College and Research Libraries


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; 



, 
$24.95 nonmember. LC 77-2618. ISBN 
0-89240-002-1. 
Volume 1 of AEGrs impressive effort to 

define educational technology was fourteen 
years in the making. It is composed of two 
parts: the definition statement (which is 
complete) and the glossary (which is not). 

The definition statement occupies the first 
150 pages and consists of a series of essays 
dealing with educational technology as a 
theoretical construct, as a field of endeavor, 
and as a profession. A summary of the def-
inition, which has sixteen different parts and 
has been endorsed by AECT as its official 
definition, can be found in Chapter I. This 
section also includes a model of the domain 
of educational technology-a concept that is 
further explored in the new sound filmstrip 
Understanding Educational Technology 
($19.95 member, $24.95 nonmember), now · 
available from AECT. 

Chapter II serves as an introduction to 
the definition section; in it the arrangement 
of subsequent chapters is described. Chap-
ters III and IV consider educational 
technology as a theoretical construct, taking 
into account historical developments as well 
as current thought. In Chapters V and VI 
the intellectual techniques and practical ap-
plications of educational technology as a 
field of endeavor are considered, while 
Chapters VII, VIII, and IX address the 
question of educational technology as a pro-
fession. Chapter X is an evaluation of the 
entire first section of the book. 

The remaining 215 pages make up the 
glossary portion. Users of the glossary are 
reminded that it is not yet complete; it con-
tains only terms relating to the development 
and production of learning resources . Terms 
related to the management of learning re-
sources are slated to be covered in volume 
two, scheduled for release in late 1978. 

The glossary is not in a straight alpha-
betical format; rather it employs a somewhat 
cumbersome classified presentation that re-
quires instruction in its use (provided on 
pages 153-59). The glossary consists of sec-
tions labeled "functions"; these include 
theory, research, design, production of ma-
terials, evaluation-selection, materials , de-
vices, and techniques. 

Each function includes an alphabetical 
glossary, plus , in some case~, lists of related 

Recent Publications I 63 

but undefined terms. The theory section, 
for example, contains a glossary plus vocab-
ulary lists drawn from communication 
theory, learning theory, perception theory, 
and systems/cybernetics/information theory. 
Readers needing definitions of terms in the 
related terms listings are advised to consult 
other appropriate publications. . 

The majority of the definitions given in 
th~ glossary section are drawn from existing 
sourc~s (with citations given). Some, how-
ever, have been developed especially for 
this publication and are so· identified. Occa-
sionally there are conflicting definitions, as 
in the cases of "system" and "programed in-
struction." 

Althoug~ some conflicting definitions are 
presented deliberately, one suspects that 
there are some inadvertent conflicts as well. 
On pages 2-4 of the definition statement; 
the authors are at pains to explain that edu-
cational technology and instructional 
technology are not the same thing; on page 
163 of the glossary, however, the domain of 
educational technology is defined as "a 
model which shows the elements and inter-
relationships of instructional technology," 
and on the following page exactly the same 
definition is given for the model of the do-
main of instructional technology. 

The classified glossary format creates two 
problems for users that might have been 
avoided by choice of a straight alphabetical 
format. First, the user must know the func-
tion in which the desired term is most likely 
to occur. An alphabetical index is provided 
for the unlucky user who is nof so prepared, 
but consulting it requires one more step in 
th~ search for definitional clarity.· Second, 
the classified format necessitates the repeti-
tion of terms applicable to more than one 
function-a feature that doubtless added to 
the length of this volume . "Self-instruction," 
for example, is repeated under techniques, 
design, and theory, while "kit" occurs in 
theory, design, and materials . 

The glossary makers have thoughtfully 
provided a mechanism whereby suggestions 
and criticisms from glossary users can be 
communicated; a set of glossary input cards 
are printed at the back of the book, and 
glossary users are

1 
invited to make use of 

them.-Cathleen Flanagan, Department of 
Educational Systems and Learning Re-



64 I College & Research Libraries • january 1978 

sources, Graduate School of Education, 
University of Utah, Salt Lake City. 

Stone, Elizabeth W. American Library De-
velopment, 1600-1899. New York: H.W. 
Wilson, 1977. 367p. $45 U.S. and 
Cana<!a; $50 other countries. LC 77-7881. 
ISBN 0-8242-0418-2. 
This book, a greatly revised version of 

Mrs. Stone's Historical Approach to Library 
Development (University of Illinois, Gradu-
ate School of Library Science. Occasional 
Papers, no.83, 1967) opens with a fifty-
three-page chronological chart in eight col-
umns: private, special, and government li-
braries; academic libraries-school libraries; 
public libraries; technical services; legisla-
tion; publications; professional activities; and 
buildings and miscellaneous. A section of 
some 270 double-colu.mn pages ·follows in 
which each item is expanded into a para-
graph or two, with an abbreviated citation 
to the source quoted or paraphrased. Ap-
proximately 1,000 sources are listed in the 
bibliography; the most recent are dated 
1975. 

This review is concerned with academic 
libraries, but items pertaining to academic 
libraries are found in all sections except 
two. This scattering is one of the first dif-
ficulties encountered in using the book. 
Items about library regulations, for exam-
ple, may be found under professional 
activities, technical services, or academic li-
braries. The appointment of librarians is 
sometim~s reported under professional ac-
tivities, sometimes under academic librar-
ies. Catalogs of the libraries may be noted 
under technical services , publications, or 
academic libraries. If there is a logical plan 
for this arrangement, it is not apparent. 

A more serious difficulty is that a number 
of important sources have not been con-
sulted. Among them are John M. Jennings' 

·Library of the College of William and Mary 
in Virginia, 1693-1193 (Charlottesville: 
Univ. Pr. of Virginia, 1968), and his "Notes 
on the Original Library of the College of 
William and Mary in Virginia" (Papers of 
the Bibliographical Society of America 
41:258-67 [1947]); Henry B. Van Boesen's 
Library of the College or University in the 
English Colony of Rhode Island and Prov-
idence Plantations in New England in 

America, 1767-1782 (Providence, 1938); 
Papers in Honor of Andrew Keogh (New 
Haven, 1938), a storehouse of information 
about the early Yale Library; Herbert. and 
Clara Schneider's Samuel johnson, Presi-
dent of King's College: His Career and 
Writings (New York: Columbia Univ. Pr., 
1929), valuable for both Yale and King's 
College; Ezra Stile's Literary Diary (New 
Haven: Yale Univ. Pr., 1901), which de-
serves to be cited rather than secondary re-
ports about him; and neither Thomas Hard-
ing's College Literary Societies (New York: 
Pageant, 1971) nor his shorter account in 
the Library Quarterly (29:1-26, 94-112 
Uan., April 1959]). 

Still more difficulties appear in the text. 
The section on academic libraries opens 
with a 300-word account of Henrico College 
and a similar plan in New England, al-
though neither the colleges nor their librar-
ies ever existed. Some myths about early 
college libraries are perpetuated, e.g., the 
gift of William Ames' books to Harvard and 
Thomas Clap's account of the founding of 
Yale. The gift of Elihu Yale's books in 1718 
is mentioned only in connection with the 
sale of duplicates thirteen years later. The 
early library gift to the College of New Jer-
sey was from Jonathan Belcher, not Jeremy. 

The appointment of Charles Bellini as li-
brarian of the College of William and Mary 
was in 1780, not 1760. To cite 1723 for the 
establishment of this library ignores the gift 
of Governor Francis Nicholson's library in 
1698 . . What happened in 1723 was the erec-' 
tion of the Brafferton building for Indian 
students and an attempt to tap the bequest 
of Robert Boyle for support of the general 
library . 

The inventory f the Harvard Library or-
dered in 1707 was surely not an unusual 
event; the laws of 1667 required annual in-
ventories. The note on John Harvard's li-
brary omits the most recent identification of 
the titles by Henry J. Cadbury. The 1848 
index to periodical articles in the library of 
the Brothers in Unity at Yale, which pre-
ceded Poole's Index, is surely worth noting. 
And, regrettably, there are other slips. 

Because of its uncritical use of sources, 
unpredictable arrangement of items, and 
too-frequent errors, this book is a less than 
satisfactory guide to American academic li-