College and Research Libraries B y R A L P H M . D U N B A R Surveying Library Needs of the Office of Education Mr. Dunbar is chief, Service to Libraries, United States Office of Education. A T A W E L L - K N O W N U N I V E R S I T Y , s t u - dents used to say i r r e v e r e n t l y that its m e d i c a l center did not seem to care w h a t happened to the p a t i e n t ; it w a s concerned, so they f e l t , o n l y w i t h w h e t h e r or not the diagnoses and techniques used w e r e c o r r e c t . T o some e x t e n t , this a c c o u n t w i l l deal w i t h only the techniques and m e t h o d s used in a p a r t i c u l a r s u r v e y , and w i l l not go into the f a t e of the " p a t i e n t . " T h e procedures de- veloped w i l l h a v e significance and possible application, it is hoped, f o r a n y l i b r a r y w i t h research responsibilities. T h e occasion f o r this s u r v e y arose w h e n the L i b r a r y C o m m i t t e e of the D e p a r t m e n t of H e a l t h , E d u c a t i o n , and W e l f a r e attemp- ted to define the f u n c t i o n and scope of the D e p a r t m e n t L i b r a r y . T h e d i f f e r e n t con- s t i t u e n t units w h i c h compose the D e p a r t - m e n t had diverse v i e w s r e g a r d i n g the serv- ices that should be required. T o obtain f a c t s f o r s t a t i n g the O f f i c e of E d u c a t i o n position, this i n q u i r y about the needs of its staff f o r l i b r a r y facilities and services w a s u n d e r t a k e n . B A C K G R O U N D I N F O R M A T I O N B y w a y of b a c k g r o u n d , several pertinent f a c t s should be borne in m i n d . T h e o r g a n i c act of 1 8 6 7 establishing the O f f i c e of E d u - cation, a u t h o r i z e d the f o l l o w i n g : Collecting such statistics and facts as shall show the condition and progress of educa- tion in the several States and T e r r i t o r i e s and diffusing such information . . . as shall OCTOBER, 1955 aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country. I n a recent article, C o m m i s s i o n e r B r o w n e l l emphasized t h a t the basic responsibilities laid upon the O f f i c e of E d u c a t i o n by the e n a b l i n g act of 1867 still hold and that one of these purposes is e d u c a t i o n a l research. O B J E C T I V E S O F T H E S U R V E Y A study of the o b j e c t i v e s of the proposed s u r v e y by the O f f i c e of E d u c a t i o n repre- sentatives revealed q u i c k l y t h a t a statistical c o u n t of the use of the l i b r a r y w a s not e n o u g h . S e v e r a l other dimensions w e r e needed f o r a complete p i c t u r e of the situa- tion. C o n s e q u e n t l y , an i n q u i r y schedule w a s devised w h i c h sought to ascertain f r o m the e d u c a t i o n specialists: ( 1 ) W h a t types of materials are needed? ( 2 ) F o r w h a t purposes are they used? ( 3 ) H o w frequently are they used? I n other w o r d s , some q u a l i t a t i v e f a c t o r s as w e l l as q u a n t i t a t i v e ones w e r e i n j e c t e d into the i n q u i r y . A l l i e d to these three m a j o r questions, some o t h e r significant i n f o r m a t i o n w a s looked f o r , such a s : Subject areas covered by the Office of E d - ucation staff P a r t i c u l a r aspects of these subject areas on which the specialists concentrated Need (expressed in terms of y e a r s ) f o r back files of professional journals, associa- tion proceedings, college catalogs, annual reports, etc. Professional books and journals that each 379 specialist considered essential to his re- search or consultative services. Availability of personal books and peri- odicals that might obviate the necessity of using the D e p a r t m e n t L i b r a r y Hindrances to research and consultative services because of inadequate library services and facilities Assistance to research and consultative services because of satisfactory library services and facilities T Y P E S OF L I B R A R Y M A T E R I A L S T h e first task in c o n s t r u c t i n g the i n q u i r y schedule w a s the c o m p i l a t i o n of a checklist of the types of m a t e r i a l s t h a t specialists in the field of e d u c a t i o n m i g h t be expected to use in their research and c o n s u l t a t i v e serv- ices. T h i s list w a s based on the L i b r a r y of C o n g r e s s classification schedules, on a n n u a l and other reports of the O f f i c e of E d u c a t i o n L i b r a r y , on p u b l i c a t i o n s in the field of edu- cation, and on suggestions f r o m staff m e m - bers. A f t e r considerable a d j u s t m e n t and con- solidation to f a c i l i t a t e ease in response, the f o l l o w i n g list of types of m a t e r i a l s w a s d r a w n u p : SPECIAL C O L L E C T I O N S I N E D U C A T I O N T h e s e s University and college catalogs C o u r s e s of study Periodicals, Domestic Reports, State departments of education Reports, L o c a l school systems Reports and proceedings, Education as- sociations T e x t b o o k s , Domestic Statistics FOREIGN C O L L E C T I O N S I N E D U C A T I O N A n n u a l reports of foreign ministries of education Special reports of foreign ministries of education L a w s and regulations affecting educa- tion, Foreign University catalogs, study plans, and ex- amination regulations, Foreign Journals issued by foreign university faculties and departments School prospectuses, programs of study, Foreign A n n u a l reports of foreign chief execu- tives to their legislative bodies Proceedings of foreign educational as- sociations Periodicals, Foreign Statistical yearbooks, Foreign T e x t b o o k s , Foreign Books, treatises, and monographs by foreign authors G E N E R A L E D U C A T I O N A L S U B J E C T S History of education Philosophy of education T h e o r i e s and principles Administration of schools Adminstration of institutions of higher education C u r r i c u l u m s and curriculum making Finance, Schools Finance, Institutions of higher education T e a c h i n g L E G A L L I T E R A T U R E F e d e r a l statutes Bills, hearings, reports Congressional Record State l a w s O t h e r (specify) P U B L I C A D M I N I S T R A T I O N ( e x c l u d i n g schools and colleges) Fiscal management Personnel management O r g a n i z a t i o n and management O t h e r (specify) G E N E R A L R E F E R E N C E (Such as encyclopedias, atlases, bio- graphical dictionaries, etc.) G E N E R A L C U L T U R A L S U B J E C T S (Such as philosophy, sociology, fine arts, drama, travel, etc.) P U R P O S E O F U S E Q u a l i t a t i v e aspects of use are a l w a y s dif- f i c u l t to measure. I n this s u r v e y , an e f f o r t w a s m a d e to find o u t not o n l y w h a t types of l i b r a r y m a t e r i a l s w e r e used, but also the 380 COLLEGE AND RESEARCH LIBRARIES reasons f o r w h i c h they w e r e used. T h i s list of purposes w a s compiled by i d e n t i f y i n g the characteristics of the v a r i o u s activities and tasks of the O f f i c e of E d u c a t i o n personnel. I t included the f o l l o w i n g c a t e g o r i e s : Keeping up-to-date generally, seeking spot information A n s w e r i n g letters Preparing for field trips Preparing magazine articles Preparing talks or speeches W o r k on projects that cannot be classified as research W o r k on research projects W o r k on administrative problems O t h e r (specify) N e v e r use F R E Q U E N C Y O F U S E T h e n e x t step w a s to i n j e c t the f a c t o r of f r e q u e n c y of use. A f t e r some c o n s u l t a t i o n s w i t h the R e s e a r c h and S t a t i s t i c a l S t a n d a r d s Section of the O f f i c e and w i t h due recogni- tion of the s h o r t c o m i n g s of o b j e c t i v e meas- ures w h i c h i n v o l v e considerable s u b j e c t i v - ity, the f o l l o w i n g scale of f r e q u e n c y w i t h a code w a s d r a w n up so that respondents c o u l d indicate in the a p p r o p r i a t e boxes h o w o f t e n they used the m a t e r i a l s : 4 : V e r y frequently used (at least 5 or 6 times a w e e k ) 3 : Frequently used (about 2 or 3 times a w e e k ) 2 : Occasionally used (about 2 or 3 times a month) 1 : Seldom used (about 4 or 5 times a year or less) o : N e v e r use the Department L i b r a r y f o r the material in question T h e respondents w e r e t o l d that the t e r m " u s e " i n c l u d e s : ( a ) in p e r s o n ; ( b ) by the secretary of the s p e c i a l i s t ; ( c ) by t e l e p h o n e ; and ( d ) by a u t o m a t i c r o u t i n g of m a t e r i a l s f r o m the L i b r a r y . T o obtain f a c t s about the types of ma- terials used, the purposes of use, and the f r e q u e n c y of use, a f o r m w a s devised, an item f r o m w h i c h is reproduced h e r e : P u r p o s e o f U s e K e e p u p - t o - d a t e g e n e r a l l y P r e p a r e a r t i c l e s o r t a l k s W o r k o n T y p e o f M a t e r i a l N e v e r use K e e p u p - t o - d a t e g e n e r a l l y P r e p a r e l e t t e r s P r e p a r e a r t i c l e s o r t a l k s A d m i n i s - t r a t i v e p r o b l e m s R e s e a r c h p r o j e c t s O t h e r ( S p e c i f y ) T h e s e s C o u r s e s o f s t u d y E t c . F i e l d s o f S p e c i a l i z a t i o n * A s p e c t s i n v o l v e d F i e l d F i e l d F i e l d A i m s a n d o b j e c t s B i b l i o g r a p h y C o u r s e s o f s t u d y C u r r i c u l u m H i s t o r y O u t l i n e s , s y l l a b i R e s e a r c h S t a t i s t i c s S u r v e y s T e a c h i n g aids T e a c h i n g m e t h o d s T e x t b o o k s U n i t s o f w o r k O t h e r ( s p e c i f y ) E a c h respondent w a s asked to indicate in the proper boxes h o w o f t e n and f o r w h a t reasons he used the v a r i o u s types of l i b r a r y m a t e r i a l s listed. A R E A S O F S P E C I A L I Z A T I O N I n a d d i t i o n to a s k i n g f o r the fields of specialization of each O f f i c e of E d u c a t i o n staff m e m b e r , the questionnaire requested * Enter name of major subject field at the head of the column under "Field." If respondent has more than one area of specialization, name each one at the head of one of the columns. Enter frequency of use of materials for each aspect involved in the column under the field in question. Code for frequency of use: Very frequently, 4; frequently, 3; occasionally, 2; seldom, 1; never, o. OCTOBER, 1955 40 7 f a c t s about the p a r t i c u l a r aspects of t h a t field on w h i c h the specialist c o n c e n t r a t e d , t o g e t h e r w i t h the f r e q u e n c y of such use. T h i s i n f o r m a t i o n w a s solicited by a special section of the i n q u i r y as s h o w n . A D D I T I O N A L S I G N I F I C A N T I N F O R M A T I O N O t h e r s i g n i f i c a n t f a c t s a b o u t the needs f o r l i b r a r y service w e r e obtained by h a v i n g the respondents indicate in specific t e r m s ( c u r r e n t only, 5 y e a r s , 1 0 years, e t c . ) their opinions r e g a r d i n g the u s e f u l n e s s of back files of professional j o u r n a l s , reports of state d e p a r t m e n t s of e d u c a t i o n , p r o c e e d i n g s of e d u c a t i o n a l associations, c o l l e g e c a t a l o g s , textbooks, etc. S i m i l a r l y , the specialists w e r e asked to list at least three books and three professional j o u r n a l s they considered the m o s t essential f o r their w o r k . T h e r e s u l t i n g list supplied a tool f o r e v a l u a t i n g in p a r t the a d e q u a c y of the D e p a r t m e n t L i - b r a r y in the field of e d u c a t i o n . T h e i n q u i r y f o r m also c a l l e d f o r a report on the n u m b e r of professional books and periodicals, o w n e d p e r s o n a l l y and a v a i l a b l e in the specialist's office or t h a t of the b r a n c h or division. T h i s item w a s intended to g i v e a c l u e to the e x t e n t t h a t p r i v a t e collections w e r e o b v i a t i n g the need f o r services f r o m the D e p a r t m e n t L i b r a r y . F i n a l l y , the staff of the O f f i c e of E d u c a - tion w a s requested to express its j u d g m e n t w i t h s u b s t a n t i a t i n g f a c t s on ( a ) the l a c k s in services o r facilities of the D e p a r t m e n t L i - b r a r y and ( b ) the s a t i s f a c t o r y services and facilities of the D e p a r t m e n t L i b r a r y . M E T H O D S U S E D T h e o r i g i n a l i n t e n t i o n w a s to use the in- t e r v i e w m e t h o d in o b t a i n i n g the desired in- f o r m a t i o n f r o m the O f f i c e of E d u c a t i o n s t a f f . T h e time required f o r this p r o c e d u r e and the d i f f i c u l t y of f i x i n g c o n v e n i e n t times f o r i n t e r v i e w s w i t h a busy staff led to an a b a n d o n m e n t of that idea. A c c o r d i n g l y , the questionnaire w a s simplified, e x p l a n a - tions a d d e d , and t r y - o u t s m a d e on a s m a l l g r o u p of staff m e m b e r s . T h e revised q u e s t i o n n a i r e w a s then sent, w i t h an a c c o m p a n y i n g l e t t e r f r o m C o m m i s - sioner S. M . B r o w n e l l , t o e d u c a t i o n a l special- ists, statisticians, e d i t o r i a l personnel, special assistants, and a d m i n i s t r a t i v e w o r k e r s in the O f f i c e of E d u c a t i o n . T h e commissioner ex- plained the purpose of the s u r v e y , and re- quested t h a t the a n s w e r s reflect the n o r m a l use of l i b r a r y m a t e r i a l s by the respondent. H e suggested f u r t h e r t h a t the past y e a r be used as a basis f o r the response if t h a t y e a r c o u l d be considered t y p i c a l . T h e com- missioner's l e t t e r also c a r r i e d the names of the O f f i c e of E d u c a t i o n representatives w h o w o u l d be a v a i l a b l e f o r a d d i t i o n a l e x p l a n a - tions. I n a n u m b e r of cases, the question- naire r e t u r n s w e r e s u p p l e m e n t e d by personal i n t e r v i e w s . A s stated at the outset, this a c c o u n t has d e a l t o n l y w i t h the techniques and m e t h o d s e m p l o y e d in a s u r v e y of the l i b r a r y needs of a specific f e d e r a l a g e n c y w i t h research responsibilities. T h e returns, h o w e v e r , w e r e a l m o s t 1 0 0 % and the d a t a reported m a d e possible some conclusions and recom- m e n d a t i o n s r e g a r d i n g the m e t and u n m e t needs of the O f f i c e of E d u c a t i o n personnel f o r l i b r a r y services and facilities. T h e pro- cedures f o l l o w e d in s o l v i n g the p r o b l e m s of this i n q u i r y m a y h a v e g e n e r a l application in s i m i l a r situations. A d Index T h e A d v e r t i s e r s I n d e x h a s b e e n o m i t t e d f r o m t h i s i s s u e d u e t o s p a c e l i m i t a t i o n s . 382 COLLEGE AND RESEARCH LIBRARIES