College and Research Libraries B y R E A J . S T E E L E The Book Reviewing Adequacy of Certain Periodicals Relating to Higher Education Now librarian of the Laboratory Schools of the Mansfield, Pa., State Teachers' Col- lege, Miss Steele received her master's degree at the School of Library Service, Columbia University, in 1940. The paper following is an abbreviated form of her master's essay and illustrates the second of the groups dealt with by Miss Fay on pages 20J-16. CO L L E G E L I B R A R I A N S c a n n o t d e p e n d u p o n p r o f e s s i o n a l l i b r a r y l i t e r a t u r e a l o n e f o r b u i l d i n g u p t h e i r b o o k c o l l e c - t i o n s . T h e f a c u l t i e s o f c o l l e g e s a n d u n i - v e r s i t i e s p l a y a n i m p o r t a n t r o l e i n t h e s e l e c t i o n o f b o o k s f o r t h e c o l l e g e l i b r a r y a n d t h e y o f t e n d e p e n d u p o n r e v i e w s i n t h e i r p r o f e s s i o n a l j o u r n a l s t o a i d i n t h a t s e l e c t i o n . T h e l e g i t i m a c y o f e v a l u a t i n g r e v i e w s f o r t h e p u r p o s e o f l i b r a r y b o o k s e l e c t i o n — f o r w h i c h p u r p o s e t h e y w e r e o b v i o u s l y n o t p r i m a r i l y w r i t t e n — m a y b e q u e s t i o n e d . H o w e v e r , s i n c e c o l l e g e p r o f e s s o r s a n d l i - b r a r i a n s d o u s e s u c h r e v i e w s f o r t h a t p u r p o s e , i t w o u l d s e e m w o r t h w h i l e t o e x a m i n e t h e m f r o m t h e l i b r a r i a n ' s p o i n t o f v i e w , i n a n e f f o r t t o d i s c o v e r t h e i r s t r e n g t h o r w e a k n e s s w h e n u s e d f o r b o o k s e l e c t i o n p u r p o s e s i n a c o l l e g e l i b r a r y . The Problem. T h e p u r p o s e o f t h i s s t u d y i s t o d i s c o v e r w h e t h e r p r o f e s s i o n a l j o u r n a l s i n t h e f i e l d o f h i g h e r e d u c a t i o n a r e a d e q u a t e a n d s u f f i c i e n t l y c r i t i c a l t o b e u s e d f o r s e l e c t i o n p u r p o s e s . Procedures and Techniques Selecting the Journals. I n selecting t h e j o u r n a l s t o b e e x a m i n e d , t h r e e s e p a r a t e l i s t s w e r e u s e d . F i r s t , t h e c l a s s i f i e d l i s t o f e d u c a t i o n a l p u b l i c a t i o n s i s s u e d e a c h y e a r b y t h e E d u c a t i o n a l P r e s s A s s o c i a - t i o n , 1 y i e l d e d t h e f o l l o w i n g t i t l e s : H i g h e r E d u c a t i o n American Association of University Professors' Bulletin Journal of Higher Education Junior College Journal J o u r n a l s o f I n s t i t u t i o n s f o r t h e E d u - c a t i o n o f T e a c h e r s Harvard Educational Review Teachers College Record E d u c a t i o n a l R e s e a r c h Educational Research Bulletin ( O h i o ) Journal of Educational Research T h e s e v e n c h o s e n t i t l e s w e r e t h e n c o m - p a r e d w i t h t h o s e i n t h e L y l e l i s t 2 w h i c h i n c l u d e d t h e f o l l o w i n g f o u r : American Association of University Professors' Bul- letin; Journal of Educational Research; 1 Educational Press Association. Fourteenth Year- book, 1938. 2 L y l e , G. R. and T r u m p e r , V . M . Classified List of Periodicals for the College Library. F a x o n , 1938. v 228 COLLEGE AND RESEARCH LIBRARIES Journal of Higher Education; and Teach- ers College Record. I n 1 9 3 4 t h e N o r t h C e n t r a l A s s o c i a t i o n p u b l i s h e d a l i s t w h i c h w a s p r e p a r e d f o r t h e i r C o m m i t t e e o n R e v i s i o n o f S t a n d a r d s f o r I n s t i t u t i o n s o f H i g h e r E d u c a t i o n b y t h e l i b r a r y s u b c o m m i t t e e , w i t h D o u g l a s W a p l e s a s c h a i r m a n . T h i s l i s t w a s c h e c k e d b y g r o u p s o f c a r e f u l l y s e l e c t e d i n - s t r u c t o r s , a n d o n e o f t h e r e s u l t s i s a l i s t o f p e r i o d i c a l s r a n k e d a c c o r d i n g t o t h e p u r - p o s e s f o r w h i c h t h e y a r e p r i m a r i l y u s e d . C o m p a r i n g t h e s e v e n t i t l e s t a k e n f r o m t h e E d u c a t i o n a l P r e s s A s s o c i a t i o n ' s Year- book w i t h t h e N o r t h C e n t r a l A s s o c i a t i o n ' s l i s t , r e v e a l s w h i c h p e r i o d i c a l s a r e m o s t f r e - q u e n t l y r e a d f o r p r o f e s s i o n a l p u r p o s e s a n d w h i c h f o r r e s e a r c h p u r p o s e s . T h e i r r a n k - i n g i s a s f o l l o w s : I n s t a n c e s o f U s e s o f J o u r n a l s P r o f e s s i o n a l R e s e a r c h N a m e o f J o u r n a l P u r p o s e s P u r p o s e s Teachers College' Record 32 18 Journal of Educational Research 28 3 2 Educational Research Bulletin - 2 7 2 6 Journal of Higher Education 2 4 7 Junior College J ournal 2 4 11 T h e American Association of Univer- sity Professors' Bulletin and the Harvard Educational Review w e r e n o t i n c l u d e d i n t h e N o r t h C e n t r a l A s s o c i a t i o n ' s l i s t . H o w e v e r , s i n c e t h e b u l l e t i n o f t h e A . A . U . P . i s a p r o f e s s i o n a l j o u r n a l w h i c h i s i n c l u d e d w i t h m e m b e r s h i p i n t h e a s s o c i a - t i o n , i t i s a s s u m e d t h a t m a n y i n d i v i d u a l p r o f e s s o r s r e c e i v e c o p i e s o f i t p r i v a t e l y a n d i t w a s t h e r e f o r e t h o u g h t w o r t h y o f i n c l u s i o n i n t h e l i s t o f p e r i o d i c a l s c h o s e n f o r t h i s i n v e s t i g a t i o n . T h e Harvard Educational Review had n o t y e t a p p e a r e d w h e n t h e N o r t h C e n t r a l A s s o c i a t i o n ' s l i s t w a s m a d e , b u t a j o u r n a l p u b l i s h e d b y t h e g r a d u a t e s c h o o l o f e d u - c a t i o n o f o n e o f o u r l a r g e s t u n i v e r s i t i e s w a s t h o u g h t w o r t h y o f i n c l u s i o n f o r t h i s s t u d y , p a r t i c u l a r l y s i n c e i t h a s a c o m p a r a - t i v e l y l e n g t h y r e v i e w i n g s e c t i o n . T h e Educational Research Bulletin, p u b l i s h e d b y t h e B u r e a u o f E d u c a t i o n a l R e s e a r c h o f O h i o S t a t e U n i v e r s i t y , w a s d r o p p e d s i n c e i t r a n k e d s l i g h t l y l o w e r o n t h e N o r t h C e n t r a l l i s t t h a n t h e Journal of Educational Research, and one research j o u r n a l s e e m e d a l l t h a t t i m e w o u l d p e r - m i t t o r e p r e s e n t t h a t f i e l d i n t h i s s t u d y . T h e l i s t o f p e r i o d i c a l s u s e d i n t h i s s t u d y f i n a l l y i n c l u d e d : American Association of University Professors' Bulletin; Harvard Educational Review; Journal of Educa- tional Research; Journal of Higher Edu- cation; Junior College Journal; and Teachers College Record. T h e total n u m b e r o f r e v i e w s e x a m i n e d w a s 2 8 5 i n t h e s i x j o u r n a l s m e n t i o n e d a b o v e , t h e c o m p l e t e f i l e f o r t h e y e a r 1 9 3 9 . Determining the Criteria. T h e most d i f f i c u l t p a r t o f t h i s s t u d y w a s t o d e t e r - m i n e s o m e o b j e c t i v e m e t h o d , i f p o s s i b l e , f o r m e a s u r i n g t h e a d e q u a c y o f a r e v i e w . B e c a u s e o f t h e s i m i l a r i t y o f p u r p o s e , t h e f i e l d o f t e x t b o o k a n a l y s i s w a s u s e d a s a b a s i s i n d e v e l o p i n g a s c o r e c a r d t o u s e i n e v a l u a t i n g b o o k r e v i e w s . W h i l e t h e c r i - t e r i a u s e d f o r t e x t b o o k e v a l u a t i o n h a v e b e e n s e v e r e l y c r i t i c i z e d , t h e y d o " p r e s e n t a c o n v e n i e n t m e a n s f o r c h e c k i n g d i f f e r e n t e l e m e n t s t h a t m u s t b e c o n s i d e r e d i f a t e x t b o o k i s f u l l y t o r e a l i z e i t s p u r p o s e . " 3 E l e v e n d i f f e r e n t r a t i n g d e v i c e s f o r t e x t - b o o k s w e r e s t u d i e d . T h e y s e e m e d t o f a l l i n t o t w o g r o u p s : r a t i n g s c a l e s a n d c h e c k - l i s t s . S i n c e e a c h r a t i n g s c a l e u s e d i t s o w n 3 M a x w e l l , C. R. " U s e of Score C a r d s in E v a l u - ating T e x t b o o k s . " I n National Society for the S t u d y of Education. Thirtieth Yearbook, pt. I I , p. 149.) JUNE, 1944 24 7 19 7 s y s t e m o f w e i g h t s a n d s i n c e t h e r e s e e m e d t o b e n o a g r e e m e n t a s t o w h a t t h e w e i g h t s h o u l d b e , i t w a s t h o u g h t t h a t a c h e c k l i s t w o u l d g i v e a m o r e o b j e c t i v e m e a s u r e . I t w o u l d n o t e w h e t h e r a c h a r a c t e r i s t i c w e r e p r e s e n t o r a b s e n t a n d w o u l d g i v e a t o t a l o f f a v o r a b l e o r u n f a v o r a b l e i t e m s w h i c h c o u l d b e c o m p a r e d w i t h s i m i l a r t o t a l s . I n d e v e l o p i n g t h i s s c o r e c a r d , a l l t h e i t e m s o f i n f o r m a t i o n d e s i r a b l e i n a r e v i e w f o r b o o k s e l e c t i o n p u r p o s e s w e r e g r o u p e d a n d c l a s s i f i e d . T h e r e s u l t w a s a l i s t w h i c h c o u l d b e c h e c k e d w i t h e a c h b o o k r e v i e w . T h i s p r e l i m i n a r y c h e c k l i s t w a s s e n t t o f i v e l i b r a r i a n s t o o b t a i n t h e i r j u d g - m e n t a s t o t h e i t e m s i n c l u d e d a n d t o s e v - e r a l e d u c a t o r s i n t h e f i e l d o f e d u c a t i o n a l r e s e a r c h t o b e p a s s e d o n a s t o i t s c o r r e c t - n e s s o f f o r m . I t w a s t h e n r e v i s e d i n t h e l i g h t o f t h e i r c r i t i c i s m s a n d s u g g e s t i o n s . T h e s c o r e c a r d o f c o u r s e h a d t o b e a d a p t a b l e t o d i f f e r e n t t y p e s o f m a t e r i a l . F o r e x a m p l e , f i c t i o n o r l i t e r a r y w o r k s w o u l d c a l l f o r d i f f e r e n t e l e m e n t s t o b e c o n s i d e r e d . I t i s r e a l i z e d t h a t r e a d i n g a r e v i e w a n d c h e c k i n g w h e t h e r a n e l e m e n t i s p r e s - e n t o r n o t d o e s n o t a n s w e r t h e q u e s t i o n i n t e r m s o f t h e e x t e n t t o w h i c h t h a t c h a r - a c t e r i s t i c i s p r e s e n t . T h a t w o u l d d e p e n d u p o n t h e i n t e r p r e t a t i o n o f t h e p e r s o n u s i n g t h e s c o r e c a r d . I t w a s f e l t , h o w e v e r , t h a t m e r e l y c h e c k i n g t h e a b s e n c e o r p r e s - e n c e o f c h a r a c t e r i s t i c s w o u l d p r o d u c e a s c o r e c o n c e r n i n g t h e completeness o f d e t a i l r a t h e r t h a n t h e d e p t h o f t r e a t m e n t . N o r d o e s t h i s c h e c k i n g n e c e s s a r i l y p r e s e n t a t r u e p i c t u r e o f t h e b o o k r e v i e w . M u c h d e p e n d s u p o n t h e a u t h o r i t y o f t h e r e v i e w e r o f t h e b o o k . T h e s c o r e c a r d u s e d i n c h e c k i n g t h e r e v i e w s w a s a s f o l l o w s : SCORE CARD.FOR E V A L U A T I N G REVIEWS IN PROFESSIONAL EDUCATION PERIODICALS I . A u t h o r i t y o f R e v i e w e r C h e c k 1 . A r e t h e r e v i e w e r ' s i n i t i a l s g i v e n ? ' 2 . I s t h e f u l l n a m e o f t h e r e v i e w e r g i v e n ? 3 . I s t h e f u l l n a m e p l u s a s l i g h t i d e n t i f i c a t i o n g i v e n ? 4 . I s t h e f u l l n a m e p l u s a n i n c o m p l e t e r e f e r e n c e g i v e n t o h i s p o s i t i o n o r s p e c i a l f i e l d o f w o r k ? 5 . I s t h e f u l l n a m e p l u s a c o m p l e t e r e f e r e n c e g i v e n t o h i s p o s i t i o n o r s p e c i a l f i e l d o f w o r k ? ( N o t e : C h e c k e a c h q u e s t i o n i n S e c t i o n I r a t h e r t h a n j u s t t h e p a r t i c u l a r q u e s t i o n t h a t fits t h e c a s e . O b v i o u s l y if t h e f u l l n a m e a n d a c o m p l e t e r e f e r e n c e t o p o s i t i o n a r e g i v e n , t h e o t h e r f o u r q u e s t i o n s h a v e b e e n c o v e r e d . ) ( T o t a l — 5 , ) T O T A L I I . M a n n e r a n d T r e a t m e n t o f t h e R e v i e w C h e c k 1 . D o e s t h e r e v i e w e r a t t e m p t t o g i v e a n i m p a r t i a l e s t i m a t e o f t h e b o o k b y : A g r e e i n g w i t h t h e a u t h o r ' s p o i n t o f v i e w ? D i s a g r e e i n g w i t h t h e a u t h o r ' s p o i n t o f v i e w ? H o l d i n g t h e a u t h o r t o b e i n e r r o r o r i n c o m p l e t e i n h i s t r e a t m e n t o f c e r t a i n i d e a s ? ( N o t e : C h e c k o n l y o n e o f t h e a b o v e s t a t e m e n t s ) D o e s t h e r e v i e w e r c o m p a r e t h e b o o k t o : 2 . O t h e r b o o k s i n t h e s a m e field o r o f a s i m i l a r c h a r a c t e r ? v 230 COLLEGE AND RESEARCH LIBRARIES 3 - T h e o r i e s o r i d e a s o f a n o t h e r a u t h o r ? 4 . D o e s t h e r e v i e w e r g i v e a c o n c r e t e s t a t e m e n t o f h i s j u d g m e n t o f t h e b o o k — w h e t h e r i t i s a g o o d b o o k , a n o u t s t a n d i n g b o o k , g o o d i n s p o t s , p o o r , o r s o m e s u c h g e n e r a l a p p r a i s a l ? 5 . D o e s h e s t a t e w h e t h e r o r n o t i t p r e s e n t s n e w m a t e r i a l , n e w o r g a n i z a t i o n , n e w p o i n t o f v i e w , o r n e w r e f e r e n c e s ? 6 . D o e s t h e r e v i e w a p p e a r w i t h i n t h e y e a r i n w h i c h t h e b o o k w a s p u b l i s h e d ? . ( T o t a l — 6 ) T O T A L I I I . C o m p r e h e n s i v e n e s s C h e c k A . Scope and form of the book reviewed D o e s t h e r e v i e w a n s w e r t h e f o l l o w i n g q u e s t i o n s ? 1 . I s t h e t h e m e o r s u b j e c t o f t h e b o o k g i v e n ? 2 . I s t h e s c o p e o f t h e b o o k r e v e a l e d ? ( D o e s i t c o v e r t h e s u b j e c t c o m p l e t e l y o r p a r t i a l l y ; i s i t a h i s t o r y , s u r v e y , o r d i s c u s s i o n o f c e r t a i n a s p e c t s o r c o n d i t i o n s ? ) 3 . I s t h e b o o k b r i e f , e x h a u s t i v e , o r s e l e c t i v e ? 4 . D o e s i t p r e s e n t t h e o r y o r p r a c t i c e , f a c t s o r a r g u m e n t ? 5 . I s i t a m a n u a l , t e x t b o o k , r e p o r t , y e a r b o o k , r e f e r e n c e w o r k , o r m o n o g r a p h ? 6 . I s i t t e c h n i c a l , s e m i t e c h n i c a l , s c h o l a r l y , o r p o p u l a r ? • 7 . D o e s i t g i v e t h e a u t h o r ' s p u r p o s e i n w r i t i n g t h e b o o k ? 8 . I s i t a r e v i s e d e d i t i o n ? 9 . I f s o , d o e s i t d e s c r i b e t h e e x t e n t o f t h e r e v i s i o n ? ( T o t a l — 7 o r 9 ) A _ T O T A L B. Authority of the author of the book 1 . D o e s t h e r e y i e w g i v e t h e a u t h o r ' s q u a l i f i c a t i o n s ? ( H i s e d u c a t i o n , e x p e r i e n c e , o r s p e c i a l p r e p a r a t i o n f o r w r i t i n g t h e b o o k ) 2 . D o e s i t s t a t e t h e b a s i s o r s o u r c e s o f t h e b o o k ? 3 . D o e s i t s t a t e t h e q u a l i t y o f t h e s o u r c e s ? ( T o t a l — 3 ) B — T O T A L C . Manner and quality of treatment of the book reviewed D o e s t h e r e v i e w a n s w e r whether o r not: 1 . T h e a u t h o r i s b i a s e d ? ( D o e s t h e r e v i e w s h o w w h e t h e r h e i s a c o n s e r v a t i v e , r a d i c a l , o r t h e e x p o n e n t o f s o m e p a r t i c u l a r s c h o o l o f t h o u g h t ? ) D o e s t h e r e v i e w s t a t e whether o r not: 2 . T h e w o r k s h o w s a n y d e g r e e o f o r i g i n a l i t y o r c r e a t i v e p o w e r ? 3 . I t h a s a c l e a r g r a p h i c s t y l e , c h a r m , o r i m a g i n a t i o n ? 4 . I t h a s t h e q u a l i t y n e c e s s a r y t o m a k e i t a p e r m a n e n t c o n t r i b u t i o n ? 5 . I t s h o w s b a l a n c e ( t h a t i s , t h e e x t e n t t o w h i c h t h e a u t h o r h a s p u t f i r s t t h i n g s f i r s t ) ? 6 . T h e b o o k h a s v a l u e i n i t s f i e l d ? ( T o t a l — 6 ) C — T O T A L JUNE, 1944 24 7 D . Physical features D o e s t h e r e v i e w s t a t e whether o r not: 1 . T h e r e is a n i n d e x ? 2 . T h e r e a r e i l l u s t r a t i o n s , m a p s , c h a r t s , d o c u m e n t a t i o n , e t c ? 3 . T h e r e a r e b i b l i o g r a p h i e s , a p p e n d i c e s , o r a n y o t h e r r e f e r e n c e f e a t u r e s ? . . . . 4 . T h e b o o k h a s a p l e a s i n g f o r m a t ? ( T o t a l — 4 ) D — T O T A L . . . . E. Trade information 1 . I s t h e a u t h o r e n t r y g i v e n c o r r e c t l y ? 2 . I s t h e t i t l e g i v e n ? 3 . I s i t g i v e n i n f u l l ? 4 . A r e t h e p a g e s g i v e n ? 5 . I s t h e d a t e g i v e n ? 6 . I s i t t h e c o p y r i g h t d a t e ? 7 . I s t h e p u b l i s h e r g i v e n ? 8 . I s t h e p r i c e g i v e n ? ( T o t a l — 8 ) E — T O T A L . . . . I V — T O T A L S u m m a r y Group Score I — A u t h o r i t y o f r e v i e w e r 5 I I — M a n n e r a n d t r e a t m e n t o f t h e r e v i e w 6 1 1 1 — C o m p r e h e n s i v e n e s s A — S c o p e a n d f o r m o f t h e b o o k r e v i e w e d 7 B — A u t h o r i t y o f t h e a u t h o r o f t h e b o o k 3 C — M a n n e r a n d q u a l i t y o f t r e a t m e n t o f t h e b o o k r e v i e w e d 6 D — P h y s i c a l f e a t u r e s 4 E — T r a d e i n f o r m a t i o n 8 T o t a l 3 9 R e v i s e d e d i t i o n s 2 41 Interpretation of the Findings T h e a b o v e s c o r e c a r d w i l l n e e d t o b e c o n s u l t e d b y t h e r e a d e r f o r i d e n t i f i c a t i o n o f t h e p o i n t s a n d c a t e g o r i e s h e r e r e p o r t e d u p o n . O n t h e f i r s t s e c t i o n o f t h e s c o r e c a r d — t h e a u t h o r i t y o f t h e r e v i e w e r — t h e Junior College Journal and the Teachers College Record m a d e n o s c o r e s s i n c e t h e i r r e v i e w s w e r e n o t s i g n e d . I t s h o u l d b e n o t e d t h a t t h e Teachers College Record r e v i e w s o n l y m o n o g r a p h s o r P h . D t h e s e s . T h e i r r e v i e w s a r e m a i n l y d e s c r i p t i v e , g i v - i n g t h e c o n t e n t a n d e x p e r i m e n t a l m e t h o d f o l l o w e d i n e a c h c a s e b u t g i v i n g l i t t l e i n - f o r m a t i o n a s t o w h e t h e r t h e m o n o g r a p h w o u l d b e o f v a l u e e x c e p t a s a p i e c e o f r e - v 232 COLLEGE AND RESEARCH LIBRARIES s e a r c h . C o n s e q u e n t l y t h e i r r a t i n g s o n t h i s s c o r e c a r d a r e q u i t e d i f f e r e n t f r o m t h o s e o f t h e j o u r n a l s r e v i e w i n g a l l t y p e s o f p u b l i s h e d m a t e r i a l s . T h e Harvard Educational Review and the Journal of Educational Research rated h i g h e s t o n t h e a u t h o r i t y o f t h e r e v i e w e r s . A l l t h e r e v i e w s i n t h e l a t t e r g a v e t h e r e v i e w e r ' s f u l l n a m e a n d a t l e a s t s o m e r e f e r e n c e t o h i s p o s i t i o n o r s p e c i a l f i e l d o f w o r k , w h e r e a s a b o u t h a l f o f t h e r e - v i e w s in the Harvard Educational Review d i d t h e s a m e . O n the w h o l e the Harvard Educational Review and the Bulletin of the American Association of University Professors r a t e d h i g h e s t i n t h e m a n n e r a n d t r e a t m e n t o f t h e r e v i e w . T h e r e v i e w e r s i n a b o u t 8 p e r c e n t o f t h e c a s e s i n b o t h j o u r n a l s g a v e s o m e g e n e r a l a p p r a i s a l o f t h e b o o k ( s e e s c o r e c a r d , s e c t i o n I I , 4 ) . T h e f i n d - i n g s o n t h i s s e c t i o n o f t h e s c o r e c a r d a r e g i v e n i n f u l l i n t h e f o l l o w i n g t a b l e . T o t a l n u m b e r o f r e v i e w s f o r e a c h 1 8 4 5 P e r c e n t o f t o t a l n u m b e r o f r e v i e w s f o r e a c h s c o r e 1 . I m p a r t i a l e s t i m a t e 7 2 . 2 8 4 . 4 2 . C o m p a r i s o n s 1 6 . 6 1 4 3 . C o m p a r i s o n s 1 6 . 6 1 5 4 . G e n e r a l a p p r a i s a l s 7 7 . 7 8 0 5 . N e w m a t e r i a l 8 3 . 3 6 8 . 8 6 . Y e a r o f p u b l i c a t i o n 1 0 0 8 8 . 8 A s t o t h e s c o p e a n d f o r m o f t h e b o o k r e v i e w e d ( s e e s c o r e c a r d , s e c t i o n I I I , A ) a l l r e v i e w s r a t e d h i g h o n t h e f i r s t t w o p o i n t s , t h e t h e m e a n d s c o p e o f t h e b o o k r e v i e w e d , b u t l e s s a t t e n t i o n w a s p a i d t o s t a t i n g w h e t h e r t h e b o o k s w e r e b r i e f , e x - h a u s t i v e , o r s e l e c t i v e i n t h e i r t r e a t m e n t . O n l y t w e n t y - o n e o f t h e b o o k s w e r e r e - v i s e d e d i t i o n s . T h e Junior College Jour- nal, w i t h t e n r e v i s e d e d i t i o n s , d e s c r i b e d t h e e x t e n t o f r e v i s i o n i n s e v e n c a s e s . T h e Journal of Higher Education included t w o r e v i s e d e d i t i o n s a n d i n b o t h c a s e s g a v e s o m e t h i n g c o n c e r n i n g t h e e x t e n t o f r e v i - s i o n , w h i l e t h e Harvard Educational Re- view i n c l u d e d f o u r r e v i s i o n s b u t f u l l y d e s c r i b e d o n l y o n e . T h r e e o u t o f f i v e r e - v i s e d e d i t i o n s r e v i e w e d i n t h e Journal of Educational Research w e r e f u l l y d e s c r i b e d . I t w o u l d s e e m f r o m t h i s t h a t o n e o f t h e w e a k e s t p o i n t s i n t h e r e v i e w i n g o f e d u - c a t i o n m a t e r i a l i s i n t h e f i e l d o f r e v i s e d e d i t i o n s . A s t o t h e a u t h o r i t y o f t h e a u t h o r o f t h e b o o k , i t i s i n t e r e s t i n g t o n o t e t h a t o u t s i d e of the Teachers College Record w h i c h , as w a s m e n t i o n e d b e f o r e , i s i n a c l a s s b y i t s e l f , t h e Bulletin of the American Asso- ciation of University Professors and the T . C . R . 4 7 7 5 8 6 3 2 2 7 0 . 2 6 7 . 2 9-5 2 2 . 1 2 0 . 8 1 . 6 4-5 1 6 . 9 6 . 9 6.3 4-5 6 l 75-8 25-3 55-9 7 2 . 5 4 9 . 2 74 79-3 9 6 . 8 1 0 0 Journal of Higher Education r a t e d h i g h e s t i n d e s c r i b i n g t h e a u t h o r s h i p o f t h e b o o k s 4 Abbreviations used in these tables: A . A . U . P . — Bulletin of the American Association of University Professors; H . E . R . — H a r v a r d Educational Review; T . E . R . — J o u r n a l of Educational Research; J . H . E . — Journal of Higher Education; J . C . J . — J u n i o r College Journal; T . C . R . — T e a c h e r s College Record. T A B L E I M a n n e r a n d T r e a t m e n t o f t h e R e v i e w A . A . U . P . H . E . R . T . E . R . T . H . E . T . C . T . JUNE, 1944 24 7 they reviewed. O f course to professors Higher Education, and the Junior College and specialists in the field, the author's Journal gave more information in this sec- name itself will often carry with it all the tion than did the other journals. Bibliog- necessary i n f o r m a t i o n . raphies, charts, documentation, and other T h e f o l l o w i n g table attempts to show reference features are important points to evaluative criticisms that are important in consider in selecting books f o r a college helping the reader determine the merit of library, and it is to be regretted that men- the book reviewed. T h e personal j u d g - tion of the presence or absence of such ment of the scorer makes this section of features is often neglected in book reviews the score card less objective than some as is shown by T a b l e I I I . others. In the main, the trade information T A B L E I I M a n n e r a n d Q u a l i t y o f T r e a t m e n t o f t h e B o o k R e v i e w e d A . A . U . P . H . E . R . J . E . R . J . H . E . J . C . J . T o t a l n u m b e r o f r e v i e w s f o r e a c h 18 4 5 7 7 5 8 6 3 P e r c e n t o f t o t a l n u m b e r o f r e v i e w s f o r e a c h s c o r e i . B i a s 5 0 2 7 3 6 . 4 2 9 - 3 6 . 3 2 . O r i g i n a l i t y 2 2 . 2 2 0 1 9 . 5 1 3 . 8 3 - S t y l e 2 0 2 5 . 8 3 9 - 7 6 . 3 4 . C o n t r i b u t i o n 2 7 . 2 3 2 1 0 . 4 2 9 . 1 4 - 7 5 . B a l a n c e 7 1 4 . 3 10.3 4 - 7 6 . V a l u e 8 8 . 8 8 2 . 1 7 6 . 6 9 4 . 8 7 6 . 1 T a b l e I I I gives the sort of information research workers and librarians are par- ticularly interested in. T h e Journal of Educational Research, the Journal of given was such that titles w e r e easily veri- fied, and so a table giving those results is not shown here. F r o m the examination of the above T A B L E I I I P h y s i c a l F e a t u r e s A . A . U . P . H . E . R . J . E . R . J . H . E . J . C . J . T . C . R . T o t a l n u m b e r o f r e v i e w s f o r e a c h 18 4 5 7 7 5 8 6 3 2 2 P e r c e n t o f t o t a l n u m b e r o f r e v i e w s f o r e a c h s c o r e 1. I n d e x i n g . . . 1 1 . 1 5 3 - 9 10.3 9 - 5 2 . D o c u m e n t a t i o n . . . 2 7 . 7 3 2 2 4 . 7 2 7 . 7 3 3 - 3 2 2 . 7 3 . B i b l i o g r a p h i e s . . . 2 2 . 2 2 7 3 6 . 3 2 5 . 8 4 4 . 4 2 2 . 7 4 . F o r m a t 7 1 - 3 6 . 8 7 - 9 v 234 COLLEGE AND RESEARCH LIBRARIES t a b l e s , i t w i l l b e s e e n t h a t o n t h e w h o l e t h e r e v i e w s r a t e d h i g h i n p r e s e n t i n g f a c t - u a l i n f o r m a t i o n b u t f e l l s h o r t o n t h e c r i - t e r i a w h i c h w o u l d h e l p t o c o m p a r e t h e b o o k w i t h o t h e r b o o k s i n t h e s a m e f i e l d ; i n o t h e r w o r d s , i n h e l p i n g t o s h o w w h e t h e r t h e b o o k is w o r t h p u r c h a s i n g . O f t h e 2 8 3 r e v i e w s r a t e d o n t h e s c o r e c a r d , e i g h t y w e r e o f b o o k s r e v i e w e d i n m o r e t h a n o n e j o u r n a l . O u t o f t h e t o t a l o f 1 3 7 r e v i e w e r s , o n l y t w e n t y - n i n e h a d m o r e t h a n o n e r e v i e w t o h i s o r h e r n a m e . Length of the Review. U s u a l l y the l o n g e r t h e r e v i e w , t h e h i g h e r i t r a t e d o n t h e s c o r e c a r d , a l t h o u g h t h i s w a s n o t t r u e i n s e v e r a l c a s e s w h e r e t h e r e v i e w e r s e e m e d t o w e l c o m e t h e c h a n c e t o e x p r e s s h i s o w n t h e o r i e s o f e d u c a t i o n . T h e Journal of Higher Education and the Bulletin of the American Association of University Pro- fessors m a d e t h e h i g h e s t s i n g l e s c o r e s , t h i r t y - t w o o u t o f p o s s i b l e t h i r t y - n i n e p o i n t s . T h e f o l l o w i n g t a b l e s h o w s t h e h i g h , l o w , a n d m e d i a n r a t i n g s t h e v a r i o u s j o u r - n a l s m a d e o n t h e i r r e v i e w s a s w e l l a s t h e t o t a l n u m b e r o f r e v i e w s e a c h p u b l i s h e d d u r i n g t h e y e a r . t i c u l a r l y h o w t h e y c h o o s e t h e i r r e v i e w e r s a n d t h e b o o k s t o b e r e v i e w e d a n d w h e t h e r a n y d e f i n i t e i n s t r u c t i o n s a r e g i v e n o n h o w t o w r i t e t h e r e v i e w s . A l l t h e q u e s t i o n n a i r e s w e r e r e t u r n e d w i t h t h e e x c e p t i o n o f t h a t o f t h e Teachers College Record, w h o s e e d i t o r a n s w e r e d t h a t t h e y p u b l i s h n o b o o k r e v i e w s a s s u c h . T h e i r p o l i c y o n b o o k r e v i e w s i s p a r t o f a m o r e g e n e r a l p o l i c y o f p u b l i s h i n g o n l y m a n u s c r i p t s s u b m i t t e d b y s t a f f m e m b e r s o r g r a d u a t e s t u d e n t s w o r k i n g u n d e r t h e i r d i r e c t i o n . T h e o n l y m a t e r i a l o f t h e n a - t u r e o f a b o o k r e v i e w i s i n t h e s e c t i o n e n t i t l e d " N e w S t u d i e s i n E d u c a t i o n , " w h i c h c o m p r i s e s d i g e s t s o f t h e d i s s e r t a - t i o n s o f T e a c h e r s C o l l e g e d o c t o r a l c a n d i - d a t e s . T h e Harvard Education Review, the Journal of Educational Research, and the Journal of Higher Education in selecting t h e i r r e v i e w e r s c h o o s e s p e c i a l i s t s n o t n e c e s - s a r i l y c o n n e c t e d w i t h t h e i r r e s p e c t i v e j o u r - n a l s . T h e Junior College Journal uses m e m b e r s o f i t s e d i t o r i a l s t a f f f o r t h i s p u r - pose, and the American Association of University Professors u s u a l l y c h o o s e s m e m b e r s o f t h e a s s o c i a t i o n w h o s e n a m e s Name of Periodical H . E . R . A . A . U . P J . E . R . . J . H . E . J . C . J . . T . C . R . T A B L E I V S u m m a r y o f R a t i n g S c o r e s High 2 8 32 30 32 23 17 14 17 17 18 10 12 Median 24 24 23 23 16 15 Number Number of Reviews of Issues 4 6 18 77 58 6 4 2 2 Return on Questionnaire to Publishers. A q u e s t i o n n a i r e w a s s e n t t o t h e e d i t o r s o f t h e s i x j o u r n a l s i n c l u d e d i n t h i s s t u d y t o o b t a i n t h e i r b o o k r e v i e w i n g p o l i c i e s , p a r - a r e s o m e w h a t r e l a t e d t o t h e f i e l d w i t h w h i c h t h e b o o k i s c o n c e r n e d . O n l y t w o o f t h e j o u r n a l s g i v e a n y d e f i - n i t e i n s t r u c t i o n s t o t h e p e r s o n s w h o w r i t e JUNE, 1944 24 7 t h e i r b o o k r e v i e w s . T h e Journal of Higher Education h a s a s a m p l e f o r m l e t - t e r , w h i c h i s s e n t t o p r o s p e c t i v e r e v i e w e r s , g i v i n g d i r e c t i o n s a s t o t h e b i b l i o g r a p h i c e n t r y a n d t h e n u m b e r o f w o r d s b u t s a y i n g n o t h i n g c o n c e r n i n g t h e m a n n e r a n d t r e a t - m e n t o f t h e r e v i e w i t s e l f . T h e editors of the Journal of Educa- tional Research a s k t h e i r r e v i e w e r s t o b e c r i t i c a l , a n d t h e y d e f i n i t e l y s t a t e t h a t u n - c r i t i c a l r e v i e w s a r e r e j e c t e d . D o u b t f u l r e v i e w s a r e r e a d b y o n e o r m o r e m e m b e r s o f t h e e d i t o r i a l b o a r d b e f o r e t h e y a r e a c - c e p t e d . I n f o r m a t i o n a b o u t s p a c e l i m i t a t i o n w a s c h e c k e d o n e a c h q u e s t i o n n a i r e r e t u r n e d . T h e Junior College Journal l i m i t s r e v i e w s to one c o l u m n , the Harvard Educational Review t o a p p r o x i m a t e l y f o u r h u n d r e d w o r d s , and the American Association of University Professors' Bulletin to t w o or t h r e e b u l l e t i n p a g e s , w h i c h a v e r a g e o n e t h o u s a n d w o r d s e a c h , w h i l e t h e Journal of Educational Research s t a t e s t h a t o n l y v e r y b r o a d l i m i t s a r e g i v e n t o t h e l e n g t h o f r e v i e w a n d t h e f o r m l e t t e r o f t h e Jour- nal of Higher Education s a y s t h a t r e v i e w s a r e n o r m a l l y t h r e e o r f o u r h u n d r e d w o r d s i n l e n g t h , a l t h o u g h o n e f o r a b o o k o f g r e a t i m p o r t a n c e m a y e x t e n d t o f i v e h u n - d r e d w o r d s . A l l t h e j o u r n a l s r e v i e w b o o k s w h i c h a r e s e n t t h e m b y p u b l i s h e r s b u t a l s o w r i t e f o r i m p o r t a n t t i t l e s w h e n n o t r e c e i v e d o t h e r - w i s e . T h e e d i t o r s i n e a c h c a s e s e l e c t w h i c h b o o k s a r e t o b e r e v i e w e d . T h e American Association of University Professors' Bul- letin c h o o s e s r e c e n t p u b l i c a t i o n s o f i n t e r e s t t o a l l c o l l e g e a n d u n i v e r s i t y t e a c h e r s . T h e Junior College Journal s e l e c t s b o o k s j u s t o f f t h e p r e s s , m o s t l y i n t h e e d u c a t i o n f i e l d , a n d i n c l u d e s s o m e t i t l e s w h i c h t h e y c o n - s i d e r p o s s i b l e t e x t b o o k s . T h e Journal of Higher Education l i m i t s i t s e l f t o o u t s t a n d - i n g b o o k s i n t h e f i e l d o f h i g h e r e d u c a t i o n , w h i l e the Journal of Educational Research i s i n t e r e s t e d i n r e s e a r c h p u b l i c a t i o n s . T h e y a l o n e s t a t e t h a t t h e y c h o o s e b o o k s p u b l i s h e d w i t h i n t h e c u r r e n t y e a r o f p u b l i - c a t i o n . Conclusions and Recommendations Conclusions. T h i s s t u d y s h o w s t h a t r e - v i e w s i n t h e f i e l d o f h i g h e r e d u c a t i o n f u r n i s h t h e l i b r a r i a n w i t h s u f f i c i e n t b i b l i o - g r a p h i c i n f o r m a t i o n a n d d e s c r i b e t h e c o n - t e n t s o f t h e b o o k s r e v i e w e d q u i t e f u l l y b u t l e a v e m u c h t o b e d e s i r e d i n e v a l u a t i n g t h e b o o k s f o r s e l e c t i o n p u r p o s e s . O f t h e b o o k s r e v i e w e d , o n l y 1 0 p e r c e n t w e r e r e - v i e w e d m o r e t h a n o n c e . S i x t y - s e v e n t o 8 4 p e r c e n t o f a l l s i g n e d r e v i e w s a t t e m p t e d t o g i v e a n i m p a r t i a l e s t i m a t e o f t h e b o o k b y a g r e e i n g o r d i s - a g r e e i n g w i t h t h e a u t h o r ' s p o i n t o f v i e w . H o w e v e r , w h e n i t c a m e t o s t a t i n g w h e t h e r o r n o t t h e b o o k h a d t h e q u a l i t y n e c e s s a r y t o m a k e i t a p e r m a n e n t c o n t r i b u t i o n , o n l y 1 0 t o 2 9 p e r c e n t o f t h e s a m e r e v i e w e r s c o m m i t t e d t h e m s e l v e s . A n o t h e r w e a k s p o t a p p e a r e d i n t h e f i e l d o f c o m p a r i s o n . T h e r a n g e h e r e w a s f r o m a p p r o x i m a t e l y 2 p e r c e n t f o r t h e Junior College Journal to 2 2 per cent f o r the Journal of Educational Research. I n o t h e r w o r d s , t h e l i b r a r i a n s e l d o m f i n d s a r e v i e w c o m p a r i n g a n e w b o o k w i t h o t h e r b e t t e r - k n o w n t i t l e s . T h e u s e o f t h e s c o r e c a r d f o r e v a l u a t i n g r e v i e w s i n t h i s s t u d y r e v e a l s t h e f o l l o w - i n g : 1 . O n t h e w h o l e t h e j o u r n a l s r e v i e w e d r e c e n t m a t e r i a l . 2 . F u l l a u t h o r i t y o f t h e r e v i e w e r i s s e l - d o m g i v e n . I n m o s t i n s t a n c e s o n l y t h e n a m e o f t h e p e r s o n a n d t h e i n s t i t u t i o n w i t h w h i c h h e w a s c o n n e c t e d w e r e m e n t i o n e d . 3 . O n e o f t h e w e a k e s t s p o t s i n t h e m a n - v 236 COLLEGE AND RESEARCH LIBRARIES n e r a n d t r e a t m e n t o f r e v i e w s w a s i n t h e l a c k o f c o m p a r i s o n w i t h o t h e r t i t l e s . 4 . T h e s c o p e a n d f o r m o f t h e b o o k r e - v i e w e d w e r e u s u a l l y w e l l - c o v e r e d . 5 . T h e r e v i e w s d i d n o t r a t e v e r y h i g h o n t h e i n f o r m a t i o n t h e y g a v e c o n c e r n i n g t h e a u t h o r o f t h e b o o k . F e w r e v i e w e r s m e n t i o n e d t h e a u t h o r a t a l l ; o r , w h e n t h e y d i d , g a v e n o i n f o r m a t i o n a b o u t h i m . 6 . T h e r e v i e w s d i d n o t r e v e a l t o a n y g r e a t e x t e n t t h e o r i g i n a l i t y o r p e r m a n e n t v a l u e o f t h e b o o k s . 7 . P h y s i c a l f e a t u r e s , s u c h a s a d e q u a t e i n d e x , d o c u m e n t a t i o n , a p p e n d i c e s , b i b l i - o g r a p h i e s , a n d s u c h , r e c e i v e d l i t t l e a t t e n - t i o n . 8 . T r a d e i n f o r m a t i o n n e c e s s a r y f o r b o o k s e l e c t i o n p u r p o s e s w a s a d e q u a t e l y g i v e n . 9 . U s u a l l y t h e l o n g e r t h e r e v i e w t h e h i g h e r i t r a t e d o n t h e s c o r e c a r d , a l t h o u g h t h e a v e r a g e r a t i n g f o r a n i n d i v i d u a l r e v i e w w a s o n l y t w e n t y - t h r e e o u t o f a p o s s i b l e s c o r e o f t h i r t y - n i n e o r f o r t y - o n e . T h e l e n g t h v a r i e d , w i t h a l l b u t t w o o f t h e j o u r n a l s a v e r a g i n g o v e r f i v e h u n d r e d w o r d s f o r a s i n g l e r e v i e w . T h e score card provided a convenient w a y to check the characteristics of a re- v i e w but did not show whether the re- viewer presented a true picture of the book. T h a t could be done only by exam- ining the contents of the books themselves. Perhaps the chief value of such a score card is in its establishment of a practical analytical approach to a book review. Perhaps the questionnaire to the editors of these journals showed up one of the greatest weaknesses in book reviewing in professional journals. A l t h o u g h instruc- tions were given as to length and biblio- graphic f o r m , it was assumed that other instructions as to h o w the review should be written, what points should be empha- sized, the value of the book, and so forth, were unnecessary. O n l y one journal states that it instructed the reviewers to be critical. Recommendations. A study of book reviews using some such score card as was developed f o r this essay might be made by comparing the information given in the review with that of the book itself, to see whether the review represented it fairly. Such a study might also make it possible to compose better questions to bring out the nature and value of a review. Some of the questions in the score card used in this study were improved by examining the reviews themselves. T h e score card might then be used by several people examining the same reviews. U n t i l that can be done there is no w a y of k n o w i n g the extent of objectivity of such a measurement. It is also recommended that an outline or specifications, covering points in the score card, be used by the editorial boards of educational journals in giving instruc- tions to their reviewers as a means of raising their book-reviewing standards. JUNE, 1944 24 7