College and Research Libraries


B y P A T R I C I A B . K N A P P 

The College Librarian: Sociology of 
a Professional Specialisation 

Mrs. Knapp is librarian, George Wil-

liams College, Chicago. 

EV E R Y J O B IS MORE t h a n a s e t o f t a s k s or f u n c t i o n s . I t is a set of relation-
ships as w e l l — r e l a t i o n s w i t h a u t h o r i t y , 

relations w i t h others in the same t r a d e o r 

profession, r e l a t i o n s w i t h f e l l o w - w o r k e r s on 

the j o b , r e l a t i o n s w i t h clients or c u s t o m e r s . 

S p e c i a l i z a t i o n w i t h i n a field, m o r e o v e r , 

o f t e n i n v o l v e s special relations as w e l l as 

special f u n c t i o n s . 

T h e c o l l e g e l i b r a r i a n ' s j o b is o b v i o u s l y a 

specialization of this sort. N o t o n l y his 

f u n c t i o n s b u t also his relationships are, in 

l a r g e measure, d e t e r m i n e d by the i n s t i t u t i o n 

he serves. 

T h i s paper, t h e r e f o r e , considers in some 

d e t a i l the p a t t e r n of relationships w h i c h 

a f f e c t c o l l e g e l i b r a r i a n s h i p as a professional 

specialization, p a r t i c u l a r l y those w h i c h are 

i n h e r e n t in the c o l l e g e as a social institu-

tion. 

T H E C O L L E G E 

T h e c o l l e g e is a c o m p l e x i n s t i t u t i o n . I t 

is c o m p a r a b l e to the hospital in m a n y re-

spects. A n d in sociological studies of the 

h o s p i t a l 1 one can find p a r a l l e l s w h i c h are 

p e r t i n e n t to the present analysis. In the 

hospital, as in the college, c o m p l e x i t y of 

o r g a n i z a t i o n reflects a w i d e v a r i e t y of f u n c -

tions p e r f o r m e d , s t r u c t u r i n g , to some ex-

1 S m i t h , H a r v e y L . " T h e Sociological S t u d y of Hos-
p i t a l s . " ( U n p u b l i s h e d P h . D . dissertation, U n i v e r s i t y 
of Chicago, 1 9 4 9 ) . 

tent, the relationships a m o n g three m a j o r 

g r o u p s : the a d m i n i s t r a t o r s , the profes-

sionals, and the clients. 

A s in the hospital the key relationship is 

t h a t b e t w e e n d o c t o r and patient, the key 

relationship in the c o l l e g e is b e t w e e n 

teacher and s t u d e n t . Since the m a i n busi-

ness of the c o l l e g e is e d u c a t i o n , highest 

v a l u e is placed on this relationship. T h e 

a d m i n i s t r a t i o n exists to f a c i l i t a t e it. 

A p r o b l e m of the college, as of the hos-

p i t a l , h o w e v e r , lies in the f a c t t h a t t w o 

status systems exist s i m u l t a n e o u s l y w i t h i n it, 

the one b u r e a u c r a t i c , r e f l e c t i n g the admin-

i s t r a t i v e h i e r a r c h y , the o t h e r f u n c t i o n a l , 

r e f l e c t i n g the v a l u e s placed by the com-

m u n i t y on the f u n c t i o n s p e r f o r m e d . T h e 

conflicts a r i s i n g o u t of this d i c h o t o m y are 

p r o b a b l y n o t as c r i t i c a l in the c o l l e g e as they 

are in the hospital, b u t they exist nonethe-

less. 

W i t h i n this g e n e r a l p a t t e r n of relation-

ship, the l i b r a r i a n is responsible f o r an 

enterprise w h i c h is a n c i l l a r y to the m a i n 

business of the institution, c o m p a r a b l e , per-

haps, to the p h a r m a c y d e p a r t m e n t , the 

p a t h o l o g y d e p a r t m e n t , the n u r s i n g depart-

m e n t in the hospital. S u c h enterprises are 

essential to the a c h i e v e m e n t of the purpose 

of the p a r e n t institution, b u t they are sub-

o r d i n a t e , and the position of those responsi-

ble f o r t h e m is o f t e n a n o m a l o u s . 

T H E L I B R A R I A N ' S F U N C T I O N S 

T h e f u n c t i o n s of the head l i b r a r i a n of a 

c o l l e g e f a l l i n t o three categories. F i r s t , as 

66 COLLEGE AND RESEARCH LIBRARIES 



the a d m i n i s t r a t o r of an a u x i l i a r y enter-

prise, he is o f t e n responsible f o r the expend-

iture of l a r g e sums of money, the m a i n -

tenance of extensive p l a n t and e q u i p m e n t , 

the o r g a n i z i n g and s e r v i c i n g of a tremen-

dous investment in m a t e r i a l , and the super-

vision of a l a r g e staff. Second, because the 

l i b r a r y is designed to i m p l e m e n t d i r e c t l y 

the e d u c a t i o n a l process, he is, in a sense, 

an e d u c a t o r . H i s w o r k is m u c h closer to 

the teacher-student relationship t h a n is t h a t 

of the c o m p t r o l l e r o r the engineer, f o r ex-

ample. A n d f i n a l l y , because he w o r k s w i t h 

books, he is a b o o k m a n , even, perhaps, a 

scholar. 

A l l of these f u n c t i o n s are c l e a r l y im-

p o r t a n t . T h e degree of emphasis placed 

upon a n y one of them v a r i e s in a g i v e n 

situation w i t h the n a t u r e of the institution 

and w i t h the taste and t a l e n t of the li-

b r a r i a n . W e are concerned here not w i t h 

the usual or proper dominance of a n y one 

of the f u n c t i o n s , but w i t h the p a t t e r n of 

relationships a r o u n d each. 

A s an a d m i n i s t r a t o r , he m u s t w o r k f r e -

q u e n t l y and closely w i t h people in the per-

sonnel d e p a r t m e n t , the p u r c h a s i n g depart-

m e n t , the b u i l d i n g s and g r o u n d s depart-

m e n t , etc. H e v a l u e s o r d e r l y procedures, 

smoothness of operation. H i s attention is 

focused on economy and efficiency. 

A s an e d u c a t o r he m u s t w o r k closely w i t h 

the t e a c h i n g f a c u l t y . H e v a l u e s service 

keyed to i n s t r u c t i o n a l goals. H i s a t t e n t i o n 

is centered on c u r r i c u l u m - b u i l d i n g , teach-

i n g methods, student use of the l i b r a r y . 

A s a b o o k m a n he w o r k s closely w i t h the 

scholars and research m e n on the f a c u l t y . 

H e v a l u e s the good collection, the research 

materials, perhaps the rare books. H i s 

a t t e n t i o n is centered on research needs, 

b i b l i o g r a p h i c a l tools and services. 

A l l of these relationships are inherent to 

one degree or another in his j o b . I n addi-

tion, as a l i b r a r i a n , he is influenced in some 

measure by the notions w h i c h are a t t a c h e d 

to the l i b r a r y itself, p a r t i c u l a r l y to the 

public l i b r a r y . H e v a l u e s r e a d i n g as a 

good in itself. H e v a l u e s skill in the use of 

the l i b r a r y as a tool f o r s e l f - e d u c a t i o n . H e 

feels an o b l i g a t i o n to p r o m o t e use of the 

l i b r a r y quite a p a r t f r o m its relationship to 

i n s t r u c t i o n a l o b j e c t i v e s . 

I t is w o r t h r e p e a t i n g that any one college 

l i b r a r i a n m a y stress one or a n o t h e r of these 

elements in his concept of his o w n in the 

c o l l e g e . B u t all of the elements are pres-

ent. T h e y are, f u r t h e r m o r e , all present in 

the composite f a c u l t y concept of the li-

b r a r i a n ' s role, as w e shall see. 

T H E L I B R A R I A N ' S S T A T U S 

H o w , then, do these v a r i o u s f u n c t i o n s 

and the relationships they i n v o l v e a f f e c t the 

status of the l i b r a r i a n in the c o l l e g e com-

m u n i t y ? I n a situation w h e r e the instruc-

t o r r a n k s h i g h and the a d m i n i s t r a t o r ranks 

l o w on the f u n c t i o n a l status scale, the status 

of the l i b r a r i a n m a y be determined by 

w h i c h f u n c t i o n is stressed in his w o r k , in 

his self-concept and in the concept of h i m 

held by others in the college c o m m u n i t y . 

I n the academic c o m m u n i t y , f a c u l t y r a n k 

is an i m p o r t a n t and c o n v e n i e n t s y m b o l of 

status. I n d e e d , f a c u l t y rank is a p r i z e f o r 

w h i c h academic l i b r a r i a n s are still f i g h t i n g . 2 

T h e head l i b r a r i a n is accepted as a m e m b e r 

of the f a c u l t y in most colleges. B u t he is 

not a l w a y s so accepted, n o r is his position 

a l w a y s c l e a r . T h e c a t a l o g s of five h i g h l y -

r e g a r d e d colleges in the M i d w e s t listed the 

l i b r a r i a n s as f o l l o w s : 

C o l l e g e A .... L i b r a r i a n and P r o f e s s o r of 
L i b r a r y Science 

College B . . . . ( w i t h administrators, not 
w i t h f a c u l t y ) 

College C . . . . Librarian (under rubric A s -
sociate P r o f e s s o r ) 

2 D o w n s , Robert B . , " A r e College and U n i v e r s i t y Li-
b r a r i a n s A c a d e m i c ? " C O L L E G E A N D R E S E A R C H L I B R A R I E S , 

1 5 : 9 - 1 4 , J a n u a r y , 1954. 

JANUARY, 1955 67 



College D . . . . L i b r a r i a n with Rank of 
Assistant P r o f e s s o r 

C o l l e g e E . . . . L i b r a r i a n and Associate 
P r o f e s s o r of English 

O n l y in C o l l e g e A w e r e other m e m b e r s of 

the l i b r a r y staff listed as f a c u l t y . H e r e , 

these others h a v e t e a c h i n g responsibility in 

the D e p a r t m e n t of L i b r a r y Science. 

I n one of these colleges, the w r i t e r inter-

v i e w e d t w e n t y - n i n e f a c u l t y members, in 

connection w i t h a n o t h e r s t u d y . T w e n t y -

t w o of them w e r e asked if the l i b r a r i a n 

should be a m e m b e r of the f a c u l t y . S e v e n -

teen a n s w e r e d " y e s " u n e q u i v o c a l l y . T h e 

o t h e r five had reservations, n o t about the 

i n c u m b e n t l i b r a r i a n , b u t a b o u t the l i b r a r i a n 

in g e n e r a l . T h e y w e r e then asked if they 

t h o u g h t the rest of the professional l i b r a r y 

staff should also h a v e f a c u l t y r a n k . T h e y 

a n s w e r e d as f o l l o w s : 

12 . . . . no 
2 . . . . yes 
2 . . . . depends on function 
2 . . . . depends on training 
I . . . . depends on person 

T h e y w e r e not asked their reasons f o r 

their opinions b u t some v o l u n t e e r e d it. 

T h e reasons g i v e n r e v e a l p r e t t y c l e a r l y one 

or a n o t h e r of the f o l l o w i n g a t t i t u d e s 

t o w a r d f a c u l t y r a n k : 

1. F a c u l t y rank as a status symbol: 
" T h e y are not intellectual." 
" I hate the dichotomy between faculty 

and staff." 
" T h e y are adequately represented by the 

librarian." 
" I feel there can be proliferation of 

faculty r a n k . " 
2. F a c u l t y rank as related to function: 

" T h e y have no contact w i t h educational 
matters w h e r e policy is required." 

" T h e y are concerned w i t h instruction 
and discipline." 

" T h e reference and circulation librar-
ians are concerned w i t h the educa-
tional p r o g r a m . " 

3. F a c u l t y rank as related to training: 
" T h e y should have equal rank for equal 

training." 

T h e s e q u o t a t i o n s d e m o n s t r a t e t h a t fac-

u l t y r a n k is r e c o g n i z e d as a status s y m b o l , 

and that w h e r e it is j e a l o u s l y g u a r d e d , the 

l i b r a r i a n is considered to be qualified f o r 

it p r i m a r i l y by v i r t u e of his f u n c t i o n as 

e d u c a t o r or s c h o l a r . 

I t should be pointed o u t that in this 

p a r t i c u l a r college, the l i b r a r i a n is a m e m b e r 

of the f a c u l t y , held in high esteem by his 

c o l l e a g u e s . H e has an a d v a n c e d degree in 

history, has t a u g h t E n g l i s h in the college, 

and he is c l e a r l y a b o o k m a n in his interests. 

H e is also considered a g o o d a d m i n i s t r a t o r , 

and his c o m m i t t e e w o r k in the f a c u l t y has 

been p r i m a r i l y w i t h a d m i n i s t r a t i v e com-

mittees. 

T o get a f u r t h e r idea of the f a c u l t y 

m e m b e r ' s conception of the role of the li-

b r a r i a n , the respondents w e r e asked to w h a t 

c o m m i t t e e s the c o l l e g e l i b r a r i a n , not the 

l i b r a r i a n of this c o l l e g e b u t a n y c o l l e g e 

l i b r a r i a n , should be assigned. T h e f o l l o w -

i n g c o m m i t t e e s w e r e n a m e d : 

L i b r a r y 7 times 
C u r r i c u l u m and instruction . . . . 14 times 
Administration 6 times 
Discipline 2 times 
Student affairs I times 

I t can be assumed that m o r e respondents 

w o u l d h a v e indicated the l i b r a r y c o m m i t -

tee had they n o t f e l t it obvious. T h o s e 

w h o did s u g g e s t it i n v a r i a b l y c o m m e n t e d 

t h a t it w a s obvious. W e l l o v e r half of the 

respondents a p p a r e n t l y t h i n k the l i b r a r i a n ' s 

f u n c t i o n as e d u c a t o r is most i m p o r t a n t . 

T h e y w e r e asked, f u r t h e r , w h a t they con-

f e r r e d w i t h their o w n l i b r a r i a n a b o u t . 

A n d they a n s w e r e d as f o l l o w s : 

Books (purchases, search for o.p.'s, etc.) 11 
C o u r s e needs (duplicates, physical set-

up, etc.) 4 

68 COLLEGE AND RESEARCH LIBRARIES 



W h a t use students are making of the 
library 2 

O t h e r (noise, departmentalization, etc.) 6 

F r o m these a n s w e r s it seems t h a t the book-

m a n f u n c t i o n is most appreciated in their 

o w n l i b r a r i a n . 

T o s u m m a r i z e , then, here is a college 

l i b r a r i a n w h o is f u l l y accepted by the 

t e a c h i n g f a c u l t y as one of t h e m . H e is 

especially v a l u e d as a scholar and a book-

m a n . H i s s t a f f , h o w e v e r , is not so accepted. 

I t is not assumed t h a t they, as librarians, 

w i l l be either educators or bookmen. O n e 

more q u o t a t i o n w i l l emphasize this p o i n t : 

Q : Should the librarian be a member of 
the f a c u l t y ? 

A : N o t necessarily. M r . should 
be. H e thinks of other things besides 
what's going on in the catalog room. H e ' s 
widely read. H e keeps up the quality of 
the library. H e has taught classes. 

I might as w e l l say this, too. I know 
you're studying library science, but I think 
a librarian should have minimum training 
in library science and lots of humanities 
and social sciences, especially humanities. 
H e should recognize content. M r . 
can compete w i t h the faculty on their own 
terms. 

Q : W h a t about the rest of the staff? 
Should they be on the f a c u l t y ? 

A : N o . T h e y are librarians, not intel-
lectual people. 

Q : A r e you saying that the head librar-
ian should be given faculty status only if 
he happens to be a person like M r . 
or that the college should hire only a person 
like M r . as librarian? 

A : H e ' s the kind of person you should 
have for a college like this. I t should be a 
requirement that the librarian be able to 
read, talk, t h i n k — f o r a college like this. I 
wouldn't be sure of the librarian of W i d -
ener, whether he's this kind. 

I f w e are defensive, w e w i l l label this 

c o m m e n t e x t r e m e or even i g n o r a n t , b u t it is 

honest, and it illustrates the status p r o b l e m 

of the college l i b r a r i a n . 

I t m a y be h e l p f u l to r e c a l l here the 

p a r a l l e l w i t h the hospital. A s an admin-

i s t r a t o r , the c o l l e g e l i b r a r i a n like the 

pathologist, the pharmacist, the head nurse, 

m a y r a n k high in the a d m i n i s t r a t i v e 

h i e r a r c h y but l o w in the f u n c t i o n a l status 

system. If he is n o t accorded f a c u l t y r a n k 

he m a y f e e l that he is n o t t r u l y a m e m b e r 

of the academic profession and, like the 

pharmacist and the nurse, seek self-esteem 

w i t h i n his o w n o c c u p a t i o n a l specialization. 

E v e n w i t h f a c u l t y r a n k , unless he a c t u a l l y 

teaches, he is l i k e l y to f e e l , as do the 

p a t h o l o g i s t and the anaesthesiologist, 3 t h a t 

he does not quite belong, u n t i l and unless he 

proves himself to be personally qualified 

as an e d u c a t o r and a scholar. 

T H E L I B R A R I A N ' S C L I E N T S 

W h e t h e r or not the i n s t r u c t o r is a col-

league, he is c e r t a i n l y a client, and this 

relationship is n o t w i t h o u t its points of 

tension. M o s t college f a c u l t y m e m b e r s are 

interested in research, and they are c e r t a i n l y 

u n d e r considerable pressure to do research. 4 

T h e y are n a t u r a l l y pleased w h e n t h e i r o w n 

college l i b r a r y is able to p r o v i d e the neces-

sary m a t e r i a l s . B u t m a n y c o l l e g e libraries 

do n o t consider this one of their f u n c t i o n s , 

and, in any case, o n l y a f e w colleges can 

a f f o r d it even on a limited scale and in 

limited areas. T h e provision of research 

m a t e r i a l s and even of services, t h r o u g h 

m i c r o f i l m and i n t e r l i b r a r y loan, m a y cause 

a drain on f u n d s and staff serious e n o u g h to 

h a m p e r the provision of i n s t r u c t i o n a l ma-

terials and services. H e r e the l i b r a r i a n 

faces the conflict of interest b e t w e e n re-

search and i n s t r u c t i o n . 

T h e allocation of f u n d s f o r the purchase 

of books a m o n g the v a r i o u s d e p a r t m e n t s 

3 L o r t i e , D a n C. " D o c t o r s without P a t i e n t s : the 
Anaesthesiologists." ( U n p u b l i s h e d M a s t e r ' s thesis, U n i -

v e r s i t y of Chicago, 1949.) 
4 W i l s o n , L o g a n . The Academic Man. N e w Y o r k , 

O x f o r d U n i v e r s i t y P r e s s , 1942, chapter 1 1 . 

JANUARY, 1955 69 



m a y be another source of f r i c t i o n , f o r there 

is r a r e l y e n o u g h m o n e y to go a r o u n d . 

H e r e the l i b r a r i a n can hope f o r a g e n e r o u s 

u n a l l o c a t e d , or g e n e r a l , f u n d so t h a t he 

can p r o v i d e f o r u n a n t i c i p a t e d needs and 

a d j u s t to the p u b l i c a t i o n m a r k e t . O n l y 

thus can he keep e v e r y b o d y f a i r l y satisfied. 

T h e f a c u l t y c l i e n t m a y also cause the 

l i b r a r i a n t r o u b l e w i t h the s t u d e n t client. 

W h e n an i n s t r u c t o r assigns s t u d e n t s to 

books w i t h o u t c h e c k i n g to see t h a t they are 

in the l i b r a r y , w h e n he is t a r d y in s e n d i n g 

in reserve lists, w h e n he assigns a l a r g e class 

an exercise r e q u i r i n g use of a single r e f e r -

ence book or periodical w i t h o u t g i v i n g the 

l i b r a r y a d e q u a t e w a r n i n g , he m a k e s the 

l i b r a r y appear to be inefficient and perhaps 

u n g r a c i o u s to the s t u d e n t . M a n y s t u d e n t s 

a l r e a d y consider the l i b r a r y a red-tape out-

fit, c o n t r o l l e d by an o g r e and c h a r a c t e r i z e d 

by such u n p l e a s a n t t h i n g s as fines and in-

comprehensible c a t a l o g s and " s i l e n c e " signs. 

T h e relationship of the l i b r a r i a n w i t h his 

s t u d e n t clientele s u f f e r s f r o m these bureau-

c r a t i c characteristics, some of t h e m neces-

sary, some unnecessary, some e x a g g e r a t e d 

by f a c u l t y carelessness. F u r t h e r m o r e , the 

relationship w h i c h the l i b r a r i a n w o u l d like 

to develop w i t h the s t u d e n t m a y be in con-

flict w i t h the i n s t r u c t o r ' s o b j e c t i v e s . T h e 

l i b r a r i a n is e a g e r to help the s t u d e n t use 

the l i b r a r y . H e w a n t s the s t u d e n t to de-

v e l o p the habit of f e e l i n g f r e e to ask f o r 

assistance. T h e i n s t r u c t o r , on the other 

h a n d , o f t e n is a f r a i d t h a t the l i b r a r i a n w i l l 

do the s t u d e n t ' s w o r k f o r h i m . S o m e t i m e s 

he specifically prohibits the s t u d e n t f r o m 

s e e k i n g help w i t h specific assignments. T h i s 

is n o t a usual p r o b l e m , b u t it m a y be symp-

t o m a t i c pf the distance b e t w e e n the li-

b r a r i a n and the e d u c a t i o n a l process. 

T h e third g r o u p w i t h w h i c h the l i b r a r i a n 

m u s t deal, the a d m i n i s t r a t i v e s t a f f , is not 

r e a l l y a c l i e n t g r o u p . In this relationship 

tensions sometimes develop w h i c h are com-

p a r a b l e to those b e t w e e n the a d m i n i s t r a t i v e 

d e p a r t m e n t s and other a c a d e m i c depart-

ments, w h e r e e d u c a t i o n a l o b j e c t i v e s are in 

conflict w i t h the smooth, economical and 

efficient r u n n i n g of the a d m i n i s t r a t i v e ma-

c h i n e r y . T h e l i b r a r i a n necessarily has 

m o r e points of c o n t a c t w i t h the administra-

tion t h a n do the o t h e r academic depart-

ments, b u t because of his o w n a d m i n i s t r a -

t i v e f u n c t i o n s he m a y be better able to 

u n d e r s t a n d a d m i n i s t r a t i v e v a l u e s and ad-

m i n i s t r a t i v e problems. T h e l i b r a r i a n is 

u s u a l l y , h o w e v e r , d i r e c t l y responsible to 

the i n s t r u c t i o n a l head of the c o l l e g e . H e 

m u s t w o r k w i t h the business offices. I f 

there is c o n f l i c t b e t w e e n the t w o , he m a y 

find himself in the m i d d l e . 

T H E L I B R A R I A N ' S C O L L E A G U E S 

T h e c o l l e a g u e relationship is p r o b a b l y 

the most i m p o r t a n t relationship in a n y oc-

c u p a t i o n . W h o sets the s t a n d a r d s ? W i t h 

w h o m can one t a l k f r e e l y a b o u t the j o b ? 

P r o b a b l y the m o s t s a t i s f y i n g c o l l e a g u e 

relationship f o r the c o l l e g e l i b r a r i a n , w h e r e 

he can achieve it, is w i t h the t e a c h i n g f a c u l t y . 

W e h a v e discussed above the obstacles 

w h i c h stand in the w a y of the l i b r a r i a n in 

a c h i e v i n g this relationship. I t is n o t 

u s u a l l y a v a i l a b l e to a n y l i b r a r i a n e x c e p t 

the c h i e f , and it is n o t a u t o m a t i c a l l y ac-

c o r d e d even to h i m . F u r t h e r m o r e , the 

relationship is not a true c o l l e a g u e rela-

tionship, because the i n s t r u c t o r is also the 

p r i m a r y c l i e n t of the l i b r a r i a n . 

T h e r e is colleagueship, of course, w i t h 

o t h e r l i b r a r i a n s . A n d , if the c o l l e g e is 

l a r g e e n o u g h to h a v e a l a r g e l i b r a r y s t a f f , 

the staff g r o u p w i l l be the c o l l e a g u e g r o u p , 

t h o u g h the head l i b r a r i a n m a y , as boss, be 

e x c l u d e d . I f the staff is v e r y s m a l l , there is 

still the possibility of establishing a col-

l e a g u e relationship w i t h o t h e r l i b r a r i a n s in 

70 COLLEGE AND RESEARCH LIBRARIES 



the c o m m u n i t y . S p e c i a l i z a t i o n , h o w e v e r , 

u s u a l l y bars e f f e c t i v e c o m m u n i c a t i o n here. 

T h e f u n c t i o n s and p r o b l e m s are not r e a l l y 

c o m p a r a b l e . 

T h e t r u e colleagues, of course, are other 

c o l l e g e librarians. B u t there are so f e w of 

them in any area t h a t c o m m u n i c a t i o n is 

difficult. O n e or t w o j o u r n a l s and the 

state and n a t i o n a l l i b r a r y conventions pro-

vide the o n l y channels. 

T H E C O L L E G E L I B R A R I A N I N T H E L I B R A R Y 

W O R L D 

L i b r a r i a n s are c u r r e n t l y m u c h concerned 

w i t h the identification and definition of the 

c e n t r a l body of k n o w l e d g e and skills w h i c h 

can be c a l l e d the core of librarianship. 

T h e y are c o n c e r n e d , first of all, because the 

l i b r a r y profession is y o u n g , self-consciously 

seeking to establish f o r itself the a t t r i b u t e s 

w h i c h are accepted as the m a r k s of a " p r o -

f e s s i o n . " A recent w o r k s h o p report a s k s : 

I f n o c e n t r a l b o d y of k n o w l e d g e exists, is 
t h e r e t h e n a n y l i b r a r y profession a t a l l ? 
S u c h a q u e s t i o n a r i s e s o u t of t h e a s s u m p -
t i o n t h a t a c o r e of k n o w l e d g e is an e s s e n -
t i a l c h a r a c t e r i s t i c of a t r u e p r o f e s s i o n . 
T h o s e w h o h o l d this p o i n t of v i e w s h i f t t h e 
b u r d e n of p r o o f t o t h o s e w h o oppose t h e 
c o r e c o n c e p t : accept a core, o r r e j e c t p r o -
f e s s i o n a l s t a t u s . . . . T h e gist of t h e a n t i -
c o r e p o s i t i o n is t h a t . . . w h e r e c e r t a i n b r o a d 
a r e a s of s u b j e c t m a t t e r ( c a t a l o g i n g , classi-
f i c a t i o n , b o o k selection, e t c . ) seem t o be 
c o m m o n t o all t y p e s of l i b r a r y w o r k , t h e 
a p p r o a c h e s a r e so d i f f e r e n t t h a t special 
o r i e n t a t i o n is b e t t e r t h a n a n y basic i n t r o -
d u c t i o n u p o n w h i c h so m a n y a l t e r a t i o n s 
w i l l h a v e t o be i m p o s e d . 5 

T h e definition of the core is a p r a c t i c a l 

p r o b l e m f o r the profession insofar as the 

profession takes on the responsibility f o r 

5 The Core of Education for Librarianship, a report 
of a workshop held u n d e r the auspices of the G r a d u a t e 
L i b r a r y School of the U n i v e r s i t y of Chicago, A u g u s t 
10-15, 1953. Edited by L e s t e r A s h e i m . Chicago, 
A m e r i c a n L i b r a r y A s s o c i a t i o n , 1954. 

m a k i n g f o r m a l a r r a n g e m e n t s to c o n t r o l the 

r e c r u i t i n g and t r a i n i n g of n e w e n t r a n t s to 

the profession. I t is a difficult p r o b l e m , 

too, as the anti-core position cited above 

implies. 

B u t beyond practical considerations, the 

core p r o b l e m is loaded w i t h prestige f a c -

tors. F o r w i t h i n those " b r o a d areas of 

s u b j e c t m a t t e r . . . w h i c h seem to be com-

m o n " the easily distinguishable c o m m o n 

elements are a limited n u m b e r of cabalistic 

practices. T h e i r application requires learn-

i n g and j u d g m e n t , but as soon as w e m o v e 

into application w e m o v e also into speciali-

z a t i o n and o u t of the core. I f the core is 

defined in terms of these c o m m o n tech-

niques and skills, the l i b r a r i a n , as librarian, 

finds it difficult to m a i n t a i n his self-esteem. 

S o he tends to add to the core such gen-

e r a l i z e d areas as professional attitudes, 

l i b e r a l arts, u n d e r s t a n d i n g of the processes 

and agencies of c o m m u n i c a t i o n . A t present 

the c u r r i c u l a of most l i b r a r y schools do, in 

f a c t , a t t e m p t to p r o v i d e professional train-

i n g of this sort. T h e y t r y t o p r o d u c e a 

b o o k m a n , a scholar, perhaps, w h o is 

equipped w i t h some l i b r a r y skills and orien-

tation. 

N o w h o w does all this relate to the col-

lege l i b r a r i a n ? I t has been s h o w n t h a t the 

c o l l e g e l i b r a r i a n has an a n o m a l o u s status 

in the c o l l e g e . I n his competition w i t h his 

f a c u l t y colleagues, he is h a m p e r e d by the 

f a c t t h a t his o w n profession is r e l a t i v e l y 

l o w in social status. A n d he is f u r t h e r 

h a m p e r e d by the f a c t t h a t the p a r t of his 

t r a i n i n g w h i c h is d i s t i n c t i v e l y r e c o g n i z a b l e 

as librarianship is unimpressive. F i n a l l y , as 

the statement quoted e a r l i e r indicates, if 

he is in f a c t a b o o k m a n or an e d u c a t o r , he 

is sometimes assumed to be so not because 

o f , but almost in spite of his l i b r a r y train-

i n g . O n e c o u l d almost say t h a t the c o l l e g e 

l i b r a r i a n w h o identifies himself w i t h the 

JANUARY, 1955 71 



l i b r a r y w o r l d loses status in the academic 

w o r l d . 

T H E C O L L E G E L I B R A R I A N ' S C A R E E R 

O b v i o u s l y the career p a t t e r n of the col-

lege l i b r a r i a n is a f f e c t e d by these considera-

tions. H i s t r a i n i n g is f a v o r a b l y a f f e c t e d by 

the d i f f i c u l t y of d e f i n i n g the core. I f the 

c o m m o n skills and techniques in the core 

are supplemented by g e n e r a l c u l t u r a l and 

" b o o k s " courses, he gets, in e f f e c t , a d v a n c e d 

g e n e r a l e d u c a t i o n . Since the l i b e r a l arts 

c o l l e g e l i b r a r i a n is a specialist in " g e n e r a l -

i s m , " this is a l l to the g o o d . 

O n c e on the j o b , h o w e v e r , he faces the 

problems of a d v a n c e m e n t and m o b i l i t y . 

H e is u n d e r n a t u r a l status pressure, as w e 

have seen, to i d e n t i f y w i t h the a c a d e m i c 

w o r l d r a t h e r t h a n the l i b r a r y w o r l d . A s 

l i b r a r i a n , his m o b i l i t y w i t h i n the institution 

is blocked. H e m a y , then, m o v e in the 

direction of a c q u i r i n g a d d i t i o n a l adminis-

t r a t i v e or i n s t r u c t i o n a l skills and responsi-

bilities, thus m o v i n g f a r t h e r and f a r t h e r 

a w a y f r o m the l i b r a r y w o r l d . H e m a y 

resist, or be u n a b l e to cope w i t h , the status 

pressure w i t h i n the institution and m a i n t a i n 

his identification w i t h the l i b r a r y w o r l d and 

his m o b i l i t y w i t h i n it. F i n a l l y , if he is 

good e n o u g h , he m a y be able to s t r a d d l e the 

fence, u s i n g p u b l i c a t i o n and scholarship to 

m a i n t a i n prestige both in his c o l l e g e and in 

the l i b r a r y w o r l d . 

C O N C L U S I O N 

T h e sociology of l i b r a r i a n s h i p has n e v e r 

been s y s t e m a t i c a l l y studied. T h e present 

description of one l i b r a r y specialization is 

based on p u r e l y personal o b s e r v a t i o n of and 

experience w i t h a v e r y f e w c o l l e g e l i b r a r -

ies. I t is intended o n l y to s u g g e s t some of 

the p r o b l e m s and relationships w h i c h are 

p r o v o c a t i v e of analysis and research. W e 

should like to k n o w , f o r instance, w h a t is 

the " l i b r a r i a n " s t e r e o t y p e ? Is the " c o l l e g e 

l i b r a r i a n " stereotype d i f f e r e n t ? W h a t are 

the v a r i o u s w a y s in w h i c h c o l l e g e l i b r a r i a n s 

h a v e a d j u s t e d to the status p r o b l e m s they 

face ? H o w do they rate w i t h their f a c u l t y 

c o l l e a g u e s ? W h a t is their place in the 

p o w e r s t r u c t u r e of the c o l l e g e ? D o they 

t h i n k of themselves, and are they t h o u g h t 

of b y others, p r i m a r i l y as a d m i n i s t r a t o r s , 

as educators, or as b o o k m e n ? W h o are 

their f a v o r i t e c l i e n t s ? H o w do they solve 

the p r o b l e m of colleagueship ? W h a t is 

their usual career p a t t e r n ? H o w m a n y of 

t h e m are i t i n e r a n t professionals, a d v a n c i n g 

by m o v i n g f r o m c o l l e g e to c o l l e g e ? H o w 

m a n y m o v e o u t of librarianship into other 

f i e l d s ? H o w m a n y m o v e into o t h e r l i b r a r y 

s p e c i a l i z a t i o n s ? 

A s l i b r a r i a n s h i p becomes i n c r e a s i n g l y 

concerned w i t h its social role, these ques-

tions and m a n y others w i l l need to be 

a n s w e r e d . 

Societas Bibliographica 
T h e o d o r e Besterman has established at G e n e v a the Societas Bibliographica, f o r the produc-

tion of important w o r k s of reference which cannot be handled on a commercial basis. T h e first 
publications to be issued over the imprint of the Societas Bibliographica are a third edition of 
M r . Besterman's own World Bibliography of Bibliographies, and a second edition of A l f r e d 
L o e w e n b e r g ' s Annals of Opera. T h e first volume of the new World Bibliography appeared in 
December 1954; the new Annals w i l l appear in F e b r u a r y 1955. T h e editorial address of the 
Societas Bibliographica is 25 rue des Delices, Geneva, S w i t z e r l a n d ; the business address 8 rue 
Verdaine, G e n e v a . 

72 COLLEGE AND RESEARCH LIBRARIES