College and Research Libraries for the abolition of the,library in favor of sub- ject-specific information services, he does a toe dance, points out that most of public knowledge would not be useful even if available, notes that the vast majority of in- formation gathering is done for interest rather than for problem-solving purposes, and finally suggests that the only thing we need do to make our present system of in- formation dissemination perfect is to in- crease our reference staff so that there is a subject expert assigned to each and every subject in which we intend to offer informa- tion serivce. By my reckoning that means most general libraries would have to have several hundred experts, a rather massive increase in "reference librarians." I wonder if Wilson wrote this book while trying to figure out how to find jobs for all the library school students he was helping to train.- W. David Laird, University Librarian, Uni- versity of Arizona. Merrill, Irving R., and Drob, Harold A. Criteria for Planning the College and University Learning Resources Center. Washington, D.C.: Association for Educa- tional Communications and Technology, 1977. 117p. $4.95 member; $5.95 non- member. LC 77-2612. ISBN 0-89240- 003-X. College Learning Resources Programs: A Book of Readings. Washington, D.C.: As- sociation for Educational Communications and Technology, 1977. 80p. $4.50 mem- ber; $5.50 nonmember. ISBN 0-89240- 005-6. Both these AECT books assume a learn- ing resources complex administratively and physically separate from the library (Merrill and Drob, p.17, College Learning Resources Programs, p. 71). Merrill and Drob' s volume, of ~hich a 1974 version was published under the title Criteria for Planning the University Learn- ing Resources Center (p.ii), is based on a 1969 study of nine campuses of the Univer- sity of California, ranging in size from 1,000 to 27,500 students. The data gathered were projected to produce a matrix of 288 cells displayed in 17 pages of tables. "The datum entered for each ceil is an estimate based on expert judgment. A tentative estimate was prepared for each cell. . . . Learning re- Recent Publications I 61 sources personnel on the other campuses then reviewed the estimates on the basis of their experiences in their settings" (p.55). The tables give recommended full-time- equivalent staff and assignable square feet of space for four levels of enrollment and four levels of scope or range of activities offered within each type of service. These are based on an overall estimate of 10 percent of "total student learning time during which the stu- dent is under the stimulus of learning re- sources" (p.54) for television production services, photography production services, graphic services, programmed instruction, television presentation services, self- instructional units, projection, audio, and film rental services, instructional develop- ment service, and internal planning and administration. Although every reader may have some difference of opinion about what activity is assigned to what level of scope, the tables provide a useful checklist from which ex- perienced administrators might derive their own priorities and, given an understanding of the limitations of the data presented, work out their own patterns and formulas. The text chapters appear to have been writ- ten in 1972, with very minor revisions that do not reflect the changes of the last five years or the current status and experience with implementation. These chapters discuss the pre-1972 de- velopment of instructional resources, . their relationship to teaching styles, centralization vs. decentralization, the nonrelationship of learning resources to libraries and librari- ans, instructional development, administra- tion, evaluation and accountability, and budgeting. College Learning Resources Programs: A Book of Readings consists of eight chapters by twelve authors, which appear to have been written between 1971 and 1974. Treatment of each topic is brief and the bal- ance somewhat uneven. "Technological Communications Services in Higher Education," including instruc- tional development, production, and utiliza- tion, discusses administrative organization, functions, and personnel with five organiza- tional charts. "Instructional Development Function" discusses levels of personnel, competencies needed for faculty develop- 62 I College & Research Libraries • January 1978 1976-1977 PICK'S CURRENCY YEARBOOK* 21st Edition. 8~ w X I r. Cloth. 80Q pages. ISBN 0-87551 -276-3. This annual Is the most complete single source of current monetary In· formation In print. Contains a comrre- henslve description and appralsa of 112 major currencies and accessory units, a supplementary review of 40 minor monies, and latest develop- ments In International gold markets In· eluding monthly bar and coin prices for ten years. There Is also a complete survey of official exchange rate struc· tures as well as a ten-year record of monetary depreciation. Resident and nonresident transferability regulations and domestic currency restrictions are discussed. PRICE .. $150.00 •1955-1974 (19 volumes) availoble on microfilm (J6Mm. 20:1 reduction-positive image). Postpaid price: $350.00 ALL THE MONIES OF THE WORLD* A Chronicle of Currency Values 6 w x 9 w Cloth, 620 pages. ISBN 0-87551-610-6. Historical dictionary of money values. Fulfills the need for a standard refer· ence work for students and profes· slonals alike. Recommended by Ll· brary Journal for business, financial and economics libraries. The volume Is a comrlete chronology of kinds and values o currencies used since man's first experience with a medium of exchange. PRICE .. $80.00 •Also availoble on seven, 105mm x 148f1!m '!'icrof/Che Ct11'ds. Postpaidpnce: $'14.95 21 WEST STREET • NEW YORK, N.Y. 10006 ment and developed instruction, facilities, equipment, expenses, and time. "The Diffusion/ Adoption Function" concerns dis- semination of innovations, getting them adopted by practitioners, demonstrating them in working environments, and facilitat- ing their use and maintenance, including continuing evaluation. "The Prod.uction Function" differentiates various levels of service-mechanical prepa- ration, creative production, and conceptual design for audio, graphics, photography, and printing and duplicating-and gives organizational charts, job descriptions, pro- duction policies, and a list of capital equip- ment. "The Telecommunication Function" discusses educational and instructional tele- vision, studio production, personnel, and equipment. "The Utilization Function" touches briefly on selection of materials, design, dissemina- tion, faculty liaison, and technical considera- tion for equipment, bidding, distribution, and maintenance. " Facilities" discusses learning spaces, centers, projection, and (,lcoustics. "Budgeting" touches on program analysis, statistics, planning, types of budgets, and their development and sup- port. Both books underscore the difficulities of quantifying standards or guidelines. "There is a lack of solid operational data from a va- riety of active learning resources centers on which to base generalizable formulae, cost estimates, planning criteria,. and the like . Hopefully, a national study of the data de- rived from such centers can be programmed in the near futJ.Ire as primary source mate- rial" (Merrill and Drob, p.97). In the mean- time, the lists, . charts, descriptions, and definitions included, if examined critically and used cautiously, may be helpful in as- sessing one' s own institution.-Sarah Katharine Thomson, Media Utilization Ad- visor, Bergen Community College, Paramus, New Jersey. Association for Educational Communications and Technology. Task Force on Definition and Terminology. Educational Technol- ogy: Definition and Glossary of Terms. V .1. Washington , D.C. : Association for Educational Communications and Technology. 1977. 365p. $21.95 member;