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1966: Federal legislation for libraries >
Please use this identifier to cite this item:
http://hdl.handle.net/2142/1532
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| Title: |
The Impact Of Federal Legislation For Library Education |
| Authors: |
Monroe, Margaret E. |
| Keywords: |
Federal aid to libraries --United States |
| Issue Date: |
1966 |
| Publisher: |
Graduate School of Library Science. University of Illinois at Urbana-Champaign |
| Citation Information: |
In W.Ladley (ed). 1966. Federal legislation for libraries : papers presented at an institute conducted by the University of Illinois Graduate School of Library Science, November 6-9, 1966. Urbana, Il: Graduate School of Library Science: 41-47. |
| Series Name / Report no.: |
Allerton Park Institute (13th : 1966) |
| Abstract / Summary: |
Almost all discussion of federal legislation for libraries ends,
if indeed it does not begin, with the problem of support versus control.
If support is desirable, is control inevitable ? Library education
has long taken for granted the control which state legislation
requiring certification of librarians may impose on the curriculum.
As a matter of fact, library educators have frequently been the proposers
of such legislation, thus achieving control on their own terms.
When professional vision outruns the legislators' insight and is
persuasive then the profession is able to prescribe the control which
society exercises over the individual librarian.
In the academic world of library education, the yang and yin relationship
of support and control exists within the context of the
scholar's leadership, with the faculty exercising its judgment to use
available support to the best advantage of the students, within the
limits hopefully, the quite broad limits established by the institution
and by society.
Ideally, legislation for library education should enable the exercise
of the best faculty judgment within the context of society's need
and the legislative intent. But faculty judgment varies in competence.
Legislation, then, must attempt to embody support for, and control
within, the best available faculty judgment. State legislation specifically
for library education has tended to limit itself to identification
of the curriculum required for proficiency in librarianship; it generally
involves setting minimums, and therefore has not been able to
embody necessarily the best faculty judgments on the optimum program
of library education. On the other hand, federal legislation,
which has only begun to be directed toward library education, has
tended to look toward optimums; the National Defense Education Act,
for example, looks toward the best possible education for school librarians
but allows faculty judgment to be determinative as to means. |
| URI: |
http://hdl.handle.net/2142/1532 |
| ISSN: |
0536-4604 |
| Type of Resource: |
text |
| Genre of Resource: |
conference paper |
| Publication Status: |
published or submitted for publication |
| Appears in Collections: |
1966: Federal legislation for libraries
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