***** I thrary Solom Z 668 ·A523 STANDARDS AND CURRICULA in SCHOOL LIBRARIANSHIP Reprinted in part from the ANNUAL REPORTS, 1926, 1927 of the BOARD OF EDUCATION FOR LIBRARIANSHIP Chicago American Library Association 1927 CHI JAI HUG 145) BIERNO VSAIN IA ON A 四 ​M **** Mi RIVER Di DZ We MAI UNIV CHIG Har ERSITY IN AN W UNIV 1837 MICHI MARMOTRON RSITY UMIEMBAR AN SCIENTIA ARTES Abe OF THE VERITAS LIBRARY PUZ น UNIVERSITY OF MICHIGAN Mo 4 WI CHIG W? LINIMIRUNGI AINITTINITAMI dr. UNIVERSIA ITY 1 TTEROR What KANINETA + I{m¥ ¥\RONINDA COIN GOD IS, MANTIEKI WINTERINTE 範圍​)/鴨​絲鬆 ​OF || MINITA WIT 375 AA * Bur ITY ره وری یه ter down UN SUPE A ITY 8.16 ܝܒܘܬܐ 7915 UNIVERSI N ** M m MUZE VERS G Fir an 1IND CHIG HIG 94 MICHIG VERSITY AN CHIG GAN www CHIS O UNIVER VERSITY NIVER AN CHIG MICHIS 04 MI AN UNIVER CHIG FMIC IGAN UNIVER 71 CHIG SITY UNIVERS GAN UNIVATUIT AN MICHIS MICHIG NIVERS UNIVERS RSITY UNIV VERS CHIG AN MICHIG સાઉ AN AN NIVERS MIC * CHIG MIC AN UNIVERS ** NIVERS AN MIC MICHIG 2. 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Mat AN MIC UNIVERS CHIG MI all 04 UNI UNIV VERSIT AN CHIG UNIVERS UNIVERS H AN F.MI RSITY AN MICHIS SITY MICH MICHI HIG MICHIG NIVERSIT AN CUNISSE ERSITY AIND AN MICHIG TULE MICHIG UNIVERS AN AN RSITY MICHIG AN GAN CHIG F.MIC UNIVERSI MICHIG # THIS SEAR GAN UNIVERS MICHIG AN UNIVERSITY AN GAN MICHIS MICHIS RSITY MICHIG NIVERSI CHIE GAN AN MICHIG UNIVERSITY n MIC CHIG RSITY · MICHIG UNIVERSIN ERSITY AN ISUMKING MIC MICK GAN RSITY. MICH CHIG ERSITY RSITY AN MICK RSITY AN UNIVERS MICH RSITY AN GAN OF MIC RSITY OF MIC RSITY AN MICK JAV GAN SITY MINA SCHOOL LIBRARIANSHIP The child no longer studies geography. He studies how the world. travels; how it is sheltered, clothed, and fed. As an individual he may be presented with a "challenge"; as a member of a group he helps to work out a project. In either case he attacks his subject from the point of view of the investigator and the doer, not merely from that of the learner and memorizer. The class descends upon the school library individually, col- lectively, or through a committee. The librarian and the teacher have been in conference and the former is ready. For each child there is a book suited to his particular age, interest, and ability as far as the experience and expert knowledge of the librarian make it possible. But this is not all. This same librarian goes about it to train the child in the methods of inde- pendent investigation. He learns how to take notes; how to judge the value of a book from its date; how to use convenient tools like indexes and card catalogs. And so whether the school functions under the platoon plan with regularly scheduled library hours, or under the Dalton plan with its trend towards individual instruction, the library is of the very warp and woof of its educational scheme. There must be a room set apart, and books, and a library teacher, someone who combines knowledge of books and library technique with sufficient knowledge of educational meth- ods to make the library an integral part of the school's educational scheme and not an appendage or an extra-curricular activity. PREPARATION FOR SCHOOL LIBRARIANSHIP The demand for this type of librarianship is urgent. It goes far beyond the limits of present library school facilities. More than that, the public school world is not convinced that the pursuance of the average library school curriculum is an adequate introduction to school librarian- ship. The expert school administrator may demand more professional preparation for his high school librarian than librarians are wont to recommend; that is, courses in professional librarianship plus courses in educational method. In the elementary school there is distinct inclination to place teaching ability above library technique, though even here the more thoughtful educators agree that a balanced combination is best. But they insist on having the combination. 1 William F. Russell', Associate Director of the International Institute of Teachers College, Columbia University, concludes from a survey of school library conditions in twenty large cities of the country that "superin- tendents are agreed that the properly trained librarian must have all that the good teacher has, and, in addition, library training." He adds, "If Jump 1 Russell, William F. The school library situation. School and Society 24:113-18, July 24, 1926 tel. ات. Z نیم تا (1) 1.6 A 523 UM 2 SCHOOL LIBRARIANSHIP this be the case, then there should be greater rewards in prospect for the school librarian than either for the teacher or a public librarian because of the added demands made." The subordinate position of the school libra- rian of the past still prejudices the minds of school authorities in many places against official recognition, through salary and faculty standing, of the value, influence, and service of the school librarian. A general adoption of requirements for special preparation will no doubt hasten a satisfactory recognition. Academic and professional requirements have been established by law in some states, by regulation of state boards in others, while in other sec- tions cities have imposed standards for the librarians in the educational system. These qualifications differ in various parts of the country, ranging from "two years of post high school work" in several states to college graduation as the minimum academic requirement in a few states and cities. In most of these states and cities a one-year library curriculum also is required. The degree which represents a combination of three years of academic and one year of professional work is being accepted usually as meeting the above requirements. PRE-PROFESSIONAL PREPARATION The school library must be a cooperating unit in the educational system under which it operates. As modern educational practice varies widely in different types of schools, the preparation of librarians for these libraries should emphasize the distinctive functions and objectives of the library in schools of each type, as, elementary schools, junior and senior high schools, platoon schools, and those of the "experimental" group. An essential part of the background is an understanding of educational theory and practice, at present only to be obtained through the usual courses in education designed to prepare teachers, not librarians. It is anticipated that in the future there will be developed in colleges and universities educational courses specially adapted to the needs of school librarians. In the mean- time it is suggested that college students who are planning to go into school library work so arrange their undergraduate courses as to include those in education which are most nearly suited to their future work. These should be courses dealing with problems of psychology and method, pupil guidance and individual instruction, high school administration, the cur- riculum, extra curricular activities, school law, hygiene, and professional ethics. For the library school student who has had no such introduction, the library school must offer some substitute, preferably courses in educa- tion conducted by instructors familiar with the best type of school libraries as well as with educational theories and methods. ibrary Scleros 2 Ser •A523 STANDARDS AND CURRICULA 3 THE IDEAL SITUATION If it be true that the school librarian should have all of the training of a good teacher, and, in addition, the training of the librarian, it is necessary to plan an extended course of study. It is probable that soon one year of library science beyond the bachelor's degree will no more than serve the purpose and possibly further study also will be necessary. The Minimum Standards proposed are in the nature of a compromise between the ideal and the practical situation in the field. As the proper preparation for school library work becomes defined and as the school authorities learn the value of the expert school librarian and become willing to offer suitable rewards, it may be expected confidently that institutions will lengthen their courses of study and that students who can afford to do so will devote more time to preparation. Minimum Standards at the proposed level will not be satisfactory indefinitely. Teachers colleges and library schools both are attempting to come at the heart of the matter by providing school library courses for the public school administrator himself. Where principal and superintendent are alertly aware of the possibilities in professional library service there is no question of correct school library direction. The special summer courses on the place and function of the library in the school, to be offered for school administrators at Columbia and at the University of Washington this year, are experiments which should be fruitful. There is need for careful study (1) by public school educators to determine whether they can afford to countenance inadequate professional preparation for school librarians; (2) by library schools to ascertain whether they have devised the best possible curricula for those of their students who intend entering the public school field; (3) by the library profession as a whole to determine without prejudice and after much thoughtful investigation of the modern public school what sort of library service is needful and what is the best preparation for it. CURRICULA IN SCHOOL LIBRARY WORK Having in mind the conditions outlined in the foregoing paragraphs, the Board of Education for Librarianship of the American Library Asso- ciation has prepared, and the Association has adopted, the following cur- ricula for school library science courses: 1. Curriculum in School Library Work to be offered in Accredited Li- brary Schools¹. The Board believes that school librarians who give full time to the library should receive their library education in accredited library schools only. 1 See page 8 for list of schools accredited for 1926-27 UM 4 SCHOOL LIBRARIANSHIP 2. Curriculum in School Library Work to be offered in Normal Schools, Colleges, and Universities. Some school libraries are at present administered by teachers who do not know library technique. In order to aid these teachers in their double responsibilities, library science courses are now being offered in normal schools, colleges, and universities. These courses run all the way from a series of a dozen lessons to the well balanced curriculum closely approxi- mating the Minimum Standards in School library work adopted by the Council of the American Library Association, presented on pages 6-7. Much of the work done, however, is open to criticism. This may be because the courses are too few or too superficial; because there is over- emphasis on technical subjects; or because of the disposition to insert library science in the curriculum without providing teachers. Too many teacher-training institutions are attempting to prepare teachers for school librarianship in one course of perhaps two hours per week. It is true that the teachers college curriculum is overcrowded and that the catalog states that "the library methods course is designed to prepare for the position of teacher-librarian only." The absurdity lies in all-inclusiveness and in wrong emphasis in the subject matter. Another serious handicap has been inadequate staff. There is a tendency to super- impose teaching upon an already fully occupied librarian. "I am very much interested," writes one such librarian, "in the problem of library instruction, especially in the need for it in teachers colleges, but have been unable to do much with it on account of the fact that I have no trained assistants, and find it impossible to add teaching to my already full schedule of work." The remedies are obvious where a state law does not intervene : eliminate the highly technical subjects such as cataloging and classification, and concentrate on what the part-time librarian in the small school really needs-knowledge of children's literature and book selection and a few simple administrative details. Where state law specifies the teaching of technical processes, or wherever the demand for school librarians suggests the necessity for intensive library science curricula in teacher-training agencies, several procedures are indicated: (1) making library science a full-fledged department of the school with an adequate staff and a curricu- lum approximating the best available standards; (2) concentration of library science courses in one or two of the several teacher-training agencies of the state, development of a full curriculum, employment of an adequate staff, and steering of prospective school librarians to that agency; (3) offering the full library science curriculum through the summer session, so arranging the program that students may complete the curriculum in a series of years. STANDARDS AND CURRICULA MINIMUM STANDARDS FOR A CURRICULUM IN SCHOOL LIBRARY WORK (Offered in Accredited Library Schools) LENGTH OF CURRICULUM One academic year REQUIREMENTS FOR ADMISSION TO THIS CURRICULUM Three years of work acceptable for admission to the senior class of an approved college or university, evidenced by a transcript of the college record Two months of satisfactory observation and participation in the work of an approved library, or the equivalent during attendance at library school Aptitude and personal qualifications for library work and evidence of ability to pursue profitably the curriculum CERTIFICATE OR DEGREE A certificate from the graduate library schools or a degree from the undergraduate schools for the satisfactory completion of the professional curriculum SUGGESTED COURSES¹ Book selection and allied topics Cataloging, classification, etc. Children's literature and story telling Field work (children's rooms, school libraries, and general) History and administration of libraries Library work with children Methods of teaching the use of the library Reference and bibliography Total. The place, function, administration, and opportunity of the library in the modern school Elective² SEMESTER HOURS 1st Sem. 2d Sem. 3 Gen. 1 School 2 2 122 3. 2 15 3 2 2 5 23 2 2 15 1 It is desirable that these courses be offered also during summer sessions. The Charters' Curriculum Study now being made eventually will give definite facts upon which to base a curriculum. Until then the "Suggested courses" may be helpful 2 Should be course in education if student is lacking in that preparation UM 6 SCHOOL LIBRARIANSHIP MU MINIMUM STANDARDS FOR A CURRICULUM IN SCHOOL LIBRARY WORK (Offered in Normal Schools, Colleges, and Universities) ORGANIZATION A curriculum in library science for school librarians who give part time to the library shall be offered at an approved normal school, college, or university¹ ADMINISTRATION The executive officer shall have sufficient authority delegated from the governing body, to administer the curriculum in accordance with the general policies of the insti- tution Secretarial assistance should be available for keeping adequate personnel and other records INSTRUCTIONAL STAFF Number: For an enrollment of approximately twenty-five students in the curriculum the full time of one teacher or an equivalent amount of time from several teachers. For a larger enrollment the number of teachers should be increased proportionately. In addition there should be the necessary assist- ants to cover the revision of student work and other duties Qualifications: 1. Academic preparation Degree representing four years of work in an approved college or university, or an acceptable equivalent 2. Professional preparation r a Completion of one year of work in an accredited library school, or acceptable equivalent 3. Experience Practical knowledge of the subjects taught, and efficiency in teaching an 1 An institution accredited by generally recognized agencies for accrediting colleges and universities or an institution not so accredited but recognized in hour for hour transfer of credit by the local state university or by another university with standards at least as high * The teaching schedule (page 7) is 20 hours (16 semester hours plus 4 hours of supervised study in Cataloging, classification, etc.). This work, if allotted in one year to one teacher, should constitute a full-time schedule because of the variety of topics and the time necessary for supervising field work For members of the library staff whose duties include teaching, the class and conference hours, laboratory or other supervised study, preparation, etc., should be counted as part of their regular weekly library schedule FINANCIAL Status The financial provision for the curriculum should be such as to guarantee a faculty adequately salaried' and sufficient in number LIBRARY FACILITIES Library facilities adequate for reference and practice work shall meet the approval of the Board of Education for Librarianship Libraries of the types needed for observation should be readily accessible QUARTERS AND Equipment Quarters and equipment should provide sufficient office space and class rooms, prefer- ably including one room equipped for individual study RequirementS FOR ADMISSION TO THIS CUrriculum² Completion of such work as would be acceptable for admission to the a. Junior class of the four-year institution STANDARDS AND CURRICULA b. Second year class of the three-year institution C. Second semester of the first year of the two-year institution LENGTH OF CURRICULUM Aptitude and personal qualifications for library work and evidence of ability to pursue profitably the curriculum Sixteen semester hours CERTIFICATE Statement of the satisfactory completion of the curriculum SUGGESTED COURSES Total Book selection and allied topics for the school library Cataloging, classification, etc., for the school library Children's literature and story telling Field work (children's rooms, school libraries) Library work with children Methods of teaching the use of the library Reference and bibliography for the school library The place, function, administration, and opportunity of the library in the modern school SEMESTER HOURS ~ ~ ~ ~ ~ ~ ~ 2 2 2 2 7 2 2 2 2 16 Salaries should be comparable to those paid in other departments of instruction in the same institution The faculty should reserve the right to refuse to admit an applicant who meets the first requirement but who fails in the second ! 'It is desirable that these courses be offered also during summer sessions. The Charters' Curriculum Study now being made eventually will give definite facts upon which to base a curriculum. Until then the "Suggested courses" may be helpful UB 8 SCHOOL LIBRARIANSHIP ACCREDITED LIBRARY SCHOOLS 1926-1927 The following is the list of accredited and provisionally accredited library schools for 1926-1927 as judged by the Minimum Standards for Library Schools¹: ADVANCED GRADUATE LIBRARY SCHOOLS No existing school meets these standards GRADUATE LIBRARY SCHOOLS Library School, Carnegie Library of Atlanta School of Librarianship, University of California Columbia University School of Library Service² Drexel Institute School of Library Science University of Illinois Library School Simmons College School of Library Science One year program for college graduates (called C II) School of Library Science, Western Reserve University Program for college graduates SENIOR UNDERGRADUATE LIBRARY SCHOOLS Simmons College School of Library Science Four year program (called C I) University of Washington Library School JUNIOR UNDERGRADUATE LIBRARY SCHOOLS Library School of the Los Angeles Public Library Carnegie Library School, Carnegie Institute, Pittsburgh Pratt Institute School of Library Science St. Louis Library School, St. Louis Public Library School of Library Science, Western Reserve University Program for undergraduates Library School of the University of Wisconsin PROVISIONALLY ACCREDITED LIBRARY SCHOOLS 1926-1927 Hampton Institute Library School University of Michigan Department of Library Science 1 Board of Education for Librarianship. Annual report. 1926. p. 49-58 2 Fully accredited following one favorable report because the school is the result of the union of two accredited schools SITYC HIGA SATELL UNIVERS CHIG AD GAN UNIVER CHIG CHIG Ten a AN HIG UNIVERSIT MICHIC RSITY TY. AN MICHIG NIVER ·MI AN. AN Alv HIG UNIVER HIGAN UNIVERSIN UNIVER RSITY CHIG W MICHIS MICHIG GAN WEDEN UNIVE IGA MICHI OF MIC Artic AN MICHIS AN ERSITY AN be UNIVER MICK SITY S T UNIVERSITY CHI MICHIG AN MICH FASHEARS UNIVERSE GAN UNIVE RSITY ZELLE'S UNIVERSITY MICHI UNIVERSIT HIG RSITY GAN MICHIS RSITY AN MIC SITY RSITY CHIG M ICHIG MICHIS M FASURATED AN AN UNIVE AN UNIVERSI MICHIG GAN E UNIVERSITY MICHIG GAN. **** VERSIN MICHIS H RSITY GAN. OF MI MICHIG VERSITY AN FAMIONIS VERSITY AN SITY ERSITY AN MICHIS IVERSITY VERS UN UNIVERSIN AN AD MICHIG GAN OF NIVERSITY ZVTLES GAN. 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