College and Research Libraries


printed subscription should not be can-
celed. Example: if the Social Science Cita-
tion Index costs $1,500 a year and an on-
line search of it costs about $44, everything 
included, then one can buy about thirty-
four such searches a year for the subscrip-
tion price. Thus if the printed version is 
used more than thirty-four times, then the 
printed version is presumed to be more 
cost-effective and should not be canceled. 

Because the author employs only one set 
of his earlier assumptions, the one least 
favorable to on-line searching, and simul-
taneously ignores some major cost factors 
such as discounts for on-line service and the 
almost unavoidable purchase of multiyear 
cumulations if one were to run a manual 
bibliographic searching service, this table 
could be off by more than 100 percent and 
thus is not a reliable tool. But if it acts as a 
stimulus for libraries to do their own analy-
ses, it will have served a purpose. 

Even with these figures, one general con-
clusion seems unavoidable: A small number 
of highly priced indexes (Chemical Ab-
stracts, Excerpta Medica, Science Citation 
Index) are becoming serious candidates for 
cancellation by the smaller libraries which 
presently purchase them, where usage of 
such indexes can be measured in the range 
of 75 to 150 instances per year. Based upon 
the issues which Saffady' s last section raises, 
rather than upon the numbers given there-
in, one may expect the on-line community 
to be studying and discussing this work 
rather closely in the years ahead.-Peter G. 
Watson, California State University, Chico. 

Morrow, Carolyn Clark, and Schoenly, 
Steven B. A Conservation Bibliography 
for Librarians, Archivists, and Adminis-
trators. Troy, N.Y.: Whits ton, 1979. 
271p. $18.50. LC 79-64847. ISBN 
0-87875-170-X. 
In their introduction, Morrow and 

Schoenly state this 1,376-item bibliography 
cites literature that has appeared since 
1966, for it was the devastating flood in 
Florence that year that focused world atten-
tion on the salvage and restoration of the 
works of art and books inundated by the 
water. The volume covers broadly conserva-
tion administration, environmental protec-
tion, information preservation, conservation 

Recent Publications I 377 

techniques, and general works on conserva-
tion. 

While a revised, comprehensive bib-
liography is shortly expected from George 
and Dorothy Cunha to replace their 1972 
listing (found in the Conservation of Lib-
rary Materials), there has been a need for a 
selective bibliography covering the vast 
body of material on conservation published 
in the period 1971-1979. But because of its 
organization, this volume will be most use-
ful for those already familiar with the litera-
ture and in need of checking a reference, 
rather than a larger audience. 

I am puzzled by this bibliography be-
cause I suspect that once the authors com-
piled their card index of entries on the 
preservation of library and archival mate-
rials they published it without determining 
what information they wished to communi-
cate to their audience, who that audience 
might be, and how that audience might 
want to use the material. It is not, and does 
not pretend to be, the comprehensive post-
1972 bibliography that the specialist needs. 
Yet it is too narrow and limited for the 
nonspecialist who needs good, basic in-
formation quickly. What, for example, 
would the compilers consider the basic book 
or article in each section, regardless of pub-
lication date? 

There is a subject index, but it appears 
that most of the citations in the bibliography 
are cited only once. For example, the sub-
ject index cites one specific reference on 
"thymol," but the bibliography includes a 
number of books and articles that contain 
helpful information on the use of thymol for 
fumigation. Thus the bibliography becomes 
of minimal use for someone not already 
familiar with the literature. 

In their introduction the compilers state 
that the literature of book and document 
conservation is diverse and draws from a 
number of allied fields. The compilers have 
carefully reviewed the literature in the 
archival, library, and conservation fields, but 
the literature of the museum community 
has been checked only cursorily. 

This is a serious lack, because the models 
that both librarians and archivists have fol-
lowed in developing sound preservation 
programs over the past decade have been 
museum models. The significant difference 



378 I College & Research Libraries • July 1980 

is that our "objects" are paper rather than 
paintings, sculpture, or houses. As an exam-
ple, the "Technical Notes," from The Amer-
ican Archivist, is cited consistently through-
out the bibliography while the very impor-
tant and clearly written "On Conservation" 
series that appeared in Museum News re-
ceives- only scant coverage, with references 
to much of the best material omitted. 

Gremlins, unfortunately, pursued the 
printers and proofreaders throughout the 
production of this volume: The alphabetical 
order of entries is far from perfect, and 
there are occasional minor errors in the 
citations themselves. 

Morrow and Schoenly obviously have 
accumulated a great deal of material. The 
library profession very much needs this in-
formation, and I hope that we can expect 
selective, annotated bibliographies by sub-
ject from them, prepared for various 
constituencies.-Susan G. Swartzburg, Rut-
gers University, New Brunswick, New 
jersey. 

Cammack, Floyd M.; DeCosin, Marri; and 
Roberts, Norman. Community College 
Library Instruction: Training for Self-
Reliance in Basic Library Use. Hamden, 
Conn.: Linnet Books, 1979. 283p. $17.50. 
LC 79-17531. ISBN 0-208-01825-5. 
Community College Library Instruction 

provides those interested in starting or im-
proving instructional programs in library 
use at their institutions with an elaborate 
description of the individualized, self-paced 
library instruction unit that has been part of 
the basic English composition course at 
Leeward Community College , a branch 
campus of the University of Hawaii, since 
1972. 

To achieve a high level of student motiva-
tion, the unit is ·presented immediately be-
fore the first research paper assignment. It 
consists of four separate sections: (1) an 
orientation tour of the library; (2) use of the 
card catalog and LC call numbers; (3) use of 
LC subject headings; and (4) use of 
periodicals and periodical indexes. These 
sections are taught by means of audiotapes 
combined with printed materials. The aver-
age student completes the entire library 
unit in nine hours, according to the au-
thors-Floyd M. Cammack and Marri De-

Cosin, public service librarians at Leeward, 
and Norman Roberts, a language arts 
teacher there. 

This publication is divided into two main 
parts. As stated in the introduction, "Part 1 
of the book describes in three chapters the 
actual setting and rationale for a biblio-
graphic instruction program at an under-
graduate institution with an established 
policy of open admissions; the recom-
mended means for designing practical goals 
for such a program; and an outline of the 
types of activities necessary to. develop, 
maintain, and evaluate it." 

Contained in the chapter on goals are re-
prints of ACRL'S "Guidelines for Biblio-
graphic Instruction in Academic Libraries" 
and "Academic Bibliographic Instruction: 
Model Statement of Objectives"; a copy of 
"Library Instruction Goals and Objectives" 
formulated at the University of Wisconsin-
Parkside; and the more limited aims of the 
library instruction unit taught at Leeward 
Community College in the fall of 1978. The 
chapter on methodology and evaluation pro-
vides detailed statistics demonstrating that 
Leeward's program has been quite effective. 

Quoting again from the introduction to 
this work, "Part 2 is designed to support 
the descriptive chapters with actual samples 
of teaching and testing materials developed 
according to the principles, and under the 
circumstances, described in part 1." In-
structional pamphlets, library skills work-
books, and tests that were used in 1978 are 
reproduced in part 2. 

Included in the appendixes that follow 
are detailed outlines for the basic English 
course and. the library unit; sample com-
munications between librarians and teaching 
faculty; some student comments on the li-
brary unit; copies of test answer sheets; and 
a list of materials and operating procedures 
for Leeward's library unit as it was pre-
sented in the fall 1978 semester. A forty-
one-page bibliography of relevant literature 
published since 1965 and a brief index 
round out the volume. 

The most valuable feature of this useful 
book is that readers are granted blanket 
permission to reproduce whatever sections 
of part 2 and the appendi~es they may wish 
to incorporate in their own course-related 
instructional programs. This is wonderful,