College and Research Libraries 176 I College & Research Libraries • March 1979 dience identified as librarians and library school students-who ought to know where to find these definitions-the "Glossary" might well be discontinued as a feature of the series. Though it may have caused the author to provide more scholarly apparatus than the reader cares to have, his careful attention has resulted in two monographs that are well or- ganized, clearly written, carefully documented, and devoted to an important topic.-Elizabeth L. Tate, Rockville , Mary- land. Haywood, C . Robert. The Doing of History: A Practical Use of the Library-College Con- cept. Learning for Living Series. Norman, Okla.: Library-College Associates, 1978. 114p. ~5. LC 78-7781. ISBN 0-917706-03- X. This is the third publication in a series of short monographs issued by proponents of the library-college concept. Most librarians would agree with the basic principles advanced by the library-college. The integration of curriculum and library skills is a vital area of discussion and innovation. Yet the library-college people are not in the mainstream of this work. They seem insulated against all approaches but their own. Word of their activity has nearly ceased to appear in library literature. With characteristic zeal, they have done their own publishing. During the past ten years , Library-College Associates has published Library-College Journal ahd its successor, Learning Today . The failure to de- , tail the implementation of their theories has often been criticized. The Learning for Living Series has been issued to show how educators at various levels use the library-college con- cept. Robert Haywood, academic vice-president of Washburn University , is also on the edito- rial board of Learning Today. Th e Doing of History comprises three chapters, totaling fifty-eight pages , and a transcript of nearly the same length that records a discussion between Robert Haywood and Patricia Knapp occur- ring at a library-college meeting ten years ago. In the fir~t chapter Haywood , a historian , chronicles a dramatic enrollment decline in Faxon is your Key. Libraries are becoming increasingly automated and Faxon is your key to a wide range of specialized, automated subscription services. Faxon offers the latest in periodical control with TL-90, a biblio- graphic information service; SCOPE, a three- year price monitoring system; CS/PRC, serials records controls thru listings in various sequences of all titles currently subscribed to through Faxon, sub-totaled as requested; and FACS (Faxon's Automated Claim System) to rapidly and conveniently process your claims. Information from the above, as well as all bibliographic elements on Faxon's annual invoice, is available on punch cards and/or data. processing tape for direct use in your library's computer system. Write or call Faxon today for our LIBRARIANS' GUIDE and SERVICE BROCHURE. Faxon. . . first in automated library sub- scription services. 15 Southwest Park, Westwood, Massachusetts 02090 Tel: 800-225-6055 (toll-free) • 617-329-3350 (collect in Mass. and Canada only) j undergraduate history courses. As explana- tion, he cites the opening up of general educa- tion options, the dwindling need for secondary school history teachers, and the poor salability of history to students interested in finding jobs. The second chapter, entitled "Doing versus Taking It," places with the faculty the blame for history's poor image with students. Claim- ing that the "guilt lies not with the discipline, but with the presentation," Haywood sees a need for historians to change their approach to history and their instructional methods. The final chapter offers three instances in which teachers have worked with librarians to involve students in compiling, or "doing," his- tory. Two of the projects are at the high school level: students work on an oral history of their own school, and an ongoing course produces a media presentation about state personalities and events. Haywood also relates how he worked with a librarian at the college level to stimulate learning in a black history course. The transcript of the panel and audience discussion is of some interest but serves mainly to restate the thoughts of the second and third chapters. The conclusions reached are not new and seem obvious: teachers and librarians should work together to motivate and facilitate student learning. Any thinking about libraries from faculty and, especially, administrators is useful and encouraging. There is nothing in The Doing of History to incite the serious and often justified criticism directed at the library-college. It is a slight, though thought-provoking, account of how one professor discovered the importance of the library in his teaching. -Douglas Birdsall, Idaho State University, Pocatello. Bock, D. Joleen, and LaJeunesse, Leo R. The Learning Resources Center: A Planning Primer for Libraries in Transition. LJ Spe- cial Report #3. New York: Library Journal, 1977. 64p. $5. ISBN 0-8352-1051-0. ISSN 0362-448X. Burlingame, Dwight F.; Fields, Dennis C.; and Schulzetenberg, Anthony C. The Col- lege Learning Resource Center. Littleton, Colo.: Libraries Unlimited, 1978. 176p. $15 U.S. and Canada; $18 elsewhere. LC 78- 13716. ISBN 0-87287-189-4. These works provide a good assessment of the recent trend in two- and four-year colleges Recent Publications I 177 toward the unification of educational resources and services into a single administrative unit. The college learning resource center (LRC) expands the library in the traditional sense to interface with audiovisual services, graphic production, and instructional television com- ponents. Bock and LaJeunesse have written an over- view of learning resource programs as related to facilities design and program planning. It assesses the basic concepts that should be con- sidered in the planning or restructuring ·of programs. The Burlingame , Fields, and Schulzetenberg book deals with the entire LRC phenomenon, with attention to its func- tion and administration. It is designed for media personnel in existing and evolving pro- grams. The emphasis of each book is on the practi- cal application oflearning resources to the col- lege environment. Written by media profes- sionals, each book combines theoretical dis- cussions and specific examples that typify on- going programs in various U.S. colleges. In a nuts-and-bolts approach, Bock and La Jeunesse analyze LRC service components in terms of public services, technical services, production services, and related instructional services. Emphasis is placed on writing educa- tional specifications in the planning stage. The specifications form the rationale and justifica- tion for space allocation and utilization based on the expected function of the facility. There are some guidelines for preparing speci- fications. An exemplary set of specifications is included along with organizational diagrams and flow charts of specific LRCs. The flow charting process is analyzed by levels, and brief synopses of PERT (Program Evaluation Review Technique) and CPM (Critical Path Method) are developed as alternative methods of tracking program development. There .is a good, succinct section on sug- gested staffing patterns with task analyses and job descriptions. A rapid and somewhat su- perficial overview of how the LRC fits in with curriculum, teaching methods, and the col- lege community is included. This culminating section serves to link the other topics into a comprehensive package. The Burlingame, etc., book is an in-depth assessment of the LRC, and it is well documented. The first few chapters offer a philosophical foundation for the conceptuali- ·.