College and Research Libraries JAMES 0. WALLACE Newcomer to the Academic Scene: The Two-Year College Library /Learning Center ONE LARGE coMPONENT of the academ- ic library scene today, the two-year col- lege library or learning center, is a de- velopment of the twentieth century. All contributions made by these libraries are recent. Even though a few junior col- leges can trace historical roots and ante- cedent institutions back beyond 1876, more two-year colleges have been estab- lished during the past decade than can show fifty or more years of existence. Their libraries also have a short history. Nonetheless, today two-year colleges con- stitute more than one-third of all insti- tutions of higher education and enroll almost a proportionate number of col- lege students; their libraries and staffs have made real contributions as well. A review of their development, with at- tention to the provision for library and learning resources, is pertinent to the centennial of the American Library As- sociation. The term .. two-year college" is appli- · cable equally to junior colleges, tech- nical institutes, community colleges, and to some branches of senior colleges and universities. Colleges admitting students as juniors for two years of baccalaure- ate work in Florida, Te'\as, and some other states are considered upper divi- sion colleges rather than two-year col- leges. As two-year colleges first existed and as this term is used today, a junior col- lege is an academic institution whose curriculum parallels the freshman and sophomore years of a traditional bac- calaureate program, enabling the grad- uate to transfer later to a senior college or university as a junior. This term con- tinues to be appropriate to most private and some public institutions as well as to some two-year branches, but, except in an historical and sometim~s legal sense, it no longer applies to most two- year colleges. Technical institutes provide vocational and technical training programs for adults; such programs may include aca- demic emphases which might be trans- ferable. The most complex category is the .. community college." Community col- leges, usually publicly supported, pro- vide a comprehensive curriculum with both academic programs and technical programs, together with developmental programs to remedy previous education- al deficiencies and continuing education programs to meet informational, avoca- tiona!, or vocational training and re- I 503 504 I College & Research Libraries • November 1976 training needs of the local community. Most community colleges offer opportu- nities at night as well as during day hours to part-time students otherwise in full-time employment. The dynamics of the two-year college are reflected in the ~hanging philosophy of community college librarians who now are concerned with a full range of learning resources services rather than being limited to traditional library ser- vices only. As has been pointed out by Gary Peterson, the resulting "learning center" is an enhancement of resources and services, including all previous li- brary functions, to meet needs of the learner.1 It is not an involuntary merger of library and audiovisual services with instructional development and other nontraditional services. Some four-year colleges have already made a similar move in the direction of a full learning resources program, but the contrast between the patterns of ser- vices in two-year and four-year academ- ic institutions is nowhere more apparent than in the differences between the re- cent "Standards for College Libraries" ( 1975) and the "Guidelines for Two- year College Learning Resources Pro- grams" (1972).2 In this review "library" always indi- cates the traditional pattern of print- related library services and "learning re- sources program" the expanded organi- zationa~ pattern and services described in ·the Guidelines and practiced in most community colleges. THE EARLy YEARS OF THE JUNIOR COLLEGE TO 1945 William Rainey Harper, President of the University of Chicago at the turn of the century, is generally recognized as the man most . responsible for begin- ning the junior college movement. Har- per, along with Henry P. Tappan of the University of Michigan, William W. Folwell of the University of Minnesota, and others envisioned such two-year in- stitutions as adjuncts to secondary edu- cation so that upper division ~nd gradu- ate education could become the sole scope of the university. These men would have heartily endorsed the estab- lishment of upper division universities (such as Florida Atlantic University and the University of Texas at Dallas), but they might have been bewildered by the comprehensive community college of to- day that was built upon their ideas. Private junior colleges outnumbered the publicly supported institutions un- til World War II. Many of these insti- tutions started as academies, finishing schools, institutes, and seminaries which added two years of academic work to the courses already offered. As the ju- nior college idea was discussed, they adopted the new name for their pro- grams. Later some dropped the prepara- tory years, simply becoming junior col- leges. There were other junior colleges, orig- inally four-year institutions, which be- came two-year colleges by dropping the upper division. One example is Decatur Baptist College. It was founded as a four-year college under another name. Under a subsequent reorganization it became an institution that was long rec- ognized as the oldest private junior col- lege, until its merger into Dallas Baptist College a few years ago. All private institutions were not the result of expansion or contraction of offerings. Some were organized as junior colleges, as was true in the founding of Sarah Lawrence College.3 Joliet Junior College, Joliet, Illinois, has the distinction of being the oldest public junior college from its establish- ment in 1901. It was founded under Harper's influence as an upward exten- sion of the local high school. There are public institutions today dating their founding earlier than Joliet, but all these (such as Blinn College in Bren- ham, Texas, and St. Philip's College in San Antonio, Texas) began as private . t;l Two-Year College Library I Learning Center I 505 institutions which were later transferred to public control. While the junior college library is the main focus of this p.aper, some over- view of the junior college movement is necessary for an understanding of the development of library services. Genung and Wallace have pointed out a number of uncertainties which were of great importance in shaping library services. 4 These problems had to be resolved be- fore developing appropriate library ser- vices: 1. Was the junior college to be a part of higher education (with libraries corre~onding to those in senior colleges ) , or was it to be part of secondary education (with libraries at the level of those in the high school)? 2. Should vocational and technical ed- ucation be included in the two-year college? 3. How should the junior college re- spond to community needs and to the equally pressing demands of the four-year institution for artic- ulation solely by copying baccalau- reate requirements? 4. How can adequate state support and legislation for public commu- nity colleges be obtained in order to promote their development? In general, some of these problems have now been resolved. The two-year college today is definitely part of the academic scene. Technical and vocation- al education has been provided in the curriculum of the comprehensive com- munity colleges and the technical in- stitutes, and these accredited institutions can be and are members of the regional associations. State legislation providing for the organization, functioning, and support of two-year colleges and for the creation of state systems has been passed in most states. Problems of articulation still cause difficulties with some senior colleges and universities because of seemingly capri- cious curriculum requirements unique to these individual institutions. Other institutions, however, even compete for the vocational and technical graduate through adapting their degree require- ments to meet the needs of such trans- fer students. The resolution of these problems oc- cupied much of the time of the officials of the American Association of Junior Colleges, of state associations, and of the leadership in the junior college movement. By 1945 it was apparent to most observers that a uniquely Ameri- can institution had developed as a part of higher education and that such two- year colleges had earned a permanent place. LmRARIES BEFORE 1945 Librarianship in the junior colleges during these formative years was largely reflective of the stage of development in the parent institutions. Where the public junior colleges were upward ex- tensions of the high school and were controlled by the local school board and the school superintendent, the high school library, if indeed there was one, provided library service to the junior college students. Such collections were small, but it must be remembered that the American Council on Education in 1926 required a library of 8,000 volumes only for an accredited four-year college. 5 The North Central Association at that same time required only 3,000 volumes for an accredited junior college. 6 The best junior college libraries before 1945 were frequently in financially well-endowed private institutions where preparation . of their students for transfer to a bac- calaureate institution was the main ob- jective. Instructional methods, with em- phasis upon reading and using libraries in the preparation of research papers, made a climate more favorable to li- brary development than in the public institutions. 506 I College & Research Libraries • November 1976 Professional support to library aspira- tions was also a recognizable aspect in development of library services in the two-year institutions. In 1929 the Junior College Round Table was organized by the American Library Association to provide opportunities for junior college librarians to share information about the needs of their institutions. This was of particular value because there was then no other source of training for the needs of the two-year institution; and most librarians, in the public junior col- leges at least, came from previous posi- tions in high schools. The round table and its successor, the Junior College Libraries Section of the Association of College and Research Li- braries, concentrated on the development of a viable set of standards to encourage library service. The 1930 standards ap- proved at the Los Angeles Conference were quite modest but were beyond all but a few libraries then: A book collec- tion of 10,000 volumes for the first 500 students, an annual expenditure of $5 per student for materials, and a staff of at least two professional librarians.7 The breakthrough in development of junior college libraries came from the action in 1938 of the Carnegie Corpora- tion in making a series of ninety-two grants to junior college libraries. Through this move the need for finan- cial support of junior college libraries was dramatized, and local support was encouraged. The librarians themselves were thus given assurance that they were not alone in seeking to develop their li- braries and began to experiment with new energy. Perhaps the best known is the Stephens College experiment, but other innovations were attempted at the Menlo School and Junior College as well as at other institutions.8 A by-prod- uct of the Carnegie grants was the in- crease in publications concerning the junior college library. One grant made by the Carnegie Cor- poration was to Stephens College, Co- lumbia, Missouri, a private junior col- lege for women whose president, James M. Woods, was preparing for a change which has had a continuing effect on the two-year college. President Wood em- ployed B. Lamar Johnson as librarian and dean of instruction with the task of making the library a central partici- pant in the instructional program of the college. For the first time the li- brary was allowed to play a vital role in the learning process, and the librarian was recognized as an administrator. Johnson described the results in his book, Vitalizing a College Library, and its impact continues as a challenge to junior college administrators and li- brarians alike. 9 Johnson, himself, has played a significant role, making a last- ing contribution to junior college librar- ianship not only while he was at Stephens but also later as a professor of junior college administration in Cali- fornia. As precursor and example for the learning resources administrator of today as well as facilitator of changes in the climate of libraries, Johnson has had no peer. Johnson was not the only librarian who made a significant contribution to the two-year college library. Several oth- ers also deserve recognition: Ermine Stone, librarian at Sarah Lawrence Col- lege when it wa~ a junior college, by her research and writing and her work among junior college librarians in the American Library Association provided valuable assistance and leadership when they were most needed. Lola Rivers Thompson, at John Tarleton College, created a good example of library ser- vice in this agricultural junior college which challenged Texas librarians. The compilers of the early lists of books for use in developing junior college librar- ies are also due mention: Edna A. Hes- ter, 10 and Foster E. Mohrhardt.11 At the close of World War II the typical junior college library showed lit- tle change from the earlier descriptions J Two-Year College Library/ Learning Center I 507 by Stone, Adams, or Eells.12 Few had more than 10,000 books or more than one librarian. The collections were, however, generally quite selective be- cause emphasis on numbers had not led to acceptance of quantities of inappro- priate gifts. Library services were geared to capable students who were attending because of financial limitations rather than because they were less talented aca- demically than in the larger institutions. Very few of the junior college librar- ies were open at night except those serv- ing dormitory populations, usually in the private institutions. Some few, like Stephens, had collections of phono- graph records and art prints. Most, how- ever, not only had no audiovisual ser- vices as part of the library, but no one expected that they should be provided elsewhere on the junior college campus. THE JuNIOR CoLLEGE MoVEMENT 1945-1960 The most significant change in the role of the two-year college came im- mediately after World War II when increased emphasis was placed on tech- nical and vocational education. The in- clusion of such courses in the instruc- tional programs of junior colleges was not new, but there was a new recogni- tion of such programs as a major func- tion of the two-year college. The expansion of technical education came with such rapidity that by 1950 a new term "community college" came into general usage to describe the dif- ference from the traditional junior col- lege. The application of the term was fixed by the use maae by Jesse Parker Bogue, Executive Secretary of the American Association of Junior Col- leges, to describe the expanding role and the subsequent acceptance of this idea. 13 The idea was not new and had been ex- plored for a decade, following .a signifi- cant study of terminal education begun in 1939 but not completed until 1942 after the nation was at war. 14 The study was widely accepted by citizens' groups and incorporated into national planning for postwar needs. After the war the returning veterans who came to the two-year colleges helped change the image of the typical student from one just out of high school to a married adult student con- tinuing his or her education. Since then student bodies in two-year colleges have shown wide ranges of age and abilities not found before the w.ar. Needs of working veterans as well as favorable experiences during the war years in teaching specialized courses at night to meet wartime manpower needs caused most urban community colleges to develop parallel academic and tech- nical programs to operate in the eve- nings. Classes were often taught by part- time instructors in the community as well as by regular contract faculty. The use of highly qualified professionals and skilled technicians as part-time in- structors has made a valuable contribu- tion to the educational programs. The provision made for adults to attend col- lege courses for credit during night hours became a fixed part of the two- year urban college during these years. The period from 1945 to 1960 might well be characterized as a time of ex- pansion, experimentation, and coping with new demands. The development of new technical programs, the determi- nation of the relationship between gen- eral education and technical education as part of an associate degree, and the creation of new organizational and ad- ministrative patterns for the operation of the colleges consumed the time and interest of the faculties. THE LIBRARIES, 1945--1960 The changing nature of the two-year public institution during these years is reflected in the attempts of the libraries to meet the new demands. The experi- ence of San Antonio College reflects 508 I College & Research Libraries • November I976 largely what happened in other institu- tions. Until 1946 San Antonio College had been operated by a school district, but in that year the voters created a sep- arate union district to operate two col- leges. Because the public library was within two blocks of the campus, the public library absorbed most demands. The result was that the collection at the college contained only 8,000 volumes, the staff was a single professional librar- ian, and hours available were limited to thirty-six hours a week. In 1948 evening classes were begun on a regular basis, and the following year .a student was employed to keep the library open for three hours four nights each week for circulation service and study. In 1950 a second librarian was employed to give professional assistance in the evening. In 1954 the first full-time clerk was add- ed. By 1960 there were four profession- al and five paraprofessional staff mem- bers. The book collection had increased to 24,578 volumes, and the annual bud- get had grown from $5,934 in 1946--47 to $57,135 in 1960-61. All library ser- vices were as complete at night as during day hours. More direct library instruction was given to adults in the evening than to daytime students because they recog- nized the need and requested it. The college moved to a new campus in 1951 with library quarters which were ade- quate for fifteen years of growth. sey, for example, was a major contrib- utor to the work of the section, not only .as chairman of the section but also as a leader in the struggle for acceptable standards. Other librarians who made valuable personal contributions in ALA during these years included Frances L. Meals, Lottie M. Skidmore, Thelma Taylor, Ir.a Peskin, Elizabeth Neal, : and Orlin Spicer. Two-YEAR CoLLEGES IN THE 1960s The 1960s were ·a period of unprece- dented expansion. for two-year colleges. In number they increased from 390 col- leges in 1959 to 794 in 1969. Enroll- ments increased from 551,760 in 1959 to 2,051,493 in 1969.15 The organization of public colleges in separate govern- mental districts, the beginnings of state systems and of state plans for two-year colleges, the creation of large urban multi-campus districts, and an emphasis on innovation best described by B. La- mar Johnson in Islands of Innovation Expanding 16 are but some of the de- velopments during these years among two-year colleges . . The two-year colleges were not im- mune to campus unrest and student ac- tivism of the decade, but with some few exceptions, they were less affected than were the senior colleges and universities. What did affect them were the contin- ued attendance · of veterans of the vari- ous military involvements, the arrival of the postwar babies reaching .age to enter college, and the increased num- bers of first generation college students from minority and other groups which had not been traditional college stu- dents. J i 1 ~ j I I ~1 ~ The public two-year colleges, at least, had always held the tradition of being open-door institutions. Most of them h.ad made provision for remedial work, usually in mathematics (for students who did not have prerequisites for engi- neer lng in the high schools ) and in Eng- lish composition. The college students J ________________ I A number of outstanding two-year college libraries had developed in Cali- fornia, Illinois, Michigan, Florida, and Texas by 1960. In these institutions there were librarians who were willing to use their talents to provide profes- sional leadership in regional and state library associations. Nationally the pri- vate institutions provided more leaders in the Junior College Libraries Section than the public colleges because of pro- vision for travel in their budgets. Ruth E. Scarborough, Centenary Ju- nior College, in Hackettstown, New J er- ,., Two-Year College Library I Learning Center 1 509 who were entering the freshman class in the 1960s often included those who were less proficient academically as well as adults returning to the classroom. af- ter long periods out of school. Use made of the G.E.D. and other equiva- lency examinations also pointed to need for the provision for remedial and developmental programs. Foundation courses to relieve academic and educa- tional deficiencies in learning skills (such as reading and mathematics) and oral and written language skills as well as new preparatory courses in the sci- ences and social sciences became normal parts of the curriculum. The acceptance of the challenge to meet the needs of .a diversified and het- erogeneous group of students created an interest in the psychology and appli- cation of learning principles among many faculty members by the 1970s. Restructuri~g traditional courses utiliz- ing behavioral techniques, individual- ized instruction, and applicaUon of new technologies received much .attention from the faculties. Experimentation in instructional techniques to meet student needs and provision for faculty de- velopment programs to make possible adjustments from traditional lecture methods became features of community college educational programs. The major concerns of the two-year college today focus, as in the 1960s on the continuing problems of articul;tion with senior colleges, the challenge of the nontraditional student, the continu- ous reappraisal of instruction in the at- tempt to meet the needs of the diversi- fied student bodies, the openness to new technological developments in the class- room, the need for developing faculty sympathetic to the philosophies of the two-year institutions, the redefinition of institutional role in the changes that .are occurring both internally and in the lo- cal communities, and the increasing eco- nomic pressures in meeting financial and physical needs of the colleges.17 THE EMERGENT LEARNING RESOURCES PI{OGRAM . The ·1960s were the years of change m the provision for services from the traditional print-oriented library ser- vices to a full learning resources pro- gram. In 1960 no one could have pre- dicted the great change that would oc- cur in a ten-year period because the pat- tern of junior college library service it- self was just emerging. The publication in that year of .. Standards for Junior College Libraries" by the Association of College and Research Libraries provides a convenient line of demarcation,lS The 1960 standards were a profes- sional landmark. They provided for the first time a description of good library services in the two-year institution. There was a formula for the size of the book collection correlated with enroll- ment, with a minimum collection of 20,000 volumes for the first 500 stu- dents. There is no need to discuss these standards in detail because this has been done,19 but the extensive use made of them by two-year colleges and by the U.S. Office of Education in evaluating applications for grants confirmed both the soundness of the standards and their significance in improving services. Initial negative reaction of adminis- trators to the new standards was over- come through dialogue with librarians and the establishment of a joint com- mittee between the American Library Association and the American Associa- tion of Junior Colleges as well as a rec- ognition that the use of the term "stan- dards" did not refer to the standards of the regional accrediting associations. Another contribution of the Junior College Libraries Section came through the series of preconference institutes held from 1965 to 1972. These meet- ings focused upon the problems, prac- tices, and contributions of the two-year colleges and made it possible for admin- istrators and librarians of new institu- 510 I College & Research Libraries • November 1976 tions to understand the challenges in- herent in the role of the librarian. The recognition of the librarian as an ad- ministrator was greatly enhanced as a result of the professional concerns dem- onstrated in these meetings. The accep- tance of faculty status for librarians was also reinforced. The Junior College Libra~ies Section was involved in many productive activ- ities during the 1960s. Among the proj- ects was the bibliography compiled by James W. Pirie utilizing the holdings of three leading libraries.20 Two-year col- lege librarians actively participated in the establishment of Choice. The J. Morris Jones/World Book Encyclo- pedia/ ALA Goals Award was granted to the section in 1967 to support a Junior College Library Information Center at ALA Headquarters for one year in order to gather appropriate data an~ to answer inquiries and disseminate infJ rmatiori about publications, policy statements, building programs, services, and all other types of needed informa- tion about junior and community col- leges. When Helen Wheeler surveyed a number of junior colleges in 1963, she found that the ALA Standards were al- ready being utilized in most of the li- braries, that only 35.8 percent contained a minimum of 20,000 volumes, that more than half of librarians respond- ing did not believe that the materials needed were in the collection, and that more than half of the libraries had a separate library building. The trend to a learning resources program had al- ready begun, with 37.8 percent of the colleges having already centralized these responsibilities. Only six out of 103 re- sponding colleges met the requirements of the standards in terms of collection size, seating, and staff, and three of these did not receive 5 percent of the college budget.21 In contrast, by 1969 op- erating expenditures in two-year colleges for libraries represented a median of 6.1 percent, the median number of pro- fessional staff was 4.2, and there were a total of 13,693,277 volumes in the two- year colleges (with a mean of 23,732) . 22 An increase of 67 percent in the book collection from a mean collection size of 14,201 in 1963 was no little accom- plishment. 23 The contribution of community col- lege librarians to the provision for the education of library and media tech- nical assistants was one of the signi£i- cant contributions of the two-year col- leges. In the judgment of community college librarians there was need for training of supportive staff for all types of libraries. As they were acquainted with other phases of technical training provided in the two-year programs with emphasis on skills, it was realistic for them to take the lead in such training. While some early programs were not well designed and were sometimes un- dertaken without regard to the job mar- ket, most met a valid need for trained supportive staff members, especially in school and special libraries. After a troubled start, the concept was adopted in the manpower policy of the Amer- ican Library Association in 1970, and criteria for instructional programs were approved by the Library Education Di- vision in 1969.24 By the end of the 1960s librarians from two-year colleges were very active and were making personal and profes- sional contributions to the activities of the American Library Association and the Association of College and Research Libraries as well as in the Association for Educational Communications and Technology ( AECT). Not only were they serving in sectional offices and on sectional committees, but they were ac- tive, even chairing divisional and ALA committees and serving as officers or candidates for office. The contributions of Norman Tanis on the ACRL Com- mittee on Standards while he was still Two-Year College Library I Learning Center I 511 a community college librarian are a case in point. TIIE CURRENT DECADE In 1970 the American Association of Community and Junior Colleges re- ceived a grant from the W. K. Kellogg Foundation for a nationwide study of the community college to determine the direction in which it was headed and the changes needed to meet necessary objectives. The report of this study pointed to this decade as a period in which community colleges would con- solidate their achievements and stabilize their operations. The study also under- scored the role of the community col- lege in meeting the needs of disadvan- taged and minority groups. Six trends were identified: 1. Need for more effective develop- mental education program offer- ings. 2. Expanded minority group enroll- ment which would require positive attempts to resolve imbalance of minority faculty members. 3. Institutional commitment to strengthened lifelong learning pro- grams. 4. Improving articulation of career and transfer programs. 5. Systematic needs assessment and communication efforts to provide closer linkage with the community. 6. New organizational structures in the colleges. 25 These trends, along with the current economic problems, remain a valid as- sessment. Currently, the most insistent concern is that the pressures of inflation and budgetary reassessments will cripple the ability of community and junior col- leges to meet educational needs . The best expression of this concern is in the resolution, titled "Doors to Educational Opportunity Must Be Kept Open," adopted at the 1976 convention of AACJC. 26 A paraphrase of portions of this resolution could also reflect the con- cerns for the learning resources pro- grams in two-year colleges as they will be affected by institutional budgets. LEARNING RESOURCES PRoGRAMs IN THE 1970s The adoption of "Guidelines for Two-Year College Learning Resources Programs" in 1972 as the result of joint participation by the AACJC, AECT, and ALA ( ACRL) demonstrated not only inter-associational cooperation, in itself a contribution, but was as well an assessment of the changes which had oc- curred in a single decade. 27 A study of Texas community colleges to determine the extent that these guidelines reflected current practices made by Mary Nieball in 1975 found that with minor excep- tions almost all were operating learning resources programs. 28 The contrast with earlier conditions in the state (not one of the leaders in the transition) was further confirmed by the recent statis- tics issued by the Texas State Library· in which only two public and three private junior colleges had less than the 20,000 volumes (suggested as a minimum col- lection in the 1960 standards), with one having 17 4,000 volumes and others hav- ing smaller but still effective collec- tions.29 The community college library today (so ably described in structure and ser- vices by Fritz Veit), 30 in spite of varia- tions and differences between institu- tions, can be differentiated from other types of libraries in a number of ways which, though not in themselves neces- sarily unique, are in the amalgam dif- ferent. In the first place, there is found a commitment to direct involvement in instruction in programs for library I media technicians and also in the bone and marrow of instructional develop- ment. The learning resources program, in the second place, includes automatic 512 I College & Research Libraries • November 1976 utilization of information for learning in whatever format it can be found- print, microprint, or audiovisual. Again, the learning resources program includes operation of instructional learning lab- oratories, language laboratories, distri- bution of equipment, operation of closed circuit television, as well as pro- viding traditional study facilities. Staff members in the learning re- sources program are directly involved in production of instructional learning packages on the community college cam- pus. The administrative head, having had training in both traditional library and audiovisual services, is more often a dean or vice-president than in most four-year institutions. The professional staff usually includes a number of spe- cialists in educational technology as well as of those with library school training. Among the supportive staff will be large numbers of technicians with train- ing not only as library or media tech- nicians but also as television, graphics, electronics, and photographic techni- cians. Finally, all traditional library services will be available in the two-year college learning resources- program with their effectiveness enhanced by the availabil- ity of other informational sources. Community and junior college librar- ians today have made contributions to librarianship deserving notice. Leader- ship, such as that Harriett Genung pro- vided at Mt. San Antonio College in de- veloping a model program for Califor- nia and the nation to copy, always makes a significant contribution. A com- munity college librarian, Louise Giles, has already served as president of the Association of College and Research Li- braries. Perhaps in the next century one or more will even serve as president of the American Library Association. 31 The learning resources programs and the libraries as they have developed are now supportive of institutional pur- poses and demonstrate all attributes of good library services, even providing ser- vices rarely found in other academic in- stitutions. REFERENCES 1. Gary T. Peterson, The Learning Center: A Sphere for Nontraditional Approaches to Education (Hamden, Conn.: Linnet Books, 1975)' p.22-26. 2. Association of College and Research Li- braries, "Standards for College Libraries," College & Research Libraries NeW8 36: 277-79, 290-301 (Oct. 1975); American Library Association (Association of College and Research Libraries), American Asso- ciation of Community and Junior Colleges, and Association for Educational Communi- cations and Technology, "Guidelines for Two-Year College Learning Resources Pro- grams," College & Research Libraries News 33:305-15 (Dec. 1972). 3. The history of the junior college movement is adequately traced in such books as Wal- ter Crosby Eells, The Junior College ( Bos- ton: Houghton Miffiin, 1931); Tyrus Hill- way, The American· Two-Year College (New York: Harper, 1958); Jesse Parker Bogue, The Community Co~e (New York: McGraw-Hi11, 1950); James W. Thornton, Jr., The Community Junior Col- lege, 2d ed. (New York: John Wiley, 1966); and Robert S. Palinchak, The Evo- lution of the Community College (Me- tuchen, N.J.: Scarecrow, 1973). 4. Harriett Genung and James 0. Wallace, "The Emergence of the Community Col- lege Library," Advances in Librarianship 3:29-81 (1972). 5. E. B. Ratcliffe, Accredited Higher Institu- tions ([U.S. Bureau of Education, Bulle- tin no.10] Washington, D.C.: Govt. Print. Off., 1926), p.26; as cited in Eells, The Junior College, p.446. 6. Ibid., p.447. 7. E. M. Homer, "A Junior College Measuring Stick," ALA Bulletin 24:296-97 ( 1930). 8. Harlen Martin Adams, The Junior College Library Program: A Study of Library Ser- vices in Relation to Instructional Proce- dures ( Chicago: American Library Assn. and Stanford Univ. Pr., 1940). 9. Byron Lamar Johnson, Vitalizing a College Library (Chicago: American Library Assn., 1939 ). Two-Year College Library I Learning Center I 513 10. Edna A. Hester, Books for Junior Colleges (Chicago: American Library Assn., ' 1931). 11. Foster E. Mohrhardt, A List of Books for Junior College Libraries (Chicago: Amer- ican Library Assn., 1937). 12. Ermine Stone, The Junior College Library (Chicago: American Library Assn., 1932); _Adams, The Junior College Library Pro- gram; and Eells, The Junior College, p.443- 72. 13. Bogue, The Community College. 14. See Walter Crosby Eells, Why Junior Col- lege Terminal Education ([Terminal Edu- cation Monograph, no.3] Washington, D.C.: American Association of Junior Col- leges, 1941). 15. American Junior Colleges, 8th ed. (Wash- ington, D.C.: American Council on Educa- tion, 1971), p.3. 16. Byron Lamar Johnson, Islands of Innova- tion Expanding: Changes in the Communi- ty College (Glencoe, Ill.: Glencoe Press, 1969 ). 17. James 0. Wallace, "The Environment of the Two-Year College." Paper prepared for the ACRL Ad Hoc Subcommittee on Goals, Priorities, and Structures, 1975. 18. Association of College and Research Li- braries, Committee on Standards, "Stan- dards for Junior College Libraries," Col- lege & Research Libraries 21:200-206 (May 1960). 19. James 0. Wallace, "Two-Year College Li- brary Standards," Library Trends 21:219- 32 (Oct. 1972). 20. James W. Pirie, Books for Junior College Libraries ( Chicago: American Library Assn., 1969). 21. Helen Rippier Wheeler, The Community College Library: A Plan for Action (Ham- den, Conn.: Shoe String Press, 1965), p.79-80, 99-133. 22. U.S. Office of Education, Library Statistics of Colleges and Universities, Fall 1969, Analytic Report (Washington, D.C.: Govt. Print. Off., 1971), p.54-59. 23. U.S. Office of Education, Library Statistics of Colleges and Universities, 1963-64 Analytic Report (Washington, D.C.: Govt. Print. Off., 1968 J, p.28. 24. American Library Association, "Library Ed- ucation and Manpower," American Librar- ies 1:341-44 ( 1970); American Library Association, Library Education Division, "Criteria for Programs to Prepare Library Technical Assistants,~· LED Newsletter, no. 68, p.7-16 ( 1969). 25. David S. Bushnell, Organizing for Change: New Priorities for Community Colleges (New York: McGraw-Hill, 1973); Edmund J. Glezer, Jr., Project Focus: A Forecast Study of Community Colleges (New York: McGraw-Hill, 1973). 26. "Doors to Educational Opportunity Must Be Kept Open," Community and Junior College Journal 47:3 (Sept. 1976). 27. American Library Association ( Association of College and Research Libraries), Amer- ican Association of Community and Junior Colleges, and Association for Educational Communications and Technology, "Guide- lines for Two-Year College Learning Re- sources Programs.'' 28. Mary Louise Nieball, "A Comparative Analysis of Library-Learning Resources Programs in the Public Junior Colleges of Texas" (Ph.D. diss., Texas Woman's Uni- versity, 1975). 29. Texas State Library, Library Development Division, Texas Public Library Statistics for 1975 (Austin, 1976 ), p.153-65. 30. Fritz Veit, The Community College Li- brary (Westport, Conn.: Greenwood Press, 1975). 31. Frances Lander Spain became a communi- ty college librarian in Florida after having served as president of the American Li- brary Association. I ames 0. Wallace is director of learning resources, San Antonio College, San Antonio, Texas.