ACRL News Issue (B) of College & Research Libraries 378 / C &R L News Grand Avenue Court, Iowa City, IA 52242. N o m in atin g C o m m ittee : C h a ir, C . R oger Davis, Bibliographer, Sm ith College L ib ra ry , Northampton, MA 01063; James M. Campbell, 1626 Oxford Road, Charlottesville, VA 22903. E d ito ria l B oards C h o ice Editor: Rebecca D. Dixon, C h o ic e, 100 Riverview Center, Middletown, C T 06475. C o lleg e & R esearch L ib ra ries Editor Designate: Charles Martell, Associate University Librarian for Public Services, California State University, Sacra­ mento, 200 Jed Smith Avenue, Sacramento, CA 95819. C o lle g e & R e s e a r c h L ib r a r ie s N ew s E d itor: George M. Eberhart, ACRL/ALA, 50 E . Huron Street, Chicago, IL 60611. A C R L N o n p rin t M e d ia P u b lic a tio n s E d itor: Jean W . Farrington, Assistant Head, Circulation, Van Pelt L ib ra ry , University of Pennsylvania, Philadelphia, PA 19104. A C R L P u blication s in L ib ra ria n sh ip Editor: Ar­ thur P. Young, Dean of Libraries, University of Rhode Island, Kingston, RI 02881. ■ ■ M A R T E L L T O BE C & R L E D IT O R Charles Martell J r ., associate university librar­ ian for public services at California State Univer­ sity, Sacram ento, has been selected as the next editor of C o lleg e & R e ­ s e a r c h L i b r a r i e s . He will work with the retir­ ing e d ito r, C . Jam es Schmidt, as editor desig­ n ate for th e next six m onths, then w ill as­ sume full responsibility for the jo u rn a l beg in ­ ning with the July 1984 issue. M artell, whose pro­ file appeared in the Sep­ te m b e r 1983 C & R L C harles M artell, Jr. N ew s, has an extensive publication record. He is author of T h e C lie n t-C e n te r e d A c a d e m ic L i ­ b r a r y : An O rg a n iz a tio n a l M o d e l (Greenwood Press, 1983) and many articles on library manage­ ment, including: “Q W L Strategies: Trust, Sub­ tlety, & Intim acy,” Jou rn al o f A c a d em ic L ib r a r i­ a n s h ip , M ay 1 9 8 3 ; “ W ork E n ric h m e n t in Academic Libraries,” Jo u rn a l o f A c a d em ic L ib r a r ­ ian ship, January 1983; and “Improving the E ffec­ tiveness of Libraries Through Improvements in the Q uality of W orking L if e ,” C &R L , Septem ber 1981. He is currently the series editor for a “Quality of Work Life” column that appears in the Jou rn al o f A c a d em ic L ib r a r ia n s h ip . HH U P D A T E ON STA TISTICS SOU RCES Several people have written about the article on academic library statistics that appeared in C ir R L N ew s, July/August 1983, pp.2 2 1 ,2 2 4 -2 5 , and have recommended additional statistical sources. E .J. Josey wrote from the New York State L i­ brary about a publication he edits with Alice L. Britenbaker, A D irectory o f C o lleg e a n d University L ib ra ries in N ew York State. Pages 127-220 are statistical tables covering 266 academic libraries. The most recent edition available is the 14th (1981) with statistical data for FY 1980. The 1982 edition is now at the printers and can be ordered from the New York State Library, Library Development, Albany, NY 12230. The ISSN is 0070-5276. James O. W allace wrote from the Texas Library Association that the Texas State Library has pub­ lished T exas A c a d e m ic L ib r a r y S tatistics since 1977. T he current issue contains statistics for 1981-82 for 142 institutions, both public and pri­ vate. The ISSN is 0276-458X. Claude Bonnelly of the University of Laval wrote that the Library Subcommittee of the Con­ ference of Rectors and Principals of Quebec Uni­ versities created in 1977 a Statistics Task Force of which he is currently president. The Task Force de­ signed a questionnaire which was used by the 18 li­ braries for the first time in 1979-80. Since then the questionnaire has been distributed annually. Re­ cently, Statistics Canada has agreed to cooperate in the compilation and publication of this data. A his­ tory of this project is given in a paper which Bon­ nelly presented at the 1982 IFL A meeting in Mon­ treal entitled, “Standardization of Statistics: The Experience of the Quebec University Libraries.” For more information, contact Claude Bonnelly, Assistant Chief Librarian , University of Laval, Quebec, Canada G1K 7P4. The American Association of Law Libraries has for many years published statistics on law school li­ braries in their L a w L ib ra ry Jou rn al. The most re­ cent data published wa s for 1979-80 in volume 74, number 2 (Spring 1981). Since then there has been discussion of publishing the data somewhere else, though it would appear that the most recent deci­ sion is to continue to publish it in the L a w L ib ra ry Jou rn al. Data for 1981-82 has been submitted to the Jo u rn a l but it is not known when or if it will be published. For further information, contact the N ational Statistics Coordinator of the A A LL, David Thomas, Law Library, Brigham Young University, Provo, UT 84602. Pat Bush, management librarian at the North­ western University Library, mentioned that the College and University Business Librarians Round T able of the Special Libraries Association pub­ lishes statistics on academic business libraries. The most recent edition of C o lleg e a n d University Busi­ ness L ib r a r y Statistics is the fourth and covers N ovem ber 1983 / 379 1977-78 and 1978-79. Requests for copies should be made to the editor, Judith Truelson, in the Busi­ ness Library at the University of Southern Califor­ nia. A new edition to cover 1979-80 and 1980-81 is in the works and should be published by the end of the year. Requests for information about the 5th edition should go to the editors, Tracey Miller and Karen Sternheim, of the Graduate School of Man­ agement Library at UCLA. A phone call to Richard Beazley of the National Center for Education Statistics elicited the infor­ mation that the computer tapes for the 1981-82 survey of college and university libraries should be available shortly, while the printed version (L i ­ bra ry Statistics o f C olleg es a n d Universities) should be out before the beginning of 1984. Please note the new address for N C E S: Brow n B u ild in g , 400 Maryland Avenue, S .W ., Washington, DC 20202. R ichard Beazley can be reached at (202) 254- 7 3 5 1 .— Sandy W h iteley , A C R L P rogram O fficer, 50 E. H uron St., C h ica g o , I L 60611. ■ ■ Bibliographic Instruction Education for Bibliographic Instruction: A Syllabi Project L isa H ow orth R e fe r e n c e-B ib lio g ra p h er University o f Mississippi D o n a ld K en n ey H ea d , G en era l R e fe r e n c e Virginia P oly tech n ic Institute a n d State University The primary goal of the Education for Biblio­ graphic Instruction Committee is to promote the teaching of bibliographic instruction in the library schools throughout the country. Many library schools have recognized the value of teaching bib­ liographic instruction and therefore have incorpo­ rated, either through a separate course or inte­ grated into other lib ra ry scien ce courses, the teaching of bibliographic instruction. The Com­ mittee embarked on a project to identify those li­ brary schools that did incorporate the teaching of bibliographic instruction in the library education curriculum. A subcommittee was charged to: “gather syllabi, course outlines, etc., from instructors teaching BI in library schools, whether as separate courses or incorporated in other courses.” Syllabi were solic­ ited nationwide and forty-one library schools re­ sponded to the inquiry. Thirty-three schools sent syllabi or information about courses. In order to share ideas gathered from these syl­ la b i, another subcom m ittee reviewed and a t­ tempted to interpret the elements incorporated in the various courses. A number of elements common to most of the syllabi were apparent, and several li­ brary schools included impressive and innovative elements. Most of the syllabi included teaching the impor­ tance of curriculum design. For instance, writing objectives, preparing workbooks, and mastery of audio-visual teaching methods were some of the common components included in the syllabi. At­ tention was given to the various types of instruction (integrated, course related, “one-hour stand,” self- paced, computer assisted, credit course, point-of- use) in nearly all the syllabi and most incorporated outside readings, class projects, and examinations of different types of existing BI programs. The innovative or unique elements of the syllabi ranged from the philosophical or theoretical as­ pects of B I to the technological considerations that are a result of library automation. Needs assess­ ment methods and evaluation techniques for BI programs were outstanding features of some syl­ labi. Other curricula required students to design a public relations campaign for a B I program, to de­ sign tests for specialized user groups, and to create inform ational graphics and signage systems. At least one library school syllabus indicated that stu­ dents were given a historical background of BI in the U .S ., while another incorporated a class panel presentation by B I librarians in four distinct types of libraries. A few included the im portance of teaching techniques and the organization of the teaching faculty of staff. Management and admin­ istration of programs were notable elements of some curricula, including the politics involved in introducing, maintaining, promoting, and bud­ geting a B I program. One curriculum exposed li­ brary school students to the impact that advanced technology will have on BI and the theoretical im­ plications for the future, while others incorporated media techniques in their courses. W hile the syllabi gathered had many common elements, at the same time there were many varied components. A subcommittee is now at work on a two-part analytical study of the syllabi collection: one will be an analysis of curricula representing separate library school courses in B I, and a second