College and Research Libraries


188 I College & Research Libraries • March 1979 

one cannot master the use of OCLC simply by 
reading this book. According to the authors, 
"Interpretation of the text and demonstrations 
on the terminal by an instructor are essential 
to master the intricacies of the OCLC system" 
(p. vii). 

The book is divided into nine sections, and 
the authors explain that the manual "is or-
ganized in such a manner that parts of it might 
be used separately." Topics covered include 
terminal operation, catalog card formats and 
profiles, and bibliographic searching. Illus-
trations are provided for the OCLC 100 
keyboard, sample screens, catalog cards, and 
catalog card profiles. Additionally , the reader 
is referred to appropriate documents through-
out the volume. 

A preface gives a bibliography of manuals , 
cassettes, newsletters , and workbooks, and a 
glossary provides a group of succinct defi-
nitions. An appendix contains sample work 
forms that may be used by those learning to 
catalog on-line. The single-page index is a 

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major drawback to the volume, especially 
when compared to those found in OCLC man-
uals. 

The best source for those using or learning 
to use the OCLC terminal is On-Line Catalog-
ing, which contains flow charts, full-page illus-
trations of the terminal , thorough descriptions 
of the system, and tables. The preparation of 
catalog card profiles is similarly well d e -
lineated in the Design of Formats and Packs of 
Catalog Cards. These manuals should be con-
sulted for a thorough unde rstanding of the 
system. 

Because this volume will b ecome outdated 
very quickly, it is hoped that it will be continu-
ally revised. Despite these limitations , this 
book will prove a useful supplement to library 
science and cataloging departm ent collec-
tions.-Lucy T. Heckman , St. John's Univer-
sity, jamaica , New York. 

Fothergill, Richard, and Butchart, Ian. Non-
Book Materials in Libraries: A Practical 
Guide. London: Clive Bingley; Hamden , 
Conn .: Linnet Books, 1978. 256p. $17.50. 
LC 78-15999. ISBN 0-85157-253-7 Bingley; 
0-208-01673-2 Linnet. 
This work on nonbook materials (N BM ) is 

written from a distinctly British perspective. 
According to the authors, the book is intended 
"to provide the librarian with the skills to 
select, control and exploit" (p.8) nonbook ma-
terials. ~. 

Chapter 1 is devoted to a brief definition of 
their topic and a historical overview of the 
development of NBM. Chapter 2 identifies 
the range of users and why they have not fully 
utilized the nonbook format. 

The authors appropriately note in chapter 3 
the problems faced by librarians in the use of 
NBM. The remainder of the chapter is de-
voted to discussing the types of materials used 
in NBM, the various formats , the equipment 
necessary for each format , and, finally, simple 
guidance on the operation of the equipment. 
The basic principles ofNBM in this section are 
well stated, and the beginner to the field will 
find some helpful material. 

From a practical vantage point, the most 
important part of this book is chapter 4, where 
selection techniques and sources (primarily 
British) are identified; cataloging, classifica-
tion, and indexing are explored (the authors 
support for NBM the use of the same standard 



cataloging principles as used for books); and a 
manual of practice highlights the variations 
between cataloging books and nonbook mate-
rials. 

Needless to say, the successful interaction of 
the user and NBM will depend greatly upon 
good management techniques. Thus, the final 
chapter is devoted to "those extra problems 
introduced by the presence of NBM " (p .211) . 
Perhaps the most important point related in 
this chapter is that the library staff must have a 
commitment to the concept of NBM as valu-
able sources of information and, therefore, to 
encourage use. If the libraries are successful in 
this venture, the authors believe the number 
of nonusers of libraries will decrease. A bibli-
ography and index conclude the work. 

Overall, the book can ,be characterized as a 
good, commonsense approach to inclusion of 
nonbook materials in libraries. The authors are 
well known in Great Britain. Both are profes-
sionally involved in the field at Newcastle-
upon-Tyne Polytechnic and have written for 
the Council for Educational Technology. This 
is a useful source for American librarians to 
obtain a general exposure to how some British 
professionals view the role of NBM in 
libraries.-Dwight F. Burlingame, Bowling 
Green State University , Bowling Green , Ohio. 

Weinstock, Ruth . The Graying of the Cam-
pus. A Report from EFL. New York: Educa-
tional Facilities Laboratories , 1978. 160p. 
$14 casebound; $8 paperbound. LC 78-
69846. (Available from EFL, 850 Third 
Ave. , New York, NY 10022.) 
As the daughter of a man who at age sixty-

three went back to school and was e lected 
president of his class, th e idea of education for 
the older American is ce rtainly not a new one 
to me. To some, however, it might be. 

Recognizing the shift in the population 
toward our becoming a nation of older people 
and the changing national policy of education 
for all ages , this small book presents a large 
challenge to educators. The combined force of 
the Mondale lifelong learning bill and the Age 
Discrimination Act of 1975 will have a major 
impact on institutions of higher learning. 

This book was, as indicated in the foreword , 
originally intended to address the subject of 
the campus as a place; however, the scope 
broadened as numerous other considerations 
about the academic community and the gray-

Recent Publications I 189 

ing American were encountered. 
In section 1, when considering the "New 

Partnership, " it is suggested that, based on a 
1972 California study, 6.6 million elderly 
across the country are potential students. Sec-
tion 2, a discussion "About the New Partner" 
points out the diverse nature of older people 
and reminds one that to be old is not to be 
defunct. Instead, the "young-old" are a new 
breed that reflects "a changing perception of 
the life cycle. " 

Section 3, "Making It Work," presents is-
sues to be analyzed by colleges when entering 
into a program for older Americans , such as 
the content and structure of the curriculum , 
the preparation of teachers, the need to "plan 
programs with older students rather than for 
them," and the resulting intergenerational 
student mix. 

In section 4, "Managing the Environ-
ment, " the facilities and physical environ-
ments of the campus are considered. The chal-
lenge is to "provide a physical environment 
that is supportive but not excessively so." In 
these days of increased energy conservation, 
suggestions such as additional lighting and 
warmer classrooms may prove difficult. 

The final section comes around to where it 
always does-" Financing Issues. " It considers 
the costs for faculty , facilities , administrative 
and support services and suggests some possi-
ble sources for funds. 

Picture credits outnumber footnotes by a 
large margin , and much of the book is devoted 
to citing examples of currently functioning 
programs. Their location, content, scope, and 
direction vary as widely as does their clientele , 
but that is , in large part, the message : Th e 
"young-old ," or the " old-young,:' are "any-
thing but a homogeneous group ," and that is 
the challenge to present and future education. 

As stated earlier, the original inte nt of the 
book was to view the campus as a place . With 
that in mind , it is unfortunate that the library , 
a central place on many campuses, received so 
very little attention! It does not appear as an 
e ntry in the index, and , in fact , the most exte n-
sive mention of libraries is a ne gative one : 
" Libraries .. . can be particularly confusing 
and difficult to negotiate .... " 

Although there are many instances where 
policymakers and- campus leaders are men-
tioned, librarians are never included. The 
challenge presented by Th e Graying of the