ACRL News Issue (B) of College & Research Libraries 13 culture. These were fully matriculated students o the invisible university! They were also given a pre-test to determin their prior knowledge of library resources. Th test included a matching section on informatio and library resources, a true/false section on li braries and lifelong learning, and short answe sections on the card catalog and the R e a d e r G u ide. The highest score on the pre-test wa eighty-three percent; the lowest, sixty-five. Session II covered the “lingo’’ of libraries, in cluding history and types, major schemes of or ganization, and types and characteristics of refer ence materials. The next three sessions were sub je c t orien ted , covering financial inform atio sources (Making Sense of $$$ and ¢¢ ¢ ), legal an medical information (Helping your Helpers), an em ploym ent and recreation (At Work and Play). In the final session, “Wrap It Up and Tak It Home,” students were presented tips on pla ning, organizing, and documenting a learnin project and on creating a home reference library On that last night they also took a post-test, eac student revealing improvement of four to fiftee percentage points. There were many reasons for planning and ex ecuting “Your Other Education: Library Lesson for Lifelong Learning.” A potential student (wh d id take the course) suggested that library utiliza tion might make a good topic for a continuin education course. The librarian, to whom tha suggestion was made, had had sufficient experi ence with “fifty-minute stands” that she wante and needed the experience of teaching librar skills to a group that met over a period of time But it was during her background research int lifelong learning that the true rationale for such course became apparent. The editors of Servin L ifelo n g L e a r n e r s , number twenty nine in th Jossey-Bass New Directions for Community Col leges series, say, “Most learning is simply no under our (the community colleges’) auspices, and that the institutions “need to be less preoc cupied with control and much more concerne with supporting and guiding students in learnin pursuits.”4 On that assumption, teaching librar and bibliographic skills to non-affiliated learner is an appropriate component of an academic li brary’s instruction program and the campus’ con tinuing education unit may be the most effectiv ch ann el for im p le m e n ta tio n .— V irg in ia E lli Palmer. 4H eerm an , E n d e rs, and W in e, S e r v in L ifelon g L earn ers, p. viii. E d ito r s N ote: Virginia Palm er is h e a d reg ion cam p u s lib r a r ia n at Miami U n iversity-M iddle town, O hio. ■ f e e n ­ r s s ­ ­ ­ ­ n d d At e n­ g . h n ­ s o ­ g t ­ d y . o a g e ­ t ” ­ d g y s ­ ­ e s g al ­ ■ Fallacies of Librarianship A B ritish librarian of many talents and much experience has devised the following list of erroneous but commonly-held beliefs maintained by some library professionals. The list has recently been published by New L i­ b ra ry W orld, a London publication. 1. Users can find their own way around a library. 2. U sers are co m p letely helpless at all stages of library use. 3. Gift books are free. 4. Cooperation between libraries, of what­ ever kind, saves money. 5. Holdings are more important than ser­ vice. 6. The case for well-funded libraries is self- apparent. 7. A library that receives no complaints is a good library. 8. Library education is a useful preparation for library practice. 9. A research library should give the un­ known needs of the future priority over the known needs of the present. 10. The catalog is the key to the library. 11. Interlibrary borrowing is expensive. 12. Interlibrary borrowing is a cheap substi­ tute for acquisition. 13. Interlibrary borrowing is no substitute for acquisition. 14. The distance between a lending and a borrowing library affects the speed of supply. 15. It is possible to devise a classification scheme that organizes knowledge in a cohe­ rent, useful, and intelligible way that is and will remain acceptable. 16. Existing classification schemes can be improved by local modifications. 17. No system devised for one library can be adopted by any other library. 18. A love of books is a useful prerequisite for a librarian. 19. All that is needed to improve a library service is more money and more staff. 20. A library building that wins a prize for architecture is functional. If C& RL News readers wish to add further fallacies to the list, or if something has been included which perhaps should not have been , write G eorge M. E b erh a rt, ACRL/ ALA, 50 E. Huron Street, Chicago, IL 60611.