College and Research Libraries The Academic Library Job Market: A Content Analysis Comparing Public and Technical Services David W. Reser and Anita P. Schuneman This study analyzes the differences between public and technical services positions as described in job advertisements. Eleven hundred thirty-three jobs advertised by 480 institutions in 1988 were examined using content analysis to determine differences in the levels of computer skills, foreign-language requirements, previous work experience, educational requirements, and mini- mum salary offered. Analysis of the data included cross-tabulation and tests to determine statistical significance. Technical services position advertisements require more computer skills and previous work experience and are more than twice as likely to require foreign-language skills. Public services candidates are expected to have more advanced degrees. Minimum salaries advertised for the two groups are nearly equal for lower-level positions, but public services salaries rise faster as administrative responsibilities grow. These differences should be considered by persons preparing for or choosing a specialization. ublic and technical services are the two most common di- visions in the organizational structure of academic librar- ies. Librarians frequently choose one or the other of these specialties and stay within it throughout their careers. A re- cent survey of library school graduates found that while nearly 30% of the new librarians perceived reference jobs as "most desirable," cataloging and other technical services jobs were desired by only 8% and 8%, respectively. 1 As are- sult, a well-reported crisis in the recruit- ment of qualified catalogers and other technical services personnel seems to be in force. 2 Studies have been initiated to examine the problem, and a conference was held on how to recruit better new technical services librarians.3 Numerous articles have appeared in the library lit- erature hypothesizing about the low level of technical services recruitment. These articles blame everything from li- brary school curricula and instruction methods to the perceived tedious nature of technical services jobs. In casually reading job advertise- ments for academic librarians, the au- thors observed what they perceived to be substantial differences in the stated job requirements for technical and pub- lic services positions. This study grew out of a desire to examine and document David W Reser is Whole Book Project Cataloger at the Library of Congress, Washington, D.C. 20540, and Anita P. Schuneman is Monographic Cataloger at the University of Colorado at Boulder, Colorado 80309-0184. This research was funded in part by a grant from the Reece Fund, given by the University of Illinois Graduate School of Library and Information Science. The authors would also like to thank Debra Wilcox Johnson (University of Wisconsin) and the Library Research Center at the University of illinois . .40 50 College & Research Libraries these differences, differences that may shed some new light on the recruitment problems concerning technical services. The hypotheses tested in this study are: • Technical services jobs are more likely to include administrative responsibilities; • Technical services jobs are more likely to require computer skills; • Technical services jobs are more likely to require foreign-language skills; • Technical services jobs are more likely to require previous work experience; • There will be no difference in the re- quirement of an American Library As- sociation-accredited degree between public and technical services, but ad- vanced subject degrees will be more often required for public services jobs; and, finally, • Higher salaries will be associated with public services positions. METHODOLOGY To ascertain the qualifications neces- sary for academic librarians, the authors used content analysis to examine jobs advertised in American Libraries, College & Research Libraries News, and Library Journal during 1988. These professional journals were selected because they all enjoy a wide circulation among librari- ans and are generally regarded as having the most job advertisements. Professional library positions found in the Chronicle of Higher Education were also included after a prestudy revealed that their peri- odical contained more unique jobs (i.e., advertised in only one source) than the others. Although the journals analyzed are used heavily in advertising profes- sional vacancies, not all jobs are nation- ally advertised. Regionally or locally advertised jobs are not represented in this study. Advertisements included were from a college or university in the United States (junior and community colleges were ex- cluded) and advertised for full-time po- sitions (35 or more hours per week). Temporary positions were included only if the appointments were to last at least one year. After eliminating duplicate announce- ments (jobs found in more than one jour- January 1992 nal, or more than one issue of the same journal), the authors coded each job into various classifications according to pre- defined and mutually exclusive catego- ries. Wherever possible, the categories of analysis were obtained from previous content analysis studies found in the li- brary science literature.4 Some catego- ries were based on a preliminary study.5 The categories chosen for this study in- cluded type of position (job title), geo- graphic region of the institution, presence of administrative duties, computer skills, language skills, previous work experience, educational levels, and salary. The opera- tional definitions for these categories fol- low in the appropriate discussion sections. Previous library work experience is more often required for technical services librarians, which means that fewer entry-level jobs are available in this area. Because the authors shared responsi- bility for coding the data, a test was per- formed to determine the rate of intercoder reliability, or the rate at which both cod- ers analyzed the same data in the same manner. The first 50 jobs were analyzed by both authors, and the results were compared. This test revealed a very high (98%) level of agreement. The Statistical Package for the Social Sciences (SPSSPC+) was used to analyze the coded data and to provide the descriptive and inferen- tial statistics used to test the hypotheses. FINDINGS A total of 1,133 positions were identi- fied and analyzed. By far, the largest number, almost half, were reference po- sitions. The next-largest category, cata- loging, accounted for 22.8% of the total positions (see table 1 ). The classification of these positions into categories of public or technical ser- vices was based largely on classifications used in previous content analyses.6 Six hundred ninety-eight positions, or 62%, were public services, and 435, or 38%, were technical services. TABLEl POSITIONS ADVERTISED, BY lOB TITLE Job Title No. % Reference 560 49.4 Head of Public Services 42 3.7 Bibliographic Instruction 37 3.3 Circulation 37 3.3 ILL 17 1.5 Other 5 0.4 Total Public Services 698 61.6 Cataloging 259 22.9 Head of Tech Services 69 6.1 Acquisitions 54 4.8 Serials 26 2.3 Preservation 15 1.3 Other 12 1.1 Total Tech Services 435 38.5 Totals 1,133 100.1 TABLE2 POSillONS ADVERTISED, BY REGION Region No. % North Atlantic 326 28.8 Midwest 293 25.9 Southeast 239 21.1 West 275 24.4 Totals 1,133 100.1 The geographic location of each open- ing was coded to the state level. The state with the largest number of positions was New York, with 126 (10%); Texas was the distant runner-up, with 79 positions (6%). The state with the fewest advertise- ments was Alaska-no jobs in the state meeting the profile for this state were advertised in these publications during 1988. The states were combined into the geographic regions used by the ALA Sur- vey of Librarian Salaries.? As table 2 shows, the North Atlantic region offered the largest number of positions and the Southeast the fewest. Each position advertised was ana- lyzed for the presence of administrative duties (defined as the head or assistant The Academic Library Job Market 51 head of a unit, department, section, etc.). Administrative duties were found in 436, or 39%, of the jobs. The breakdown by division shows that 46% of the tech- nical services positions had some type of administrative duties, while only 34% of the public services positions did. This finding suggests that those working in technical services in academic libraries are more likely to have administrative responsibilities as part of their regular job duties. Findings for the variables concerning computer skills, foreign lan- guages, previous work experience, edu- cational requirements, and salary are reported in the following sections. COMPUTER SKILLS As academic libraries become more de- pendent on computerized activities, the degree to which institutions advertise for librarians with computer skills be- comes an important concern. For this study, "computer skill" was defined broadly to include knowledge of, or experience with, any of a wide variety of computer appli- cations, including bibliographic utilities, online database searching, CD-ROM, and other microcomputer uses. Statistically significant differences be- tween public and technical services were found when such skills were examined (see table 3). More than half (52%) of the technical services positions required computer skills, while only one-third (33%) of the public services jobs had this requirement. These figures demonstrate a much greater demand for this skill among technical services librarians. Consider- ing the extent to which libraries have automated, however, it is surprising that so few positions in either division re- quired computer skills. Combining the "required" and "pre- ferred/ desired" categories yields an- other perspective: 79% of the technical services positions requested computer skills, compared to 64% for public ser- vices. A similar analysis conducted in 1985 by David Block found that 59% of technical services positions requested computer skills, and only 33% for public services.8 Comparing the current study's 52 College & Research Libraries January 1992 TABLE3 COMPUTER SKILLS, BY DIVISION Public Services Technical Services Total No. % No. % No. % Not stated 243 34.8 90 20.7 333 29.4 Preferred 222 31.8 119 27.4 341 30.1 Required 233 33.4 226 52.0 459 40.5 Totals 698 100.0 435 100.0 1,133 100.0 X2 = 42.8; df = 2; p < .01 TABLE4 FOREIGN LANGUAGE REQUIREMENTS, BY DIVISION Public Services No. % Not stated 587 84.1 Preferred 64 9.2 Required 47 6.7 Totals 698 100.0 x2 = 75.6; df = 2; p < .01 results with Block's reveals that the de- mand for these skills is increasing in both divisions. The more rapid increase shown in public services may be because widespread use of automation in the form of bibliographic utilities for techni- cal services work has been the norm for many years, while only recently have online databases and other computer ap- plications become available for reference use. Other librarians writing on the ef- fect of automation agree that technical services has experienced the earliest and greatest impact.9 FOREIGN LANGUAGE The advertisements were also exam- ined to determine the foreign-language requirements. Any mention of foreign languages, whether "required" or "pre- ferred/ desired," and the level of skill requested were coded. Significant differ- ences between the divisions were found. As hypothesized, technical services po- sitions were more likely to require these skills than public services-more than three times as likely. Only 7% of the pub- lic services jobs required a foreign Ian- Technical Services Total No. % No. % 273 62.8 860 75.9 64 14.7 128 11.3 98 22.5 145 12.8 435 100.0 1,133 100.0 guage, compared to 23% of the technical services positions (see table 4). This finding suggests that those work- ing in technical services in academic libraries are more likely to have ad- ministrative responsibilities as part of their regular job duties. Although foreign-language skills have been a component in several con- tent analysis studies,10 only Block exam- ined the differences between public and technical services. Further analysis of the data in his study of academic library job announcements reveals that 39% of the technical services positions re- quested foreign-language skills, com- pared to 19% of public services positions. Block's data include announcements that either require or prefer a foreign-language skill. Analyzed in a similar way, the current study found that 37% of technical services advertisements mention foreign-language skills, compared to the 16% for public ser- vices. While there is some variance in the The Academic Library Job Market 53 TABLES LANGUAGE SKILL LEVEL, BY DIVISION Public Services Technical Services Total No. % No. % No. % Not stated 39 35.1 58 35.8 97 35.5 Working 25 22.5 47 29.0 72 26.4 Reading 41 36.9 53 32.7 94 34.4 Fluent 6 5.4 4 2.5 10 7.7 Totals 111 100.0 162 100.0 273• 100.0 X2 = 3; df = 3; p > .01 (not significant) • Total does not add up to 1,133 because levels were analyzed only for the 273 positions which had foreign language requirements. positions coded and the source of the advertisements, the figures are remark- ably similar. The greater demand for these skills by both divisions in 1988 may sug- gest a trend toward an increased need for librarians to have a knowledge of foreign languages. Both studies show that tech- nical services librarians are much more likely to need a foreign language. This is probably because general reference ser- vice in academic libraries is, for the most part, delivered in English. Academic li- braries collect materials in many lan- guages, however, so technical services librarians need skills in these languages in order to process the materials. None of the earlier content analysis studies reported data on the level of lan- guage skill requested. For this study, three skill levels were used-fluent, reading, and working. These levels have been de- fined by Barbara I. Dewey.11 Cross-tabula- tions show no statistically significant differences between skill levels specified for public and technical services. Never- theless, the findings are interesting. Sixty percent of the positions requesting fluent knowledge of a foreign language were in public services. At the working knowl- edge level, the findings are reversed (see table 5). A possible explanation for this finding is that, in technical services, working knowledge of a language may be adequate to provide access to the ma- terial, while in public services, any direct contact with speakers of other languages demands a higher skill level. WORK EXPERIENCE Each job advertisement was analyzed to determine if previous work experi- ence was mentioned, and then was clas- sified as "work experience required," "work experience preferred/ desired," or "no work experience or none stated." For inclusion in the last category, the announcements (1) had no work experi- ence mentioned in the advertisement; (2) had a statement specifying that no expe- rience was necessary; or (3) were labeled "entry level." These classifications are similar to previous content analysis studies. 12 Some of the job announcements spec- ified the type or level of experience re- quired or preferred (i.e., professional or paraprofessional, specialized or gen- eral), but since there was little consis- tency in the manner in which libraries phrased this information, no attempt was made to distinguish the type of ex:.. perience when coding for this study. The findings indicate that minimum qualifications for 18% of all positions ad- vertised could . be met by those with no previous experience, 31% had experience desired or preferred, and more than half required some previous library work (see table 6). The heavy bias toward experience- required positions might be attributable to some institutions being reluctant to adver- tise nationally for entry-level positions. The cross-tabulation comparing pub- lic and technical services reveals that tech- 54 College & Research Libraries January 1992 TABLE6 PREVIOUS WORK EXPERIENCE, BY DIVISION Public Services No. % None or not stated 132 18.9 Preferred 238 34.1 Required 328 47.0 Totals 698 100.0 x 2 = 12.s; df = 2; p < .o1 nical services positions are more likely to require experience and that a smaller proportion of technical services than public services positions can be consid- ered entry level. Perhaps this can be explained by com- paring the two most represented positions in public and technical services-reference and cataloging. While basic skills are needed by both for entry-level positions, the complex collection of rules involved in cataloging require that more time be spent training a cataloger than training a beginning reference librarian to learn the collection he or she will serve. A be- ginning cataloger will probably require supervision longer than a beginning ref- erence librarian. This greater investment of time is a substantial economic incen- tive to seeking catalogers with solid work experience. This need for previous library work experience should be an important con- sideration for library school students choosing a specialization. Two recent studies of library and information sci- ence students examined library work ex- perience prior to graduate study. Kathleen M. Heim and William E. Moen found that 34% of students had full-time library experience, although only 13% had experience in four-year colleges or universities. 13 Richard C. Pearson and T. D. Webb found that only 17% of library school students had major library expe- rience (full-time or near full-time) when they began their graduate programs. 14 EDUCATIONAL REQUIREMENTS As expected, this study found that most (98%) professional positions in Technical Services Total No. % No. % 69 15.9 201 17.7 115 26.4 353 31.2 251 57.7 579 51.1 435 100.0 1,133 100.0 public and technical services at aca- demic institutions require a master's de- gree in library science (M.L.S.) from an ALA-accredited program. This finding can be related to an earlier study which tracked the M.L.S. requirement for twenty years, showing that the need for an ALA-accredited degree has grown dramatically since 1959, although it should be noted that this study exam- ined all academic library jobs, not just public and technical services.15 Other re- cent studies have found that the M.L.S. requirement (either accredited or unac- credited) is found in more than 90% of the academic, public, and special library job advertisements.16 Findings such as these may have led to Phyllis J. Hudson's conclusion that "the ALA-accredited MLS degree is universally recognized as the basic requirement for entry into aca- demic librarianship." 17 A cross-tabulation of the data concern- ing the M.L.S. requirement found no sta- tistically significant differences between public and technical services. However, statistical differences were found when considering requirements for advanced degrees, defined as subject master's, law, or doctoral degrees. In fact, ad- vanced degrees were required for the public services positions analyzed in this study five times more often than for tech- nical services positions (see table 7). This finding, which confirms the hypothesis, is not surprising considering the need for subject specializations for many ref- erence positions. From examining the advertisements, it was evident that many more public services positions in~ eluded a component of book selection or The Academic Library Job Market 55 TABLE7 ADVANCED DEGREE REQUIREMENTS, BY DIVISION Public Services No. % None or not stated 484 69.3 Advanced preferred 173 24.8 Advanced required 41 5.9 Totals 698 100.0 x2 = 51.4; df = 2; p < .01 collection development in a specific sub- ject area. Libraries seek to hire individu- als with academic qualifications in those areas. Some have noted that it has be- come almost routine for academic librar- ians to have advanced degrees in addition to the M.L.S. and that this re- quirement could become mandatory in the future .18•19 In a survey of 30 academic research libraries, Sheila Creth and Faith Harders found that even those libraries that did not require an advanced degree TABLES MEAN MINIMUM SALARIES, BY POSITION (IN DESCENDING ORDER) Mean Position No. Salary($) Head of Public Services 32 31,260 Other Public Services 4 29,699 Head of Technical Services 54 26,820 Preservation 13 24,958 Acquisitions 44 23,830 Circulation 26 23,616 Other Technical Services 11 23,522 Cataloging (Multi- format) 154 22,837 Reference 485 22,656 Serials 21 22,493 ILL 17 22,327 Bibliographic Instruction 30 22,272 Cataloging (Serials) 26 22,181 Cataloging (MonograEhs) 43 21,193 Technical Services Total No. % No. % 381 87.6 865 76.3 49 11.3 222 19.6 5 1.1 46 4.1 435 100.0 1,133 100.0 used it as a screening device because the libraries believed it "a good indicator of promise in scholarship and subject mas- tery required for promotion and tenure."20 MIMIMUM SALARY Certainly one of the most important elements in a job advertisement from the perspective of a job seeker is the salary. For the purposes of this study, "salary" has been defined as the minimum salary figure listed in the advertisement. Al- though some previous studies of job ad- vertisements used the midpoint of stated salary ranges as the figure for analysis, only 28% (316) of the jobs analyzed in this study specified a range in the adver- tisements; while a minimum salary fig- ure was present in 85% (960) of the advertisements (see table 8). The resulting salary data have certain limitations. First, the salaries listed in the advertisements are presumably only guidelines. In many cases, the actual sal- ary would be higher after negotiations between employer and employee. Sec- ond, the data should not be compared with salary data found in listings such as the ALA Survey of Librarian Salaries, the ARL Salary Survey, or Carol L. Learmont and Stephen VanHouten's Library Jour- nal article, "Placements and Salaries," all of which are annual surveys based on actual salaries.21 Finally, because of the lack of conformity in reporting benefits packages in the advertisements, no at- tempt was made to adjust the minimum salary figures for nonwage benefits, which should also be of great concern to the job seeker. Because the percentage of advertisements for positions carrying a less-than-12-month appointment was 56 College & Research Libraries January 1992 TABLE9 SALARY COMPARISONS Title Pair 1 Head of Public Services Head of Technical Services Pair 2 Pair 3 Reference (with admin. duties) Cataloging (with admin. duties) Reference (no admin. duties) Cataloging (no admin. duties) very small, there was no attempt to ad- just salary figures for 9- and 10-month appointments to 12-month figures. In order to make comparisons between public and technical services more mean- ingful, three subgroups from each divi- sion were identified and compared (see table 9). Catalogers and reference librari- ans were chosen for comparison because they compose the largest segment of their respective divisions; the other two pairs were selected because they repre- sent a logical career progression from the original pair. The findings i~dicate that cataloging and reference positions with- out administrative duties have mean sal- aries that are nearly identical. For the same positions with administrative du- ties, the reference advertisements aver- age more than $1,200 more per year. For heads of public and technical services divisions, the mean minimum salary for public services heads was more than $4,400 higher. Although the comparative rise in public services salaries as levels of administrative responsibility grow is ev- ident from examining the means, t-tests show that they are not significantly dif- ferent, probably due to the high stan- dard deviations found. A possible explanation for this disparity may be the size of technical services departments and the number and level of employees supervised. Many technical services de- partments are traditionally smaller than public services departments and tend to rely heavily on paraprofessional em- ployees. More research is needed to de- termine if these or other factors are responsible for the salary differences. Standard No. Mean Salary ($) Deviation ($) 42 31,260 9,325 69 26,820 7,596 149 26,756 4,670 69 25,545 4,724 411 21,233 3,370 190 21,168 2,946 CONCLUSION This study determined that there are statistically significant differences in the requirements for nationally advertised public and technical services positions in academic libraries. As hypothesized, technical services positions are more likely to include administrative respon- sibilities than are public services. Techni- cal services jobs are also more likely to require foreign-language skills and com- puter skills. While public services posi- tions are more likely to require advanced subject degrees in other academic areas, both public and technical services re- quire an ALA-accredited M.L.S. degree at equally high levels. One of the most important findings is that previous li- brary work experience is more often re- quired for technical services librarians, which means that fewer entry-level jobs are available in this area. There are statistically significant differences in the requirements for nationally advertised public and tech- nical services positions in academic libraries. If salary should be based on the amount of education, previous experi- ence, and the level and complexity of the skills required for the job, those posi- tions requiring more skills, experience, and education should offer higher sala- ries. The higher demands for skills and experience for technical services librari- ans do not seem to be reflected in salary figures. According to James M. Matarazzo, "Our best recruitment tool will be to bring librarians' salaries up to a level where we can attract new and needed members to the profession and retain our experienced members for longer pe- riods of time." 22 Those already recruited to the profes- sion-particularly library school stu- dents-as well as librarians considering a change in specialization, need to be aware of these substantial differences between public and technical services. Technical services candidates should realize that they will be more frequently asked for foreign-language skills, computer skills, previous library work experience, and administrative skills than their public ser- vices counterparts. In addition, the find- ings, though not conclusive, suggest that technical services librarians will receive lower salaries than public services librar- ians as they acquire administrative re- sponsibilities. For definitive answers, more research is needed in the area of salary. This study clearly shows that, on the one hand, technical services librarians are more frequently asked for skills be- yond those traditionally learned in li- brary schools, as well as previous work experience. On the other hand, public services candidates more frequently need advanced degrees in a subject area-degrees that represent a substan- tial investment of time and money. With The Academic Library Job Market 57 this in mind, library school educators may need to reevaluate the ways in which they recruit and select students for their programs and prepare them for the job market. These findings should also be of inter- est to library administrators and person- nel officer~ who face a shortage of qualified applicants for cataloging and other technical services positions. Perhaps the increased requirements for technical services librarians documented in this study reflect the ideal candidates that library managers would like to hire, not what they are willing to accept. Attract- ing more applicants may require raising salaries or relaxing certain job require- ments and expectations. At a recent sym- posium that addressed recruitment problems for cataloging positions, one library manager suggested that "in aca- demic libraries, unless there is an insti- tutional mandate, do not require a second master's degree, do not require a foreign language ... do not require any- thing that is not necessary for the suc- cessful execution of the duties of this office."23 By relaxing requirements, potential candidate pools would grow, and per- haps more library school students could be encouraged to choose technical ser- vices specializations, confident that there will be a market for entry-level librarians and a career track that will be profession- ally and financially rewarding. REFERENCES AND NOTES 1. Kathleen M. Heim and William E. Moen, Occupational Entry: Library and Information Science Students' Attitudes, Demographics and Aspirations Survey (Chicago: American Library Assn., Office for Library Personnel Resources, 1989), p.57. 2. "Cataloger Shortage Continues; Profession Asks Why," American Libraries 18:225 (Mar. 1987); Janet Swan Hill, "Wanted: Good Catalogers," American Libraries 16:728-30 (Nov. 1985); Norman Howden, "Catalogers and Competition," Catholic Library World 59:34- 37 (July I Aug. 1987); Laurie E. Smith, "Where Are the Entry-Level Catalogers?" Journal of Library Administration 6:33-35 (Summer 1985). 3. Cataloging and Classification Section (CCS) Task Force, "CCS Task Force on Education and Recruitment for Catalogers Report," RTSD Newsletter 11:71-78 (June 1986). 4. Roma M. Harris and K. Joanne Reid, "Career Opportunities in Library and Information Science: An Analysis of Canadian Job Advertisements in the 1980's," Canadian Journal of Information Science 13:17-29 (Sept. 1988); John N. Olsgaard and Jane Kinch Olsgaard, "Post-MLS Educational Requirements for Academic Librarians," College & Research Libraries 42:224-28 (May 1981); Katherine H. Packer, "A Study of Job Opportunities in 58 College & Research Libraries January 1992 Canada for Professional Librarians," Ontario Library Review 63:4-11 (Mar. 1979); Ronald Rayman, "Employment Opportunities for Academic Librarians in the 1970s: An Anal- ysis of the Past Decade," College & Research Libraries 42:229-34 (May 1981); Mary Baier Wells, "Requirements and Benefits for Academic Librarians: 1959-1979," College & Research Libraries 43:450-58 (Nov. 1982); Joyce C. Wright, "Job Opportunities for Aca- demic and Public Librarians: 1980-1984," Journal of Library Administration 9:45-58 (1988). 5. David W. Reser, "An Analysis of Public and Technical Services Position Advertise- ments for 1988," unpublished paper, Graduate School of Library and Information Science, University of lllinois, Urbana-Champaign (1989). 6. David Block, Emerging Personnel Requirements in Academic Libraries as Reflected in Recent Position Announcements, ERIC Document ED 215 703 (Washington, D.C.: ERIC Docu- ment Reproduction Service, 1985), p.7; Rayman, "Employment Opportunities for Academic Librarians in the 1970s," p.231; Reser, "An Analysis of Public and Technical Services," p.4; Dean Schmidt and James Swanton, "Qualifications Sought by Employ- ers of Health Sciences Librarians, 1977-1978," Bulletin of the Medical Library Association 75:58-63 (Jan. 1980); Sue Stroyan, "Qualifications Sought by Employers of Health Sciences Librarians, 1986," Bulletin of the Medical Library Association 75:209-13 (July 1987). 7. Mary Jo Lynch, ALA Survey of Librarian Salaries 1988 (Chicago: American Library Assn., 1988), p.46. 8. Block, Emerging Personnel Requirements, p.6. 9. Gisela M. Webb, "Strategies for Recruiting Technical Services Personnel," Technicalities 8:13-15 (Nov. 1988); Herbert S. White, "Catalogers-Yesterday, Today and Tomorrow," Library Journal112:489 (Afr. 1, 1987). 10. Block, Emerging Personne Requirements, p.ll; Kathryn Luther Henderson, "The New Technology and Competencies for the Most Typical of the Activities of Librarians: Technical Services," in Professional Competencies-Technology and the Librarian: Proceed- ings of the Clinic on Library Applications of Data Processing (20th : 1983), ed. Linda Smith (Urbana-Champaign, Ill.: Graduate School of Library and Information Science, 1984), p.15-16; Packer, "A Study of Job Opportunities in Canada," p.9; Wells, "Requirements and Benefits for Academic Librarians," p.454. 11. Barbara I. Dewey, Library Jobs: How to Fill Them, How to Find Them (Phoenix, Ariz.: Oryx, 1987), p.66. Auency denotes total command of the language in written and spoken form. Reading knowledge means fluency in the written language. Bibliographic knowledge of the language means an ability to decipher, with the occasional aid of a dictionary, bibliographic citations and abstracts. 12. Packer, "A Study of Job Opportunities in Canada," p.9; Schmidt and Swanton, "Qual- ifications Sought by Employers of Health Sciences Librarians 1977-1978," p.59; Stroyan, "Qualifications Sought by Employers of Health Sciences Librarians, 1986," p.211. 13. Heim and Moen, Occupational Entry, p.81. 14. Richard C. Pearson and T. D. Webb, "The New Librarians: How Prepared Are They?" Library Journal113:132-34 (Sept. 1, 1988). · 15. Mary Baier Wells, "Requirements and Benefits for Academic Librarians: 1959-1979," College & Research Libraries 43:450-58 (Nov. 1982). 16. Henderson, "The New Technology and Competencies," p.14-15; Wright, "Job Oppor- tunities for Academic and Public Librarians," p.51. 17. Phyllis J. Hudson, "Recruitment for Academic Librarianship," in Librarians for the New Millennium, eds. William E. Moen and Kathleen M. Heim (Chicago: American Library Assn., Office for Library Personnel Resources, 1988), p. 7 4. 18. Hudson, "Recruitment for Academic Librarianship," p.72. 19. Barbara B. Moran, Academic Libraries: The Changing Knowledge Centers of Colleges and Universities, ASHE-ERIC Higher Education Research Report No.8 (Washington, D.C.: Assn. for the Study of Higher Education, 1984). 20. Sheila Creth and Faith Harders, "Requirements for the Entry-level Librarian," Library Journal105:2168-69 (Oct. 1980). 21. 22. 23. · The Academic Library Job Market 59 Carol L. Learmont and Stephen Van Houten, "Placements and Salaries 1988: The Demand Increases," Library Journal114:37-44 (Oct. 15, 1989). James M. Matarazzo, "Recruitment: The Way Ahead," in Recruiting, Educating, and Training Cataloging Librarians: Solving the Problems, ed. Sheila S. Inter and Janet Swan Hill (New York: Greenwood, 1989), p.19-40. Thomas W. Leonhardt, "Recruiting Catalogers: Three Sets of Strategies," in Recruiting, Educating, and Training Cataloging Librarians: Solving the Problems, ed. Sheila S. Inter and Janet Swan Hill (New York: Greenwood Press, 1989), p.108. STATEMENT OF OWNERSHIP, MANAGEMENT AND CIRCULATION College & Research Libraries, Publication No. 00100870, is published bi-monthly by the Association of College and Research Libraries, American Library Association, 50 E. Huron St., Chicago, IL 60611-2795. The editor is Gloriana St. Clair, Pennsylvania State University, University Park, PA 16802. Annual subscription price, $22.50. Printed in U.S.A. with second-class rostage paid at Chicago, Illinois. As a nonprofit orgamzation authorized to mail at special rates (Section 423. 2, Domestic Mail), the purposes, function, and nonprofit status of this organization and the exempt status for federal income tax purposes have not changed during the preceding twelve months. EXTENT AND NATURE OF CIRCULATION (Average figures denote the average number of copies printed each issue during the preceding twelve months; actual ligures denote actual number of copies of single issue published nearest to filing date: September 1991 issue.) Total number of copies printed: 13,325; actual 13,321. Sales through dealers, carriers, street vendors and counter sales : none. Mail su6scription: average 12,498; actual 12,439. Free distribution: average 125; actual 134. Total distributio11: average 12,623; actual12,573. Office use, leftover, unaccounted, spoiled after pri11ti11g: average 702; actual 748. Total: average 13,325; actual13,321. Statement of Ownership, Management and Circulation (PS Form 3526, Feb. 1989) for 1991 filed with the United States Post Office Postmaster in Chicago, September 30, 1991. c ANNOUNCING MultiCultural Review Dedicated to a better understanding of ethnic, racial and religious diversity If your library is already committed to building a balanced collection of multicultural materials-and increasingly library patrons and school boards are demanding such collections-you know how difficult, time-consuming , expensive, and unsystematic it is to turn to the many special-interest magazines and newsletters that frequently are the only source of guidance. Now a new journal, MultiCultural Review, has been developed that is a comprehensive, authoritative, affordable and efficient tool for reviewing material on and relating to multiculturalism. It seeks to increase awareness and sensitivity to pluralism through a celebration of diverse cultures and common bonds. Comprehensive MultiCultural Review provides reviews organized by broad subject categories ; each review will contain thorough citation information as well as an evaluative discussion of the material. The Review offers columns in each issue on serials and poetry and regular articles and reviews on audio/video products, electronic media, and juvenile materials, as well as numerous other topics. Authoritative Editor Brenda Mitchell-Powell has recruited recognized figures from the library and scholarly communities to serve on the Advisory Board for the Review, plus other specialists serve as essayists and reviewers. These individuals know the problems involved in creating a useful, representative collection-they've had to do it themselves. Let their expertise work for you in shaping your collection through a subscription to MultiCultural Review. Affordable Published quarterly, with its inaugural issue in January 1992, you can subscribe to MultiCultural Review for a 1-year subscription rate of only $59. A 2-year rate ($115) and a 3- year rate ($167) are also available. Please contact Wendy Brooks at (203) 226-3571 to subscribe or for more information on this important new journal. What the Experts Say "I see MultiCultural Review as a convenient, respectable and reliable source for librarians and their clientele as well. While libraries are certain to use the journal for selection, its value lies also in the information provided on multicultural bibliography and on multicultural librarianship. This will help to raise our consciousness about key and timely issues that affect another part of society." -Jessie Carney Smith University Librarian, Fisk University "At last, a genuine attempt to give serious attention to the serious writing from the many cultures within the United States-such an all-American review has an admirable mission and enormous potential." -Stanley W Lindberg Editor, The Georgia Review rfiiD¥~[~f?§6~ROUPw:. 88 Post Road West, Box 5007 Westport, CT 06881 (203) 226-3571