 1973 edition (Kathryn Weintraub and Sarah R. Reed, 1974); the eighteenth (1973) edition of the Bowker Annual is the last edition cited. The author predicts that within a decade the United States will introduce a two-year master's program. An informative survey of Canada (eleven pages) is followed by a brief discussion of Australia and New Zealand (nine pages) . A comparison of certification and accredita- tion practices in the United Kingdom and the United States produces · perceptive comments: "Non-Americans can only mar- vel at the elaborate rituals which the COA [Committee on Accreditation] over the yeats 'has managed to introduce into the process of accreditation" (p.87). The au- thor concludes that other solutions may have to be considered in the future. Part II, entitled "Europe," includes brief, factual surveys of a few selected countries, such as the Federal Republic of Germany, the four Scandinavian countries, the USSR, and the German Democratic Republic (thirty-three pages ). Part III deals with the developing countries, highlighting develop- ments in Nigeria, Ghana, Dakar, and U gan- da and the problem of either educating a library -"elite" or training the needed num- ber of librarians (fourteen pages). Under the heading "The New Colonialists" (seven pages), American influence on library edu- cation in developing countries, including some Asian areas~ is broadly surveyed. Re- grettably, the many generalizations are not documented, and only four references are appended. · Part IV, "The Practice of Library Educa- tion," surveys practices at library schools, curricula, teaching methods, core courses, and new developments in the United King- dom and the United States (seventy pages). The author finds fault with the American way of conducting seminars, requmng research-oriented conbibutions from students, a practice contrary to that of the British so that "the American use of the seminar would appear to miss the value of the seminar as a means of developing the individuar' (p.184)-an ambiguous state- ment. Mr. Bramley favors either a "practi- cum" during library studies, or requiring previous experience in library work. Ameri- can library educators will take issue with this assumption that students who have pre- viously worked in a library possess more "poise and self-confidence" than those com- ing directly from college and should be given preference in admission. The longest chapter is devoted to methods of teaching the "core curriculum," i.e., library manage- ment, reference, and cataloging and classi- fication. Various methods, including simula- tion games, case studies, "in-tray" or "in- basket" exercises are mentioned; and con- tributions of American educators such as Thomas Galvin and Mary Jane Zachert are acknowledged, whereas the British are called •1ess innovative." Mr. Bramley feels that cataloging and classification are "no longer the cornerstones of librarianshi'p," (p.205) not revealing what is, nor referring to the newer terms preferred today in American library schools, such as "organiza- tion of knowledge." Finally, the author sin- gles out two "problem areas": information science and its incorporation in the curricu- lum, and education for children's librarian- ship and its relationship to school librarian- ship. The latter chapter is mainly based on an IFLA Report of 1970 and somewhat abruptly concludes the book. A six and one- half-page index contains specific references which seem accurate, but the coverage of personal names is inadequate and sporadic. The book is published simultaneously in the United States and England. Most of the chapters have a brief list of references at- tached, though more documentation for some of the statements would be desirable. The title, Worl.d Trends, is difficult to justi- · fy, since a large segment of the globe, such as Latin America, the rest of Europe, the Middle East, and Asia are not included. There are a numb~r of careless typographi- cal errors and some mis-set lines (p.17, 141). German entries, both. in text and in- dex, are frequently misspelled. l I 1 1 I I I The author writes in a very readable style, at times with flair. However, it is astonishing· to discover the following state- ment on the possible introduction of two- year master-level programs at British Poly- technics: "Librarianship is, in any case, a predominantly female profession. For girls [sic] whose working career may be cut short by the vicissitudes of marriage, the prospects of an additional two-year voca- tional course may seem an unnecessary luxury" (p.34). If one keeps in mind the limitations, con- fined coverage, and at times superficial treatment, the book is particularly useful to American readers in making some of the complexities of British library education clear. As to American library education, readers will find rriore in-depth treatment in Toward the Improvement of Library Education, edited by Martha Boaz (Li- braries Unlimited, 1913).-]osephine Riss Fang, Professor of Library Science, Sim- mons College, Boston. Churchwell, Charles D. The Shaping of American Library Education. (ACRL Publications in Librarianship, no.36) Chicago: American Library Assn., 1975. 130p. $8.50. (LC 7 4-23989) (ISBN 0- 8389-0170-0) This slender monograph of 102 pages plus notes, bibliography, and index, is, in essence, the published form of Churchwell's doctoral dissertation which was completed at Illinois in 1966 under the title, "Educa- tion for Librarianship in the United States: Some Factors Which Influenced Its Devel- opment between 1919 and 1939." Now with its more felicitous, though less descrip- tive title, and the imprimatur of ALA, it appears as number 36 in ACRL's Publica- tions in Librarianship Series. The blue-and-white paperback format is pleasing, the typography attractive, and the index quite adequate. However, as a his- tory of American library education, its new title is somewhat misleading and its con- tents incomplete . . The author cannot be faulted for this, since, as the earlier title suggests, he is cqncerned with only two decades in the history of library education. Churchwell's work needs to be read in copnection with two other segments of the Recent Publications I 173 story which have appeared in print (again as published doctoral dissertations) under the titles Training for Librarianship before 1923, by Sarah K. V ann, and The Profes- sionalization of Education for Librarianship with Special Reference to the Years 1940- 1960, by C. Edward Carroll. Taken to- gether, these three volumes, each building consciously upon the other, give an ade- quate and even detailed picture of the pro- fession's efforts to provide and regulate the preparation of its practicing librarians. The period from 1960 to the present re- mains unchronicled except for a few peri- odical articles including a very perceptive one by Summers1 and a chapter in a recent symposium on library education by this re- viewer.2 The excellent monograph by Shera is more a philosophic examination than a historical account of recent developments in library education. 3 But, back to Churchwell. Taking his cue from a landmark article written by Louis Round Wilson in 1932,4 Churchwell decid- ed to explore in greater detail those "most important movements, events, and influ- ences that ... characterized the develop- ment" of education for librarianship. Wil- son had enumerated ten such influences beginning with the founding of Dewey's School of Library Economy at Columbia in 1887. Churchwell, wisely Hmiting his scope, and beginning where Vann had left off, decided to explain and analyze those which occurred between 1919 and 1939, roughly the period between the two world wars. He discusses (I) the work of the Tem- porary Library Board, (2) the Board of Education for Librarianship, . (3) the Car- negie Corporation's Ten-Year Program for Library Education (which produced . both the famous Williamson Report aBd the Chi- cago Graduate Library School), (4) . the role of the Association of American Library Schools, and (5) the effects of the great depression on library education. The relationships and interactions among these various forces have not · always been clearly understood. Churchwell does much to set them in perspective and to show the part each played. Reading this volume not only sets the record straight, but may also throw some light on current problems vex-